Pathways
Teacher Jim Jackson
| Year
|
Level
|
Duration
|
| 5-6
|
3
|
3 weeks
|
| Achievement Objective Being Assessed
|
Learning Outcomes
|
| Transactional Writing
|
Write instructions, in a range of authentic contexts, sequencing ideas logically.
|
| Processes
|
| Processing Information
|
Record and present information from a variety of sources.Present work in a neat and logical sequence using flow diagrams.
(Information Skills)
Follow the path of a flow diagram, make decisions and draw.
(Problem Solving Skills)
|
| Supporting Achievement Objective
|
Learning Outcomes
|
| Personal Reading
|
Select and independently read for enjoyment and information texts which provide more than one ending.
|
| Presenting
|
Use flow diagrams to communicate information.
|
Teacher background reading
Teaching and learning activities
Select and adapt these learning activities to best meet the needs of your students, and to fit the time available:
Learning task 1
Learning task 2
Assessment
Self-assessment by students: Editing and proof reading.
For customisable student check-lists, see these Assessment Resource Bank resources:
Presentation and Information. Record on individual
self_assessment (RTF 38KB)
.
assessment (RTF 8KB)
Assesment schedule
(8 kB)
Exemplars
Transactional Writing Level 3:
Matthew
See
bigmac1 (JPG 92KB)
Matthew's flow chart
(92 kB)
Commentary
The best fit for Matthew's completed flow diagram is level 3.
- The chart has been completed clearly and presented in the correct format.
- Ideas were brainstormed, put into the correct sequence, edited and proof read by the author.
- Two "pathways" were used so that the reader can make a choice as to which direction they wish to follow.
- Written text shows that the author has a clear knowledge of the steps required when following instructions.
To develop his skills further Matthew will need to focus on writing instructions with more depth, improve his presentation by including illustrations and present his chart in a less cluttered manner.
Melissa
See
bigmac2 (JPG 89KB)
Commentary
The best fit for Mellissa's work is level 3.
- The directions have been completed.
- Items were brainstormed, put into sequence, edited and proof read by the writer.
- Instructions are clear, concise and the "path" to making a burger is easy to follow.
- An alternative path was created using a yes/no choice.
Melissa will continue to work at level 3. The focus for future learning will be to encourage Melissa to tidy her written presentation, provide more choices and expand the content of each direction using more detail.
Resources
Electronic
Follow up
- Flow charts could be used for display or to aid in and oral presentation in oral language.
- Flow charts with numbers could be introduced into Mathematics.
- Students make a board game with different paths.
