Rose+meets+Mr+Wintergarten

Quality Teaching Framework Codes

**Themes** **(for detailed assessment, see individual student pages)** || Flowers- pansies, petunias, daises and geraniums, moving into a new house, sun rises/sets, wolf, saltwater crocodile, fairy cakes, pancakes, Handkerchief, rumours & gossip, mosquitoes, curtains, coat, coat-tails, slipper **Vocabulary:** bristled, prickles, heaved, groaned, squeaked, tiptoed, gristle, darting || TS1.1 TS1.2 (IQ:SC with peers, not teacher) RS1.6 || IQ:DK IQ:SC S: BK || CAPA – Summer’s Garden artwork Mr Wintergarten’s Garden artwork Compare gardens using own artworks. || Children are engaged with story, enjoying creating artworks and talking about differences between the two gardens. All have an acceptable background knowledge in order to understand the story. More vocab work is needed, some students unsure of harder vocabulary. 11/2/12 SH || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">IQ:SC <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">QLE:HE <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">QLE:SS <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">QLE:E <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">S:BK <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">S:N || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">. || Fantastic. All ch'n understand structure of narrative, can explain components of orientation, complication, resolution. Ext'n - coda (Green group) Week 4 SH || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">//The morning the Summers family moved into their new house, they felt at home. Faith and Rose put up their pictures. Baby Blossom watched. …..// <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">**Questioning** > > <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">RS1.8 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">IQ:DU <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">IQ:HOT <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">IQ:SC <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">IQ:M <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">QLE:HE <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">QLE:SS <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">QLE:E <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">S:BK <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">S:N || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">. || Excellent. Great responses from ch'n, including understanding of symbolism between the Summer's garden and Mr Wintergarten's garden.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">**Teaching Focus**
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">structure of narrative - orientation, complication, resolution, coda
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">illustrations add information not contained in the text
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">use of strong contrasts between characters
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">use of dialogue to carry the story and flesh out characters’ personalities
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">time connectives - //the morning, all before the sun went down, just then ….//
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">author uses strongly contrasting names and locations to position readers
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">opposites - names and illustrations
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">direct speech - question / response
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">Small acts of kindness can help people belong.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">Tolerance,
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">The power of the individual
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">Gossip v reality
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">Care of the elderly ||  ||
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">**Teaching Sequence** || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">**Outcomes Addressed** || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">**Quality Teaching Framework** || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">**Links to other KLAs** || **<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">General Evaluation **
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">**__PRE-READING__**
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">**__Low Order Literate Orientation - LOLO__**
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">look at the structure of a narrative
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">literate walk-through the book
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">read the story
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">begin hand over in discussion with students || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">RS1.8 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">IQ:DU
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">**__High Order Literate Orientation - HOLO__**
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">display the section of the text to be studied
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">set the scene ( using the teaching focus )
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">begin questioning
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">Preformulation
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">Question
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">Response
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">Reconceptualisation
 * [[file:RMMW transformations passage 1.notebook]] || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">RS1.6

Thorough understanding of related vocab. Ch'n can use www.dictionary.com and www.thesaurus.com appropriately to find definition of/synonyms for vocab.

//Need more scaffolding using paper-based research tools.//

Weeks 5-7 SH || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">IQ:M <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">QLE:HE <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">QLE:SS <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">QLE:E <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">S:BK || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">. ||  || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">RS1.8 <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">WS1.10 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">IQ: PK <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">IQ: HOT <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">IQ:DU <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">IQ: DK <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">IQ:M <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">IQ: SC <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">QLE: EQC <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">QLE:E <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">QLE:HE <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">QLE:SS <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">S:BK <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">S:I || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">. || Done well. Ch'n have impressive imaginations and can transform given sections of text.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">**__FLUENT READING__**
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">students practice reading the passage with expression || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">RS1.5 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">QLE:SSR || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">. || Ongoing. ||
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">**__SPELLING__**
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">students chunk the words to be used in the transformation
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">explicit teaching of phonological, visual, morphemic and etymological aspects of spelling || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">WS1.11 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">IQ:SC
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">**__TRANSFORMATION__**
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">set the scene - we will look at how the author opened the retell of the story with such descriptive language and imagery
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">have students identify the “chunks”, cut and label each chunk
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">Remove a chunk and ask the students to read the sentence, what don’t we know. Repeat this process.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">have students rearrange the words || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">RS1.7

Fabulous understanding of similes!! All children wrote excellent similes based on text pattern. //Extended focus: identifying and using similes in own writing.//

Week 7 SH || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">author wrote this section of the text <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">**Joint Construction (high support)** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">**Independent Writing (medium support)** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">**Independent Writing (low support)** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">**Free Composition (no support)** WS1.10 <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">WS1.13 <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">WS1.14 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">IQ: HOT <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">IQ: SC <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">IQ:M <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">QLE:SS <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">QLE:HE <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">QLE:E || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">Science and Tech - use Word to publish independent writing || Improving. //Need more focus on use of punctuation. Ch'n are not attending to basic punctuation requirements - needs more explicit teaching.// Week 8 SH
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">**__WRITING__**
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">students will practice using the language choices of the author
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">each writing workshop will have an explicit teaching focus
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">look at the transformed text and develop a plan of how the
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">Joint construction involves the teacher and students working together to create a new piece of writing that uses the study text as a model.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">write the plan
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">have students brainstorm ideas for each step of the plan
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">create a joint construction
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">discuss the result
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">write another joint construction
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">Following joint construction, students can put into practice individually the writing technique they have been learning about.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">Workshop activities can also include the students carrying out writing tasks based on a writing technique where they are given criteria to write to //eg: using time connectives to position the reader.//
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">Free composition applies to writing that students do without any support at all. This writing includes tasks that are given with criteria to be met but which are not immediately based on a model text. || WS1.9

Joint Construction - well done, ch'n understand concepts when using RMMW as model. Still struggling when left to do independently. More modelling required. Week 9 SH ||

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