PLANNING FOR GATHERING ASSESSMENT DATA Early Years Band

Assessment Strategy 1: Observation

Mode: Writing

Specific information to be taught and assessed: Use of

editing strategies when working with a partner in a writing activity.

Teaching Strategy: Literacy Block Writing Strategy

SACSA Standard: Standard 1

SACSA Strand: Strategies

SACSA Key Idea: Children share ideas and feelings as the

experiment with strategies for planning, composing and reviewing
their own writing. They Draw on strategies for spelling high
frequency and common sight words accurately and for attempting
to spell unfamiliar words.

Identity Communication Thinking KC 2 KC 3 KC 6

SACSA outcome: Outcome: 1.12

Experiments with strategies for planning, composing and viewing

own written texts (and for attempting to spell unfamiliar words)*.

Identity Thinking Communication KC3 – Planning and organising

activities

*The brackets represent what is not needed for this outcome within
this task.
Step by step process for the teaching:

1. Students are sitting on the floor and the teacher demonstrates

how to write a recount, including the students decisions in the
when, where, what, who and why of the story. It is written as
the students are saying it, allowing for mistakes.

2. The teacher talks and discusses with the students the

importance of the story making sense and the inclusion of all
the setting information. The teacher writes all the important
elements of a recount on the board.

3. The teacher then goes through the recount with the class
using their editing checklist which they will use in pairs.

The checklist includes: the writing makes sense, when, where,

what ,who, and why.

As the teacher goes through the list the students have to look
to make sure that all of these can be ticked.

4. The students then go back to write a recount individually.

5. The students then work in pairs to go through their recounts

using the editing checklist.

6. At the end of the lesson the students come back down on the
floor. The pairs share if they had both found they had missed
the same point. Some students will share their piece of work,
using the class rotation system.

Step by step process for the assessment activity:

The students will be assessed through observation using a

observation grid page (A3) (diagram 1) with each students name in
box with the concepts the teacher will check off as they are walking
around the classroom. The teacher will use the abbreviations for
understands (U), work on (W) and little understanding (L) next to
each of the outcomes under each name.

The assessment for this task will be based on how they worked in
the task when the students were working in groups to experiment
with new editing strategies in their own recounts. The assessment
will include: pair work, following editing checklist and giving
feedback. There will also be room to comment if the teacher has
time.

Teacher: Miss Wright Year: 1/2 Date: 15/8/2009 Focus: Editing own
work in pairs
Fred Bob Grace Hanielle
Working in team: Working in team: Working in team: Working in team:
Following Following Following Following
Checklist: Checklist: Checklist: Checklist:
Giving feedback: Giving feedback: Giving feedback: Giving feedback:
Comment: Comment: Comment: Comment:

Mary John Peter Sam

Working in team: Working in team: Working in team: Working in team:
Following Following Following Following
Checklist: Checklist: Checklist: Checklist:
Giving feedback: Giving feedback: Giving feedback: Giving feedback:
Comment: Comment: Comment: Comment:

Diagram 1: Observational Grid Page

Portfolio record to be kept:

Students Portfolios: The students own recount will be placed in their

folios with their editing checklist for the work. The students
individual part of the grid will be photocopied and stuck onto their
recount.

Teachers Portfolios: The original observation grid page of all the

students will be stored in the portfolio.
 PLANNING FOR GATHERING ASSESSMENT DATA Early Years Band

Assessment strategy 2: Conference/conversation

Mode: Reading

Specific information to be taught and assessed: Discuss

information about attitudes to reading in a small group reading
conference

Teaching Strategy: Student Lead Discussion (Reading Groups)

SACSA Standard: Standard 1

SACSA Strand: Text and Context

SACSA Key Idea:

With awareness of purpose, they produce a range of spoken texts in

order to communicate their ideas and feelings to a familiar
audience.

Identity Thinking Communication KC 2

SACSA outcome: 1.1 OR1.2

1.2Produces a range of spoken texts that describe familiar

procedures and events, and experiments with adjusting own
speaking to communicate with different audiences in a variety of
familiar contexts.

Thinking Communication KC2 – Communicating ideas and

information

Step by step process for the teaching:

1. The students have been scaffolded through the year to

manage their own reading group discussions.

2. The teacher will go through the rules of discussion of the

students small reading conference groups with the students
again before the students begin.
 Rules:

• Listen to different ideas without put-downs

• Don’t interrupt

• Always support one another

• Let everyone answer every question

• Take turns – not one load person

3. Before the students start their discussion they must press the
record button on their group MP3 player (which is labelled for
each group).

