Appendices

Appendix A - Lesson Sequence & Assessment Overview

WEEK SIX Monday Tuesday Wednesday Thursday Friday

Learning Intention Good Readers Good Readers use the Good Readers use the Good Readers Summative
determine importance main idea to main idea to understand that what Assessment - Good
determine importance determine importance they think is important Readers are able to
may be different to identify the main idea
what the writer thinks of the text and provide
is important supporting detail
Success Criteria Students will be able to Students will be able to Students will be able to Students will be able to Students will be able to
identify what is identify the main identify the main find at least one main find the main idea of
important and what is idea/s through what is idea/s through what is idea in a story the story and provide 3
not. important to the text important to the text supporting details.
Resources Big Book - Chicken Big book Granny Big Book - Granny flipchart - story 2 narrative stories:
Lickin Groggin Groggin worksheet - 1/2 go on an
flipchart excursion (level 2&3)
- In the playground
(level F-1)
Main idea template
Tune In Turn and Talk - How do Turn and Talk - What What is the main idea Revisit main idea Revisit main idea,
you determine what is do you think is the again? How do we find explain the assessment
important in a story or main idea in a story? it and how can we find task to students
Nonfiction text? How can we find this? it out?
Turn and talk about
Now Turn and Talk - what we learnt
How do we decide yesterday.
what isnt important?
Explicit Teaching While modelling The main idea is the Re-read Granny Read first brief story. Revisit learning
reading, stop and gist. Groggin. Students to write on intentions throughout
discuss about It is the message post it notes what they the week. What have
important things that behind the story - not Has our thinking think the main idea is. we been learning
we are noticing. written but we can get changed? about? How do we
the main idea from the As whole class - determine
Turn and talk - what whole story. Can we notice anything demonstrate how they importance?
was one thing that was else that helps us work would put this onto
important to the story Read the big book out the main idea worksheet.
and 1 thing that wasnt aloud to the class - behind the story.
important. discuss thinking
throughout the whole
story (modelling
thinking about
thinking)

