Curriculum: Learning, Teaching and Assessment > Literacy and Numeracy > Year 2 Diagnostic Net > Year 2 Diagnostic Net Training > Session 7: Writing Developmental Continuum >

Session 7 - Structure of the session

Introduction
Part A: Structure of the continuum
Part B: Mapping
Part C: Explanations of indicators
Part D: Assessment - Practices and management
Part E: Professional reflection and action

Introduction

Share the overall purpose of the session (OHT 7.1 (new window) 10k ).

Identify outcomes of the session (OHT 7.1 (new window) 10k ).

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Part A: Structure of the continuum

Purpose-

The purpose of Part A is to help participants understand the structure and content of the Writing Developmental Continuum.

Procedure

Explain to participants that they will begin this part of the session by looking at the overview of the Writing Developmental Continuum.

Ensure that participants have a copy of the book Writing Developmental Continuum to refer to during this part of the session.

Ask them to open the overview page in the fold-out section at the front of the book.

Discuss the structure of the overview of the continuum (OHT 7.2 (new window) 10k ):

Phases
Phase descriptors (global statements);
Writing samples;
Key indicators;
Major teaching emphases.

Ask participants to read the phase descriptors. They may immediately be able to relate these to students in their class.

Emphasise the following points:

Students must have all the key indicators to be assigned a phase. This is referred to as 'operating in a phase' or 'working in a phase'.
The exception is Phase A where students need to demonstrate only one indicator to be 'perating in Phase A'.
Key indicators are numbered and located in the shaded section of the overview.
The writing samples are a guide only. The writing phases are broad and teachers need to use the indicators.

Explain to participants that they will now be looking at the continuum in more detail - that is, at the organisers, key indicators and other indicators.

Ask participants to turn to the fold-out page headed 'Indicators for Writing Developmental Continuum' at the front of Writing Developmental Continuum.

Discuss the structure of the continuum (Individual Student Profile) using OHT 7.3 (new window) 10k

Identify the organisers or headings of the continuum. Point out that not all phases have all organisers (OHT 7.4 (new window) 10k ).

Introduce the continuum reconstruction activity on Handouts 7.1 (new window) 14k and 7.2 (new window) 36k . This is based on Phases A, B and C of the continuum. Participants can complete the activity in small groups.

The facilitator will need to:

photocopy the pages of phases and organisers (Handout 7.1 (new window) 14k );
photocopy the pages of indicators (Handout 7.2 (new window) 36k );
cut out the boxes of indicators and place them in envelopes or packets (each envelope/packet should contain indicators for the three phases).

Each group of participants should receive:

a copy of the phases and organisers (Handout 7.1 (new window) 14k );
an envelope/packet of indicators (Handout 7.2 (new window) 36k ).

Ask participants to read the indicators in each box and to paste them under the phase and organiser to which they refer.

Have participants check their reconstructed continuum with the Individual Student Profile in Writing Developmental Continuum.

Emphasise the following points:

Students may exhibit indicators across phases.
The Writing Developmental Continuum becomes the Individual Student Profile when indicators begin to be mapped to show student progress.

Key messages

The overview of the Writing Developmental Continuum provides phase descriptors, key indicators and major teaching emphases for each phase.
The Writing Developmental Continuum is a framework for linking assessment and teaching.

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Part B: Mapping

Purpose

The purpose of Part B is to help participants develop knowledge of, and confidence in, the mapping process.

Procedure

Explain that Individual Student Profiles are a form of cumulative record which allow teachers to map student progress from a range of data sources. Sometimes, observations may be mapped directly onto the continuum. At other times, data such as work samples, conference notes and self-evaluations will be the primary source of information which supports mapping on the continuum.

Discuss the sequence of steps in the mapping process, using OHT 7.5 (new window) 10k . An explanation of some of these steps is provided on pages 18-19 of Writing Developmental Continuum.

Emphasise the following points:

Only key indicators must be mapped.
The other indicators sometimes, but not always, provide more information about the key indicators.
Dating entries on the Individual Student Profiles is highly recommended as it enables the teacher to monitor progress over time.
If teachers are assessing according to the syllabus requirements, they will have ample information to map student progress without collecting any additional data.
While no phase is linked to a year level, it is generally expected that students will attain Phase C by the end of their second year at school.
Phase D requires a much more sophisticated understanding of language features than Phase C does. It is therefore highly unlikely that students in Year 3 will attain these indicators. Progress through Phase D may take several years.

