Summary Comment This science activity, involving growing a bean plant covers many content description areas for

achievement in Year 2 in The Australian Curriculum (ACARA 2012). These include, Science and Understanding: Living things grow ACSSU030, Science Enquiry Skills: Use informal measurements in the collection and recording of observations (ACSIS039) and Science as a Human Endeavour; Science involves

Wheaton_Leanne_ETP425 _ Semester_1 Assignment 2. 1

asking questions about, and describing changes in, objects and events (ACSHE034) together with People use science in their daily lives, including when caring for their environment and living things (ACSHE035). In addition, this activity requires an understanding of Mathematics: Measurement and Geometry Using units of measurement (ACMMG037) and allows students to demonstrate achievement in English Literacy using sentence boundary punctuation and text structure (ACELY1672) and able to write legibly and with growing fluency using unjoined upper case and lower case letters (ACELY1673). The student has completed each section of the observation sheet and appropriately labelled the time course and date. In addition, they have drawn an illustration in each recording space with an attempted representation of a bean plant in a cup that resembles the expected observation progression. On this basis, the student shown evidence of meeting the requirements of the achievement standard for Year 2 on following instructions to record and represent their observations to others and communicate their ideas to others (ACSHE034). They are beginning to write descriptive observations to accompany their drawings but were unable to show a progression of observation beyond beginning, intermediate (the three middle observations were the same) and end points and gave only a brief single observation for each. The observations indicate interest and excitement in the task with the qualitative addition of the word 'Yay' in the observation record. The observations also show evidence the student meeting literacy achievement standards for year two in the area of using sentence boundary punctuation and text structure (ACELY1672) and able to write legibly and with growing fluency using unjoined upper case and lower case letters (ACELY1673). Where to from here? Encourage further depth and elaboration during observation through feedback on task; better explaining expectations (eg, how many things or what type of things to notice (eg. shoot, colour, leaves, size etc) or how many sentences or points to write), process; teaching and modelling the concept of questioning and elaboration, self regulation; focussing concentration and observation skills to better notice details (Hattie and Timperley 2007). ACARA. The Australian Curriculum. 1012 Retrieved 30/4/12 from, http://www.australiancurriculum.edu.au/ Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), 81-112. doi: 10.3102/003465430298487

Wheaton_Leanne_ETP425 _ Semester_1 Assignment 2. 2

Wheaton_Leanne_ETP425 _ Semester_1 Assignment 2. 3

Summary comment
This text demonstrates that the student is beginning to show evidence of meeting the Year 3 Achievement standard for writing in many key content areas of The Australian Curriculum (ACARA 2012) as specified in the annotations. This student has created a short but highly imaginative and humorous text with a defined narrative and resolution. Use of grammar and punctuation are erratic but instances of appropriate use are in evidence. In general, use and spelling of high frequency and sight words meets the Year 3 achievement standard with the exception of heterographs (for example; their/there and no/know).

Where to from here?

Give feedback on process and self regulation - relating to items below (Hattie and Timperley 2007). Teach and model simple punctuation rules such as full stops, commas and capital letters for proper nouns and sentence beginnings. Teach spelling strategies to encourage appropriate choice of heterograph and to enhance knowledge of spelling rules. Encourage the use of proofreading and review strategies.

ACARA. The Australian Curriculum. 1012 Retrieved 30/4/12 from, http://www.australiancurriculum.edu.au/ Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), 81-112. doi: 10.3102/003465430298487

Wheaton_Leanne_ETP425 _ Semester_1 Assignment 2. 4