Sample 1 Sample 2

SOUTHERN CROSS UNIVERSITY PROFESSIONAL EXPERIENCE II (2016)

KLA: English Date: 03/11/16 Time: 10.10 Class: Kindergarten School:
11.00
APST FOCUS: 1.5 Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning
needs of students across the full range of abilities.
3.1 Set learning goals that provide achievable challenges for students of varying abilities and characteristics.
4.2 Demonstrate the capacity to organise classroom activities and provide clear directions.
Outcome: ENe-5A demonstrates developing skills in using letters, simple sound blends and some sight words to represent known words
when spelling
ENe-2A composes simple texts to convey an idea or message
Objective / Learning Intention:
As a result of this lesson students will be able:
- to use onset and rime to spell words
- identify patterns in words leading to the identification of word families
- compose texts using some sight words and known words
- write simple sentences
3.1 & 3.2 Background / Cultural / Prior Knowledge:
Last weeks writing goal was use finger spacing.
3.3 Knowledge integration: HSIE ENGLISH MATHS PDHPE SCIENCE &
TECH CA

3.4 Inclusivity 1.1 Deep Knowledge 1.4 Higher order 2.1 Explicit quality 2.4 Social support
thinking criteria
3.5 Connectedness 1.2 Deep 1.5 Metalanguage 2.2 Engagement 2.5 Student self regulation
understanding
3.6 Narrative 1.3 Problematic 1.6 Substantive 2.3 High expectations 2.6 Student direction
knowledge communication
Timing Procedure Considerations Assessment Differentiation
students Strategies
INTRODUCTION (O): Sitting on the mat
15 mins Students will grab their crunch and sip and sit on the mat. facing the IWB.
- They will watch a YouTube video while they eat.
Lines will need to
Read the book The very hungry bear by Nick Bland. This be drawn in the
 will be the inspiration for their writing. books
beforehand. Get
This will be the third read of this book. Allison (the aid) to
help do this
during crunch and
sip.
BODY (G):
After they have put away their crunch and sip, get them to sit
back down facing the chair and easel. Visual learners
20 mins The teacher will write clever words they want to use in their Double check Display the goal
writing. understanding assessment of the IWB,
- The words used should not be words from the sight before moving on. then demonstrate how
wall you want them to fill it
- Choose between 6-8 words. Students will have Assessment of in.
- do not get them to help sound them out or spell them a card at the writing journals This will also benefit
bottom of their (goals) Lily who has hearing
Writing table each witting lesson the students will have an books where they - Self- difficulties.
individual goal they have to work on. This will need can self-assess assessment
explaining to the class. They will be given a piece of paper their own writing. - Teacher
(see appendix) that they can glue in their books. There is also a assessment Different writing goals
- Students will self-assess if they think they have met spot for the
their goal teacher to do this. Display explicit
- The teacher will also assess criteria on the
- Once both parties agree that they have met the goal, IWB for each
they can then move on to the next goal. goal
Most of the class are onto their second goal Capital letters to
start my sentence. Three students are still working on their
spacing. Three student (Billy, Cameron and Randy )are on a
new goal

Hand out individual goals to the students. Explain and

 demonstrate the new goal to the students. Get those
students who are working on the new goal to hand out books
and pencils. While they are doing this, go over the previous
goals with the rest of the class. Address and mistakes on
misconceptions that were discovered in the previous lesson.
Demonstrate what they need to do to reach that goal.

BODY (E):
Allow the class to discuss some ideas they might write about.
Get them to recall information that was in the book. Have a
quick class discussion about the book.
The class will then begin their independent writing.
- Do not help them spell words
- Encourage them to use the word wall
- Put out their word banks on their desks.
10 mins CONCLUSION (R):
Address any mistakes. Sitting on the
Make mention of anyone who was outstanding floor in front of
- Be explicit why they have been chosen the chair.
- Get them to demonstrate/show what they did.
- Allow the class to comment and provide feedback