Ask participants to practise mapping on the continuum. (For this and the next activity, the facilitator will need to make and distribute copies of the Individual Student Profile on pages 2 and 3 of the fold-out section at the front of Writing Developmental Continuum.) Participants should:

consider the writing samples on OHTs 7.6 (new window) 20k , 7.7 (new window) 34k , 7.8 (new window) 63k and 7.9 (new window) 20k ;
predict the phase in each case, using the phase descriptors in the overview of the continuum;
mark the indicators they observe on the Individual Student Profile;
discuss observations and allocate possible phases;
identify indicators that the sample does not provide evidence of and discuss ways to collect additional evidence.

The following table provides notes on the writing samples for the facilitator:

Can observe this indicator

How could the teacher collect evidence of this?

*Writing sample 1*
A1 assigns a message to own symbols
A2 understands that writing and drawing are different
A3 is aware that print carries a message
A4 uses known letters or approximations of letters to represent written language
A5 shows beginning awareness of directionality - i.e. points to where print begins

*Writing sample 2*
C1 uses a small range of familiar text forms
C2 chooses topics that are personally significant
C3 uses basic sentence structures and varies sentence beginnings
C4 can explain in context some of the purposes of using writing - e.g. shopping list or telephone messages as a memory aid
C5 experiments with words drawn from language experience activities, literature, media and oral language of peers and others
C6 begins to develop editing skills
C7 attempts to use some punctuation
C8 talks with others to plan and revise own writing

Writing sample 3
D1 uses text forms to suit purpose and audience
D2 can explain why some text forms may be more appropriate than others to achieve a specific purpose
D3 writes a range of text forms including stories, reports, procedures and expositions
D4 uses a variety of simple, compound and complex sentences
D5 groups sentences containing related information into paragraphs
D6 is beginning to select vocabulary according to the demands of audience and purpose - e.g. uses subject-specific vocabulary
D7 uses proofreading guide or checklist to edit own or peers' writing
D8 punctuates simple sentences correctly
D9 uses a range of strategies for planning, revising and publishing own written texts

Writing sample 4
B1 reads back own writing
B2 attempts familiar forms of writing - e.g. lists, letters, recounts, stories, messages
B3 writes using simplified oral language structures - e.g. 'I brt loles'
B4 uses writing to convey meaning
B5 realises that print contains a constant message
B6 uses left to right and top to bottom orientation of print
B7 demonstrates one-to-one correspondence between written and spoken word
B8 relies heavily on the most obvious sounds of a word

Ask participants to consider the writing sample they have brought to the session and to map the student on the second copy of the Individual Student Profile by highlighting indicators that are evident.

Discuss any issues or concerns that participants have about mapping. Note that indicators will be examined in more detail in Part C of the session.

Ask participants to look at the Student's Profile Sheets and Whole Class Profile Sheets on pages 113-141 of Writing Developmental Continuum.

Discuss features and uses of the sheets and the two different types of class profiles (one has key indicators only, while the other has all indicators).

Key message

Teachers need to use a range of assessment items to identify the indicators that students are achieving.

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Part C: Explanations of indicators

Purpose

The purpose of Part C is to enhance participants' understanding of indicators in the Writing Developmental Continuum.

Procedure

Ensure that participants have copies of Understanding the Key Indicators of Reading and Writing to refer to during this part of the session.

Ask participants to identify any indicators that need further explanation or clarification, based on the mapping activities from Part B.

Read and discuss explanations for these in Understanding the Key Indicators of Reading and Writing.

Ensure that the indicators B1, C5, C6, C7, C8 and D3 are included in the discussion as teachers commonly require clarification of these.

Emphasise that skill development is ongoing. Although the teacher might mark an indicator as having been achieved, the student may only be beginning to develop the identified skill. The teacher needs to continue to develop that skill - for example, C6 indicates only that students have achieved any one of the indicators of editing.

Key message

The publication Understanding the Key Indicators of Reading and Writing should be used as a guide to ensure that mapping on student profiles is consistently interpreted across classes, year levels and schools.

