1 / 14

Planning for Differentiation using an Inquiry Process

Planning for Differentiation using an Inquiry Process. Learning Intention. Knowledge of how to use the L iteracy C ontinuum to Map and Track S tudent P rogress. Success Criteria. We will be successful when we:

abel
Download Presentation

Planning for Differentiation using an Inquiry Process

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Planning for Differentiation using an Inquiry Process

  2. Learning Intention Knowledge of how to use the Literacy Continuum to Map and Track Student Progress

  3. Success Criteria We will be successful when we: 1. Become familiar with the critical aspects identified in the continuum 2. Begin to develop an understanding of the progression of writing across the learning sequence and implications to differentiated planning 3. Identify how the Literacy continuum K–10 can support the teaching of writing at your school. 4. Map gifted/high ability students to the continuum to find point of need instruction.

  4. Aspects, Clusters and Markers Literacy continuum K-10 Aspects of writing Aspects of speaking Vocabulary knowledge Comprehension Phonemic awareness Reading texts Phonics Concepts about print There are eight critical aspects which are organised into clusters of learning that appear in a sequence. Within these clusters, there are markers which are milestones of expected achievement of the typical student at particular points in time.

  5. Constrained and Unconstrained Skills Reading texts Comprehension Unconstrained skills Vocabularyknowledge Aspects of writing Aspects of speaking Phonics Phonemic awareness Constrained skills Concepts about print

  6. Clusters of Markers across the Primary Years Y5 Y6 Kindergarten Y1 Y2 Y3 Y4

  7. Clusters of Markers across the Secondary Years Y7 Y8 Y9 Y10

  8. Learning sequence Critical aspects

  9. Activity: a closer look at one aspect 1. Look at the aspect Writing Texts. 2. Read these clusters of markers: Cluster 6 (end of Year 1) Cluster 9 (end of Year 3) Cluster 11 (end of Year 5) Cluster 13 (end of Year 7) Cluster 15 (end of Year 9)

  10. NSW Interactive continuum 7–10 Critical aspects The layout: Aspects across the top Clusters down the side Lea r n i ng Sequence Hover over a cluster to enlarge http://www.literacy-continuum.det.nsw.edu.au/Matrix

  11. How we used the Literacy Continuum

  12. Literacy Continuum (adapted) 14/2/14 16/3/14 Clusters7-12__ 6/ 5/14

  13. How to use the Literacy Continuum

  14. Linking to the NSW Syllabus ENI – 7B Pts 1,2 ENI – 8B Pt I

More Related