Word study
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This document outlines a school's commitment to word study and phonics programs from Reception to Year 7. It discusses using Jolly Phonics from R-2, Words Their Way from 3-7, and SA Spelling tests from Year 1-7. It emphasizes consistency in practices between programs, linking activities, using data to track student progress, and differentiating instruction to meet the Australian Curriculum and student needs. Resources, routines, homework, and session structure are also addressed to support effective implementation of the word study programs.
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The document contains a list of items including a net on a tree, a tank, and pipes. A vine is also listed.
The water cycle quiz
The document is a quiz about the water cycle. It contains 7 multiple choice questions about the different processes involved in the water cycle:
1. Question 1 asks about precipitation, which is any product of atmospheric water vapor that falls to the ground, including rain, snow, sleet and hail.
2. Question 2 asks about evaporation, which is the process by which water changes from a liquid to a gas in the atmosphere.
3. Question 3 asks about infiltration, which is the process by which water on the ground surface enters the soil.
4. The quiz contains 7 questions total about the major processes in the water cycle like precipitation, evaporation, infiltration, transpiration, groundwater
Language and literacy levels analysis
This document outlines steps for teachers to consistently assign language and literacy levels to student work samples. It instructs teachers to: 1) analyze student work samples in pairs using a notes form to highlight language features and refer to a glossary for clarification; 2) order student work samples from least to most sophisticated; and 3) use highlighting and documentation forms to analyze individual student work samples and assign them a level on the language and literacy continuum. The goal is to develop consistency in how teachers process, document, and make judgments about student writing abilities.
EALD Staff Meeting November 2015
The document outlines a school's plan to implement Language and Literacy Levels (L&LL) to plan, assess, and track student growth in writing. Key aspects of the plan include:
- Developing the plan with lead teachers and providing professional development for staff on informational and persuasive writing genres and grammar.
- Having staff level EALD students' sentence structure and then level the rest of the class.
- A moderation process was conducted and affirmed the school's leveling processes.
- The goals are for teachers to apply L&LL to support student growth, for all students to progress one level per year, and for planning to be differentiated based on students' L&LL levels.
EALD Staff Meeting November 2015
The document outlines a school's plan to implement Language and Literacy Levels (L&LL) to plan, assess, and track student growth in writing. The plan includes developing teacher capacity through professional development, having teachers level student writing in sentence structure, and establishing a moderation process to ensure consistent application of levels. It discusses celebrating student success by documenting examples of writing development tagged to the literacy levels.
Climate zones room7final
The document discusses different climate zones including tropical, temperate, arid, Mediterranean, and mountain zones. It provides details on the climate conditions, geographical locations, and countries/places associated with each zone. It also defines the differences between weather and climate.
Eald staff meeting nov
The document outlines a school's plan to implement Language and Literacy Levels (L&LL) to plan, assess, and help students progress in writing. It details the following:
- Goals for teachers to apply L&LL and for students to progress one level per year or two levels for EALD students.
- A plan to develop teacher capacity through professional development and student leveling sessions to assess sentence structure.
- A moderation process found the school's leveling was mostly aligned to moderator standards.
- An ethos that leveling will help teachers cater to student needs and support differentiation.
Eald staff meeting nov
This document outlines a school's plan to implement Language and Literacy Levels (L&LL) to assess student writing. The goals are for teachers to apply L&LL to plan, document, and assess growth in writing for every student, with all students progressing at least one level per year. A lead team will provide professional development to help teachers learn to assess students' sentence structure and level writing. Moderation processes will help validate teachers' levelling, and resources like an EALD teacher, leadership, and sample work will support teachers' implementation of L&LL.
More from Daniela L (20)
Word study
- 1. WORD STUDY/ PHONICS/ SPELLING ONE OF THE BIG 6
- 2. WHOLE SCHOOL COMMITMENT • Jolly Phonics – R-2 • New sound each day • Repeated each term • Use of Oxford Words to assess • Words Their Way – 3-7 • Diagnostic test each term ( Don’t give tests back to students. Groups change depending on need) • SA Spelling Test Year 1-7 • (Form B November, Form A optional in term 2)
- 3. MARK IT – DATA COLLECTION • Oxford Word Lists • Add as you go • Jolly Phonics Sounds • Comment box only at this stage, hopefully will change to tick for ability to read and write(similar to Oxford Word List) • Words Their Way • ? Comment/ stage/ numerical value Features, correct
- 4. CONSISTENCY IN PRACTICES • Links between Jolly Phonics and Words Their Way • Warm up: knowledge of alphabet, sounds, strategies, language used to describe patterns/ generalisations • Australian Curriculum – year level requirements / Differentiation • Resources • What do we need to support programs? • Routines, including homework • Take home books/ sorts • Structure of the session • Short, sharp, active learning, engaging students, discussion