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290
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Communications
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Feb 20, 2024
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ZEDEN290 2024
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Campus
Assessment Task 2
Instructions:
Use the following template to structure each of your lesson plans for Assessment Task 2
You will write approx. 1000-1200 words (+/- 10%) for each lesson plan. (You do not need to count sections 1 & 6).
Read the extended AT2 instructions and the rubric carefully before and during your writing process.
All writing should be clear and succinct to ensure anyone picking up this lesson plan could immediately use it in a classroom. You should make several drafts before submitting your final assignment.
Please use 1.5 line spacing and a clear font such as Calibri or Arial
1. Lesson One Title
Writing and Reading Letter “S” and sound /s/ Year/Grade Level Lesson Overview
(6 pts per lesson plan)
In this section, craft concise and clear responses to the prompts in the lefthand column (please don’t count words for this section). Please use dot points.
a) a brief description of the purpose of the lesson (1 pt.)
The aim of this lesson is to teach and reinforce awareness of the letter “S” with its corresponding sound /s/ in kindergarten children. The lesson targets a diverse group of kindergarten learners to practice sound /s/ in isolation and within words.
b) the targeted literacy skill (1 pt.)
The literacy skill that children will learn here is phonemic awareness focusing on pronunciation of the sound /s/ The aim of this lesson is for children to practice letter writing for letter “ S” and its corresponding sound /s/ c) the development level and
characteristics of target students the lesson is intended for. (1 pt.)
The lesson is intended for young children in kindergarten around 3 to 5
years Who are learning about phonemics, sounds and simple words to add on their vocabulary. d) the learning intention(s) and how they fit into a continuum of literacy skills (1 pt.)
The learning intentions involve students mastering correct letter formation of “S” and demonstrating proper pronunciation for sound /s/, and displaying phonemic accuracy in their writing.
After the lesson children should be able to write the letter “S” say its corresponding /s/ sound.
e) what curriculum/ syllabus content is covered (including
the curriculum code if possible) (1 pt.)
This lesson plan is aligned with the Australian Curriculum - English: Foundation Year – Language.
f) success criteria and how The success of learners will be measured through their ability to
they are shared with students (1pt.)
properly write letters “S” and be able to say its corresponding sound /s/ and class participation during teacher-student guided activities on the board The lesson will be successful if children are able to write letter “S” correctly and say the sound /s/
2. Lesson Content (7 pts per lesson plan)
Description of practice in sequence
In this section, you need to concisely and clearly explain the content of the lesson in three parts (explicit instruction, guided practice, independent practice or ‘
I do, We do, You do’
); explain the content for each part. Your explanation of the content needs to (1) demonstrate that you understand where the concepts being taught fit in a learning progression, and (2) that the content and activities are relevant for the learning intentions and (3) that they are organised into an effective learning and teaching sequence. (approx. 300 words in total for this section). You may use dot points as long as your meaning is clear.
Explicit Instruction: ‘I do’ The lesson starts by introducing letter “S” and /s/ sound to children.
Then demonstrate the phonemic awareness of letter “S” and its
corresponding sound /s/. Providing learners with effective materials
such charts, letter “s” posters, flash cards for letter “S” to enhance
their writing activities will help them master the concept. This lesson
will introduce learners to basic letter “S” and its corresponding sound
it produces /s/ sound. I will guide the children through writing letter
“s” and practicing the /s/ sound by writing on the board, sharing letter
posters and flash cards for letter “S” and sound /s/
Guided Practice: ‘We do’
Conduct fun class exercises to help train best writing skill of letter “S”
and its corresponding /s/ sound. The focus is on /s/ sound. Make sure
pupils gain competency by providing them with direction and
corrections as they attempt writing the letters and the sound on the
board or colouring the pictures of letter ”S” with /s/ sound. In order to
foster an interactive and cooperative learning environment, involve
learners in group activities that skilfully link phonemic awareness into
writing (Fellowes, & Oakley, 2020). Help children who are slow to catch
up with their fellow children through special support in the group
work. Provide adequate direction and instruction through individual
support during group task.
Encourage students to write on board what they have learned as you correct them and reward them. Help them to write the /s/ and in groups read the letter “s” and its corresponding /s/ sound.
Independent Practice: ‘You do’ Encourage students to independently practice writing the Letter “s”
and the /s/ sound in their exercise books. Encourage them to read the
sound aloud, reinforcing both writing and phonemic awareness skills.