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Part D: Assessment - Practices and management

Purpose

The purpose of Part D is to reflect on effective and efficient ways to gather data for the mapping process, and to consider effective assessment practices.

Procedure

Refer participants to the table in Session 1 which sets out the roles and responsibilities of school personnel in relation to the Year 2 Diagnostic Net. (See Handout 1.2 (new window) 17k and OHT 1.6 (new window) 21k ) This table provides a good overall guide to the main tasks required for assessment.

Discuss any aspects of these roles and responsibilities that participants want clarified.

Emphasise that teachers are responsible for monitoring student learning outcomes.

Ask participants to share and discuss their current writing assessment practices. They may wish to refer to their English year-level overviews and unit plans which identify ongoing writing assessment techniques and timing.

Make a list on the blackboard or whiteboard of assessment techniques used and the types of information which can be gained. Techniques listed could include:

writing samples (annotated);
criteria sheets;
conference notes;
anecdotal notes;
interviews;
checklists;
editing checklists;
observations of writing behaviours.

Ask participants to read and discuss the following sections of A Guide to Teaching in English:

Figure 5, page 24;
information on observation, consultation, focused analysis and self- and peer assessment, pages 24-25;
Figures 6 and 7, page 26.

Ask participants to form groups and discuss the questions on OHT 7.10: (new window) 10k

What teaching activities provide assessment opportunities?
For example:
- Student writing behaviours can be observed within the regular program.
- Writing samples can be collected.
- Conferences can identify students' knowledge, skills and strategies.
Which grouping strategies provide opportunities for teacher assessment?
For example:
- cooperative learning;
- learning centres;
- group activities.
What are some effective practices for gathering assessment data?
For example:
- assessment linked to unit plans;
- Year 2 Diagnostic Net class data sheets;
- focus assessment groups;
- weekly assessment programs;
- daily assessment tasks.
What are some effective practices for organising and managing assessment data?
For example:
- Do participants use storage methods such as display folders, pocket manilla folders and assessment books?
- Where are these located?
- Are assessment materials sorted into groups?
- Who files the materials (students, teacher, teacher aide)?
Who is available to support the teacher with assessment?
For example:
- other teachers;
- Year 2 Diagnostic Net key teacher;
- principal or deputy principal.

Ask participants to share their response with the group.

Key messages

There is a range of assessment instruments available for mapping students'
progress.
Teachers need to develop effective practices for managing assessment.

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Part E: Professional reflection and action

Purpose

The purpose of Part E is to encourage a commitment to learning and professional reflection.

Procedure

Select one of the following options for participants.

Notes:

Options A and B are offered in the final part of most sessions of this training and professional development program. Participants should complete Option A at some stage of the program. If they have done this activity in a previous session, choose one of the other options. Option B can be repeated as often as desired.
OHTs and handouts for Options A and B are included in Sessions 1 and 2 materials.

Option A

Display the diagram of the teaching �learning cycle on OHT 2.5 (new window) 11k .

Give participants copies of the diagram (Handout 2.3 (new window) 11k ).

Encourage discussion about the diagram and the statement below it.

Ask participants to form pairs and to indicate on Handout 2.3 (new window) 11k where they see the continua fitting into the teaching �learning cycle.

Ask participants to share their ideas with the group.

Option B

Ask participants to complete one of the Reflective Journal sheets in Handout 1.4 (new window) 21k . Participants may like to compile their notes and observations in journal form. A cover sheet is provided for this purpose.

Option C

Select questions from the list below (or add alternatives) and ask participants to answer in view of the new information presented during this session.

What would I like to know more about?
What ideas from this session could I incorporate in my classroom practices?
What resources are available to help me find out more about assessment practices?

Option D

Ask participants to undertake a between-session activity that incorporates or reflects the purpose of this session - for example, collect a writing sample from a student in another class and predict and map his/her writing development. Participants could then discuss their findings with the student's teacher.

Key messages

Some of the most powerful professional learning takes place when teachers identify interests or concerns and strategically plan to investigate and improve their teaching practices.
Teacher learning may take many forms, including:
- action research;
- teacher research;
- professional journals;
- peer coaching;
- professional networks.

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Facilitator's reflection

Which participants require further support?
What form could this take?

Comments:

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