end of reading: What

do you think was the
main idea? T&T.
Brainstorm ideas, why,
why not?
Student Activity IRT - on a post it note - IRT - after reading - IRT - after reading Read the next short Students complete
write down important think about the main think about the main story and on assessment task
facts as your read. idea. Maybe you have idea. Write down worksheet - write up
to re-read to figure it important information to 3 main idea or
out? on a post it note. important facts from
that story.
IRT
Focus Group: Focus Group: Focus Group: Focus Group: Focus Group:
Guided Reading
group/F&P
assessment
Reflection What do you think was Share your post it Share with a partner
the main idea? What notes.
did you use to work it
out?
Student 3 demonstrates the biggest need for support. This is a grade 2 student who displays
many learning difficulties and has not completed several Foundation achievement standards
(even though they repeated a year of prep). However, the student has exhibited (to an
extent) an understanding of the main idea of the story they went to space and a space
zoo and provided 2 very simple details from the text. What the sample does not show
however, is that this student required a lot of assistance during the task where prompts and
suggestions were given to them.
Student 5s work sample displays one of the most advanced students in the class. This is a
grade 1 student that has neat hand writing and shows the ability to think well beyond the
literal text. This student thoroughly enjoys their reading and has refined comprehension
skills for a student of their age. This student would benefit from a more challenging task
where the story would require them to make text-to-self connections and inferences
beyond the text.
Student 18 displays an At level result for their assessment sample, as they believe a certain
event in the story is part of the main idea (rather than a supporting detail for the main idea)
i.e. the teacher is floating because theyre in space the story is not based around this
teacher floating away. Though, the student is able to identify what happens in the story
and provides links from the story to support their understanding. It is believed that by the
end of the year they will be able to determine what is important and what is not.
It is understood that the fundamental drive for reporting is to enhance student learning, and
the greatest indicator of the reporting effectiveness is the quality of student learning
(Kivunja 2015). There is growing appreciation that education is more effective when there is
an active partnership between families and schools (Kivunja 2015). Therefore, the purpose
of this summative assessment and its feedback was to guide parents (and future teachers)
in developing the students learning needs. It is believed that the feedback given to students
provided accurate information of their attainment, progress and learning needs providing
evidence for setting new targets and learning focuses. The assessment and its feedback
allowed me to evaluate the effectiveness of my teaching and help the children see the
progress they are making in regards to the learning outcomes of the Victorian Curriculum.
Copies of the feedback given to the 3 students in regards to their assessment work (shown
above) can be seen below.
 Student________________________ Date______________
Criteria Not Achieved Developing Yes
Use comprehension Has not Student shows a basic Student understands the
strategies to understand displayed any ability to understand the text and can provide
and discuss texts listened evidence text with some help some evidence without
to, viewed or read (understands main idea but support
independently (Foundation) cannot provide any
comprehensible evidence)
Use comprehension Has not Student shows a Student understands the
strategies to build literal displayed any fundamental ability to importance in the text
and inferred meaning and evidence understand the text, but and provides literal
begin to analyse texts by does not fully comprehend evidence
drawing on growing the main idea
knowledge of context,
language and visual
features and print and
multimodal text structures
(Year 1)
Use comprehension Has not Student understands the Student distinguishes
strategies to build literal displayed any importance in the text and main idea of the text and
and inferred meaning about evidence provides literal evidence, identifies 3 key events to
key events, ideas and but does not recognise key support the main idea
information in texts that events/information to
they listen to, view and support the main idea.
read by drawing on growing
knowledge of context, text
structures and language
features (Year 2)
Use comprehension Has not Student is able to identify Student is able to
strategies to build literal displayed any the main idea and a basic identify the main idea
and inferred meaning and evidence understanding of the and inferred meaning
begin to evaluate texts by inferred meaning, and and identifies 3 precise
drawing on a growing identifies 3 key events to key events to support
knowledge of context, text support the main idea the main idea
structures and language
features (Year 3)
Comments:
Term 2, 2017 Determining Importance
Teacher: Aidan
Hudson Learning Outcomes
Foundation Year 1 Year 2 Year 3
Y- yes they can do it

D- developing
Group:

drawing on a growing
discuss texts listened

N- not achieved
Use comprehension

Use comprehension

Use comprehension

Use comprehension
drawing on growing

drawing on growing
information in texts

to evaluate texts by
meaning about key

meaning and begin

meaning and begin

and visual features
literal and inferred

literal and inferred

literal and inferred

to analyse texts by
Support

that they listen to,

to, viewed or read

strategies to build

strategies to build

strategies to build
language features

language features
context, language
events, ideas and

view and read by

multimodal text
understand and

independently

structures and

structures and
knowledge of

knowledge of

knowledge of
and print and
context, text

context, text
strategies to

structures
Results
Names: Grade Notes
Student 1 Y Y Y N Y At level
Student 2 Y D N N N 6 Months behind, but showing a basic understanding
2 Years behind: Missed the main idea of the text, needed
D N N N N
Student 3 assistance
6 Months behind: Missed the main idea of the text, but showed
D N N N N
Student 4 evidence for understanding
Student 5 Y Y Y Y Y 2 Years ahead
Student 6 Y Y D N D 6 Months ahead
Student 7 Y Y D N Y At level
Student 8 Y Y Y D Y 6 Months ahead
Student 9 Y Y Y N Y At level
Student 10 Y D D N D At level: Would have been better with simpler story
Student 11 Y D N N N 6 Months behind: understood main idea, unsupported detail
Student 12 Y Y Y D Y 1.6 Year ahead
Student 13 Y Y Y Y Y 1 Year ahead
Student 14 D D N N D At level
Student 15 Y Y D N Y At level
Student 16 Y Y D N Y 6 Months ahead
Student 17 Y Y D N Y 6 Months ahead
Student 18 Y D N N D At level
Student 19 Y D N N D At level
Student 20 Y Y D D Y 1 Year ahead