This phase emphasizes autonomy, allowing students to apply what
they have learned independently (Fellowes, & Oakley, 2020)
3. Teaching Methodologies or Strategies, inc. differentiation (9 pts per lesson plan)
Your students will vary widely in their existing reading, spelling, and language skills. You need to explain how you adapt your teaching (and possibly content) to meet the specific needs of (3a) students who already read and write above grade level, (3b) EAL/D students who may lack some of the language skills others in your class have, and (3c) students who are struggling with literacy learning. Include references to relevant research to support your choices using the APA 7
th
citation style.
Please do not count your citations as part of the word count. (approx. 200-300 words)
3a) Students who read and write above grade level
Children who read and write above kindergarten grade level can be
supported through individualized classroom coaching (Frey, & Fisher,
2013). Directed learning will help to keep them active and engaged in
the classroom just like other students. Differentiated instructions
enables fast learners to stay active and engaged while the instructor
attends to other students in the classroom.
3b) EAL/D students who may lack important language skills A diverse classroom can have students that do not understand English
very well. Especially those which English is not their first language. To
help them, Provide simple instructions and offer additional support for
English as an Additional Language/Dialect (EAL/D) students to bridge
language gaps (Frey, & Fisher, 2013) Teaching them phonemic
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awareness and actively engaging them in class activities will fasten
their language grasp. Children struggling with literacy learning provide extra support to
them by breaking down letter writing steps and offer extra practice,
fostering a supportive and tailored approach (Frey, & Fisher, 2013) pay
close attention to them and make sure they are catching up with the
rest of the students in class. In case they do not catch up with the
lesson offer extra support outside classroom to help them grasp easy
phonemes reading and writing. 4. Assessment Strategies (6 pts per lesson plan)
In this section, you need to explain how you monitor and assess student learning during the lesson (formative assessment) and how you establish at the end of the lesson that the students have achieved success (summative assessment). Include examples of questions you might ask, the high-, medium- and low-quality responses you expect students to produce, and your feedback to those responses, OR outline
tasks you would ask students to complete to demonstrate what you expect the students to be able to do independently at the end of the lesson.
(100-200 words in total for this section). You may use dot points as long as you state precisely what, when and how the assessments are given.
4a) Formative Assessment (3 pts)
In formative assessment, observe correct letter “S” writing during
both guided and independent practice, offering immediate feedback to
reinforce positive habits. Monitor participation in phonemic sound
awareness activities within the context of writing, ensuring a
comprehensive evaluation of skill integration (Hill, 2021).
4b) Summative Assessment (3 pts)
In summative assessment, assess individual writing samples for letter
“S” and formation of sound /s/ and phonemic accuracy, providing a
holistic overview of individual progress (Knight, 2021). Evaluate overall
progress through a short written task, integrating writing and
phonemic awareness to measure comprehensive skill development
(Hill, 2021).
5. Justification from Research
In this section, you need to justify your choice of content, teaching methodologies and assessment choices with references to research.
(9 pts per lesson plan)
Please format this section as an annotated bibliography
(see an example in the assignment description). Each annotation needs to demonstrate why the reference is relevant to either the a) content, b) teaching strategies or c) assessment choices you have made. Include at
least 1 reference with annotation for each section below (approx. 300-
450 words in total for section 5a, b & c). Please use full sentences for your annotations and do not count the reference itself in your word count.
5a) Justification of your choice of content- minimum of 1 reference/150 words
(3 pts per lesson plan)
Reference 1 advocates for explicit writing instruction in early childhood, highlighting its positive impact on overall literacy development (Fellowes, J., et al 2022)
5b) Justification of your choice of teaching strategies
– minimum of 1 reference/150 words
(3 pts per lesson plan)
Reference 2 supports the integration of phonemic awareness activities into writing lessons, emphasizing its effectiveness in literacy development (
Wright, T. S. et al 2022)
.
5c) Justification of your assessment choices - minimum of 1 reference/150
words (3 pts per lesson plan)
Reference 3 underscores the essential role of differentiated instruction
in meeting diverse learner needs, ensuring equitable access to learning
opportunities (Hill, S.
2021
).
6. References Inc. accuracy of APA 7th referencing and citation style and clarity of expression throughout the
assignment
(5 pts per lesson plan)
Provide a list of 3 references (minimum) from this unit (other than those used in the previous section for your annotations) that you have read in detail and cited in your lesson plan to support your decisions. Please ensure you carefully read the ACU Referencing Guide
to learn how to correctly use the APA 7
th
citation and referencing style. Assistance in using APA 7
th
correctly is also available from the library or from the Academic Skills Unit
. Accurate citations and referencing will be considered in your assessment.
