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Learning task 1: Building on identified strengths

Dimension of effective literacy practice	Learning task	What to notice
Knowledge of the learner encompasses knowing about the pathway of progress for each child and about the patterns of progress for literacy learners in general at different points in their development. The effective gathering, analysing, and using of knowledge about the learner is informed by the teacher’s knowledge of literacy learning as well as by the teacher’s expectations.	Prior to this task, students will have completed writing samples on which the teacher has provided feedback identifying strengths and areas to work on. Teaching and learning purpose To clearly express what has informed the learning focus and to clarify the learning expectations for students within this focus.	What are the common strengths and common learning needs among your students? Are the learning outcomes understood?
Expectations are the ideas that teachers, children, parents, and communities have about children as learners – about their knowledge and expertise, their progress, and their achievement. Teachers’ expectations shape all aspects of their practice. They impact on learners’ patterns of progress as well as on their achievement.	Teaching and learning Key Competency: Managing self 1. Use the information gained from analysing individual students’ writing samples to explain to students what you have noticed they can do and what they need to improve on. This can be done with the whole class by identifying general themes across the class or in more depth with groups of students demonstrating similar strengths and needs. All students, particularly English language learners, may need to be introduced to key vocabulary and concepts before beginning these tasks. One way of doing this is for teachers to provide vocabulary from the feature articles Featur-ing_TheGingaStereotype (Word 25KB) and Featur-ing_JigsawActivity (Word 24KB) beforehand. English language learners should also be encouraged to read a range of feature articles. 2. Share and discuss the writing achievement criteria and performance criteria outlined above with the class.

Dimension of effective literacy practice

Learning task

What to notice

Knowledge of the learner encompasses knowing about the pathway of progress for each child and about the patterns of progress for literacy learners in general at different points in their development. The effective gathering, analysing, and using of knowledge about the learner is informed by the teacher’s knowledge of literacy learning as well as by the teacher’s expectations.

Prior to this task, students will have completed writing samples on which the teacher has provided feedback identifying strengths and areas to work on.

Teaching and learning purpose
To clearly express what has informed the learning focus and to clarify the learning expectations for students within this focus.

What are the common strengths and common learning needs among your students?

Are the learning outcomes understood?

Expectations are the ideas that teachers, children, parents, and communities have about children as learners – about their knowledge and expertise, their progress, and their achievement. Teachers’ expectations shape all aspects of their practice. They impact on learners’ patterns of progress as well as on their achievement.

Teaching and learning

Key Competency: Managing self

1. Use the information gained from analysing individual students’ writing samples to explain to students what you have noticed they can do and what they need to improve on. This can be done with the whole class by identifying general themes across the class or in more depth with groups of students demonstrating similar strengths and needs. All students, particularly English language learners, may need to be introduced to key vocabulary and concepts before beginning these tasks. One way of doing this is for teachers to provide vocabulary from the feature articles Featur-ing_TheGingaStereotype (Word 25KB) and Featur-ing_JigsawActivity (Word 24KB) beforehand. English language learners should also be encouraged to read a range of feature articles.

2. Share and discuss the writing achievement criteria and performance criteria outlined above with the class.

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Learning task 1: Building on identified strengths

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