4. When the students are in their normal groups they will use the
‘Pick a card’ discussion stems. The groups will use however
many stems are needed to complete the activity, as long as
they have followed the rules of the reading group. The stems
include what the students are allowed to talk about within
their group.

‘Pick a card’ discussion stems:

• When I read I feel.....

• I read because .......

• I think we need to read to.......

• Adults think reading is......

• I feel that reading is.....

5. Students are encouraged to be honest about their feelings and

attitudes during these discussions, this is achieved through
the rules, through the teacher not making comment to anyone
opinions of reading and allowing the students to run their
 conversation.

Step by step process for the assessment activity:

The assessment will be undertaken by the teacher through

recording her responses about the students attitudes to reading
onto her individual MP3 player.

The teacher will then be able to revisit what the students have said
about their attitudes to reading and their responses to what the
students attitudes and how they can be developed in the future.

Portfolio record to be kept:

Students Portfolio: The students reading group recording from the

MP3 player will be downloaded onto the student’s computer
portfolio or the students flash drive folio.

Teachers Portfolio: The teacher will keep and store all of the MP3
players of all of the reading groups as well as the teachers spoken
statements of the students were. This then becomes the teachers
running folio of the students to be accessed whenever the teacher
needs. At the end of year or semester the teacher can also copy the
files onto a CD and delete the files off of the MP3 player.
 PLANNING FOR GATHERING ASSESSMENT DATA Early Years Band

Assessment strategy 3: Product Analysis

Mode: Viewing

Specific information to be taught and assessed: Use of a

viewing log to record interests, preferences, attitudes and
reflections of TV viewing.

Teaching Strategy: Group brainstorming

SACSA Standard: Standard 1

SACSA Strand: Text and Context

SACSA Key Idea: Children recognise the range of experiences and

views shared by people as they read, view and critically interpret
different visual and written texts containing familiar and new
content, language and text structures.

Thinking KC1

SACSA outcome: 1.3

Reads and views a range of texts containing familiar topics and

language and predictable text structures and illustrations and
recognises the ways that texts are constructed to represent real and
imaginary experiences.

Identity Thinking KC1 – collecting, analysing and organising

information
Step by step process for the teaching:

1. The students are all seated on the floor.

2. The teacher will begin by asking the students of what TV

viewing means to them and why it is/is not important to them.

3. The teacher and students will brainstorm what attitudes are

possible to have towards television; watching, making and
banned from. These will be put up onto the SmartBoard if one
is available in emotions images (smile face, ect.) and words.

4. The students are then given their viewing log dust jacket
(diagram 2) which will eventually fit around a video case. The
students are to go back to their seats.

Students
Students Name – Viewing

interests
log

Students
reflection of TV

Diagram 2: Dust Jacket (Adapted from Cameron 2007)

5. The students then fill in three of the sections on their viewing

log dust jacket; their name on the front, their name of the side
and the attitude on the front. The attitude can be in picture or
writing depending on the students abilities.

6. The students come back to the floor and will brainstorm all of
the students favourite television shows with the teacher as a
scribe onto the Smart Board.

7. Students will look at some video clips on the SmartBoard.

 These video clips are from different types of television shows
from Youtube, as this is the easiest way to access short clips.

Video clips: ‘Bob the Builder’, ‘Jeff Newman last weather report
Perth channel 7’, ‘Hi-5 magic’ from YouTube.

8. The students will then work with the teacher to put their
favourite television shows into categories/types of television
shows. As the students are moving the shows into the
categories they can actually get up and move the words
around the SmartBoards.

9. The students will go back to their seats and fill in two more
sections of their viewing log dust jacket. Their interests and
preferences from their brainstorming activity.

10. In a following lesson or activity the students will watch a

snippet of an episode of Playschool from Youtube; ‘Madison
McKoy on "Playschool" – Australia’.

11. The students will brainstorm reflections of what the intended

audience of the show was, what they liked best and if they
would like to make the frog like on the video.

12. The students will go back to their tables and write their
personal reflections from the video, they can be based on the
discussion or something the individual students would like to
write.

Step by step process for the assessment activity:

The teacher will gather up all of the completed viewing log dust
jacket and mark it against the criteria. The criteria for the product
analysis of the viewing log will be based around the actual layout
and presentation of the task not their interests and preferences .
This assessment is to determine whether the students can follow
instructions, complete a task and their grammar and spelling
knowledge.

The students will receive written feedback about their task, for their
folio and parents to go home.

Portfolio record to be kept:

Teachers Portfolio: Keep a record of the class assessment criteria

sheet.

Students Portfolio: Will include the written feedback from the

teacher and the Dust jacket (after it is displayed in the classroom).
 Bibliography

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