This
section is not included in the total word count but is graded. 1.Fellowes, J., & Oakley, G. (2020). Language, literacy and early
childhood education (3rd ed.). Oxford University Press.
Wright, T. S., Cabell, S. Q., Duke, N. K., & Souto-Manning, M.
(2022). Literacy learning for infants, toddlers, and preschoolers: Key
practices for educators.
(No Title)
.
2. Frey, N., & Fisher. D. (2013) Rigorous reading: 5 access points for
comprehending complex texts. Corwin Literacy.
3. Hill, S. (2021). Developing early literacy: Assessment and teaching
(3rd ed). Eleanor Curtin Publishing.
Lesson Plan 2
Lesson Two Title
Introducing simple words that have the /s/ sound Year/Grade Level Kindergarten 3years to 5 years
Lesson Overview
(6 pts per lesson plan)
In this section, craft concise and clear responses to the prompts in the left hand column (please don’t count words for this section). Please use dot points.
a) a brief description of the purpose of the lesson (1 pt.)
The aim of this lesson is to introduce children to simple words that start with the letter “S” and produce the /s/ sound at the beginning. This lesson will expose children to further literacy awareness through exploring the words with sound /s/
b) the targeted literacy skill (1 pt.)
It is designed for diverse audience aiming to enhance language ability to identify and manipulate sounds with spoken words. Through writing
and reading practice children will grasp the formation of /s/sound in words such as sun, school, star etc
c) the development level and
characteristics of target students the lesson is intended for. (1 pt.)
The lesson is specifically designed for diverse kindergarten learners who should learn and write sounds as well as recognize simple words that has the sound /s/
d) the learning intention(s) and how they fit into a continuum of literacy skills (1 pt.)
The lesson seeks to provide children with a solid foundation for their continued reading journey by cultivating phonemic awareness through practicing sounds, writing and reding.
e) what curriculum/ syllabus content is covered (including
the curriculum code if possible) (1 pt.)
The activities, aligned with Australian Curriculum are designed to strengthen foundational skills that are necessary for proficient reading and writing in the future.
f) success criteria and how they are shared with students (1pt.)
The success criterion entails assessing the level of student participation through observation, question and answer sessions ,as well as their proven capacity to individually write down words with /s/ sound and read them out to the class..
1.
Lesson Content (7 pts per lesson plan)
Description of practice in sequence
In this section, you need to concisely and clearly explain the content of the lesson in three parts (explicit instruction, guided practice, independent practice or ‘
I do, We do, You do’
); explain the content for each part. Your explanation of the content needs to (1) demonstrate that you understand where the concepts being taught fit in a learning progression, and (2) that the content and activities are relevant for the learning intentions and (3) that they are organised into an effective learning and teaching sequence. (approx. 300 words in total for this section). You may use dot points as long as your meaning is clear.
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Explicit Instruction: ‘I do’ The lesson starts by revisiting letter “S” and /s/ sound taught in the
previous lesson and formations introduced in the previous lessons
ensuring a seamless transition. Demonstrate the pronunciation of
sound /s/. In addition to these start the lesson by introduce basic sight
words, providing learners with effective materials such as phonic
charts, flashcards and posters to enhance their reading and writing
activities (Fellowes, & Oakley, 2020).
Guided Practice: ‘We do’
Guide students in small-group exercises where you help them
recognize words with /s/ sound work with. Use manipulatives and
visual aids to improve comprehension and assist children in practicing
sound segmentation and blending while reading out words. Make sure
that instructional assistance promotes a cooperative learning
atmosphere for all children regardless of their language abilities
(Winch et al, 2020). Independent Practice: ‘You do’ To promote independent sound and word practice, I will write words
that start with the /s/ sound and read them to the class. give out
worksheets to each person or give them interactive practice tasks to
copy the words (Winch et al, 2020). Give children coloured charts with
pictures that start with the letter “s” and has the /s/ sound i.e Sun. 2. Teaching Methodologies or Strategies, inc. differentiation (9 pts per lesson plan)
Your students will vary widely in their existing reading, spelling, and language skills. You need to explain how you adapt your teaching (and possibly content) to meet the specific needs of (3a) students who already read and write above grade level, (3b) EAL/D students who may lack some of the language skills others in your class have, and (3c) students who are struggling with literacy learning. Include references to relevant research to support your choices using the APA 7
th
citation style.
Please do not count your citations as part of the word count. (approx. 200-300
words)
3a) Students who read and write above grade level
For more advanced learners provide Differentiated activities like word
chart for them to find words with /s/ sound or give then tasks to come
up with words with /s/ sound from a short story they’ve read in class
(Thomas, & Thomas, 2022).
3b) EAL/D students who may lack important language skills For improved comprehension, use multilingual materials, gestures,
and visual aids with EAL/D pupils (Thomas, & Thomas, 2022). Children
whose English is not first language might struggle to grasp compared
to those English is a first language.
3c) Students struggling with literacy learning
children having difficulty with literacy learning give them more
supervised practice and use practical exercises to help them
understand the learning materials (Thomas, & Thomas, 2022).
3
. Assessment Strategies (6 pts per lesson plan)
In this section, you need to explain how you monitor and assess student learning during the lesson (formative assessment) and how you establish at the end of the lesson that the students have achieved success (summative assessment). Include examples of questions you might ask, the high-, medium- and low-quality responses you expect students to produce, and your feedback to those responses, OR outline
tasks you would ask students to complete to demonstrate what you expect the students to be able to do independently at the end of the lesson.
(100-200 words in total for this section). You may use dot points as long as you state precisely what, when and how the assessments are given.
4a) Formative Assessment (3 pts)
Variety of strategies can be used to gauge the student understanding.
For instance, use of formative evaluations such as discussions and
quizzes to keep truck of students’ progress and provide timely
feedback. Each student’s level of comprehension is measured by use of
a variety questioning strategies (Hill, 2021). Open question and answer
session in class can help determine level of understanding. Individual
performance assessment in classwork is a great assessment tool.
4b) Summative Assessment (3 pts)
Use summative evaluations, like as projects and quizzes, to gauge
children’s overall topic comprehension. To promote children’s
engagement and cognitive development, include peer assessments
and self-reflection. For precise grading criteria and helpful criticism,
use rubrics. Review and modify assessment techniques frequently in
light of children’s performance to guarantee a thorough and flexible
method of assessing learning objectives (Hill, 2021).
4
. Justification from Research
(9 pts per lesson plan)
In this section, you need to justify your choice of content, teaching methodologies and assessment choices with references to research. Please format this section as an annotated bibliography
(see an example in the assignment description). Each annotation needs to demonstrate why the reference is relevant to either the a) content, b) teaching strategies or c) assessment choices you have made. Include at
least 1 reference with annotation for each section below (approx. 300-
450 words in total for section 5a, b & c). Please use full sentences for your annotations and do not count the reference itself in your word count.
5a) Justification of your choice of content- minimum of 1 reference/150 words
(3 pts per lesson plan)
The first reference emphasize the fundamental role of phonemic
awareness in early literacy development and its critical significance
(Hill, 2021).
5b) Justification of your choice of teaching strategies
– minimum of 1 reference/150 words
(3 pts per lesson plan)
According to Jones and Brown (2018), reference 2 emphasizes the significance of individualized instruction in meeting the various needs of students and fostering an inclusive learning environment.
5c) Justification of your assessment choices - minimum of 1 reference/150
words (3 pts per lesson plan)
Reference 3 highlights the importance of formative assessment and how it can promote learning by giving timely feedback and encouraging ongoing development (Black & Wiliam, 1998).
6. References Inc. accuracy of APA 7th referencing and citation style and clarity of expression throughout the assignment
(5 pts per lesson plan)
Provide a list of 3 references (minimum) from this unit (other than those used in the previous section for your annotations) that you have read in detail and cited in your lesson plan to support your decisions. Please ensure you carefully read the ACU Referencing Guide
to learn how to correctly use the APA 7
th
citation and referencing style. Assistance in using APA 7
th
correctly is also available from the library or from the Academic Skills Unit
. Accurate
citations and referencing will be considered in your assessment.
This section is not included in the total word count but is graded. 1.
Hill, S. (2021).
Developing early literacy: Assessment and teaching
(3rd ed). Eleanor Curtin Publishing.
2.
Thomas, D., & Thomas, A. (Eds.). (2022).
Teaching and
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learning primary English
. Oxford University Press.
3.
Winch, G., Johnston, R., March, P., Ljungdahl, L., & Holliday, M. (2020).
Literacy: Reading, writing and children’s literature
(6th ed.). Oxford University Press.
NOTE: Please ensure you re-read your work carefully for errors or omissions. Be as clear and concise as
possible. Refer to the rubric to ensure you have included what is required and you have maximised your potential marks. Please upload your 2 completed templates as ONE file using your name and the unit number as a file name to the Canvas AT2 portal in the Assignments tab. Good luck!
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