Tayla Corrigan

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Part A
The Classroom Context
The classroom where I had my previous teaching round was very different to the classrooms I am use to. It was an open learning environment
where the three grade three classrooms were all connected in a row with no walls between each. All resources were shared throughout the
classes, including books. Each classroom had its own small book shelf with different childrens series and novels for the children to read during
silent reading. The children were allowed to take books from the other classrooms book shelves; provided that they put them back after
reading time. It was quite disruptive when children from the other class came to choose a book, but it was also good for the children to be able
to choose from a variety of novels. The classroom I was in also had a box of books chosen by the teacher for those who were at a lower
reading level. During reading time these children would go choose their book from the box which was located near the teachers desk so that
she could give them guidance with their choices. It had a mixture of picture story books and both fiction and non-fiction options.
The children would read these books or their own personal choice that they had borrowed from the library every day during literacy. For
reading instead of having rotating activities, the teacher after the introduction to the lesson gave the students a reading focus for independent
reading. Each day there was also a group of students who would write in their reading journals to the teacher or myself about the book they
were reading and answer questions posed by the teacher and also ask ourselves questions about the books we were reading. I would respond
to these every day. It was a very good way for the children to explore their books in depth and for me to get to know the children.
The Library
The students have a library lesson once a week. There is a librarian who takes this session. She will usually read one of the new popular picture
story books to the children and then have a fun activity for them to do afterwards in relation to the story. They are then allowed to have
borrowing and silent reading time. The library is a very inviting place as it has lots of bright colours and posters around the room of new books.
The library also has different headings around the room to help direct the children to the different genres of books. There is also large tables
and couches for the children to sit comfortably and read. The library is supervised at lunch time for children to come and read quietly if they
would like to.

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The Children: Reading Surveys (appendix 3-12)

The children I have surveyed all have a positive attitude towards reading. They all mentioned that they thought reading was a great, relaxing,
fun and calming thing to do. Only one boy mentioned that reading could be good and bad at the same time. They all understood how
important reading is and mentioned how reading can help you to learn new words and information, relax, imagine and to entertain yourself.
One girl also said that people read because it helps you to become successful in life. I thought that was a fantastic response as she understands
that reading is the basis of all learning to come. There didnt appear to be any gender differences besides the boys stating the kind of books
they like to read are fantasy and adventure stories that may involve magic. Whereas the girls were open to any kind of books. The most
popular books appeared to be the 13 Storey Tree House series, any book by Roald Dahl, Morris Gleitzman or Andy Griffiths and the Percy
Jackson series. Those three authors reoccurred on each survey. It was great to see that eight out of the ten children surveyed said that they
read every day! From the reading surveys I have seen that mostly all these children really enjoy reading and understand why it is so important.

5.1/5.4 This demonstrates my knowledge of formative

assessment with a reading survey for students to
show their attitudes towards reading, which will
informed my unit planner. It also demonstrates how I
have interpreted student data

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Part B
Rationale
WHO AM I? Self-esteem and Identity
I have chosen to focus on the children themselves as they are at the age where they are trying to fit in, make new friends and beginning to
learn new skills that allow them to deal with different social issues. I want this unit to allow children to be able to love themselves and those
around them. Focusing on their differences and similarities they may have with other members of the class and being able to accept these
things about each other. This unit is also in relation to how they feel about their own learning and having the confidence to ask questions
when they are unsure and knowing that they are capable of many things. Children need the support and encouragement to believe in
themselves and know that they are all wonderful individuals. I have chosen to do a pre and post assessment so that at the end of the unit I can
see the changes in the students and how they feel about themselves in comparison to the start. It is a great tool to see how far the students
have come. It also helps me as a teacher see what is going on in the students minds and how they feel about their own learning. It will help
me develop as a teacher and see how I need to direct the students to reach their full potential.
5.1 This demonstrates my knowledge of formative
Children develop literacy by motivation. According to Oakley (2006) he believes
assessment strategies through a pre and post
that the foundations of literacy include success, choice, challenge, interest and
assessment to see how the students have
purpose. These five components relate to choosing books that will encourage
developed throughout the unit.
children to learn, be challenged on content areas and having a purpose to what
they are learning. I have chosen literature for each session that will encourage
and engage the students to want to actively participate in discussion and learning
activities. According to Barbara Prashnig (2006) When students in class can experience that their individuality is accepted and they are
allowed and encouraged to learn their way, motivation goes up, their school work becomes more enjoyable, study skills improve and with
these positive developments their self-esteem increases (p.37). In this unit I have included different activities that focus directly on the
children. I have chosen a variety of hands on activities to allow the children to be creative in their own learning. As part of this unit each day

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we will have a students photo up on the wall and as a class everyone has to write positive comments on it. Then they get to take it home to
keep at the end of the day. Each student needs to check with the teacher before writing a comment to make sure there are no negatives. This
will build the childrens self-esteem and confidence in themselves.

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Overview- Module 4

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5.1 Below highlights my understanding of a

variety of assessment strategies and
approaches to assess student learning.

The Program

WHOLE CLASS

MINI LESSON

Positive Face activity

Introduce how each day a
photo of a class member
will be enlarged on the wall
and will have space for
everyone to write positive
comments around.

Book: Spaghetti in a Hot

Dog Bun By Maria
Dismondy.

INDEPENDENT
LEARNING

SHARE TIME AND

TEACHER SUMMARY

ASSESSMENT
STRATEGY

During independent
learning choose three
students to share their
work with the class and
discuss how what they
have written makes a
person unique
(identity).

Pre-assessment
questionnaire will be
done as a mini lesson
before this session. It
will be done
individually.

Session 1
Learning focus:
Students will identify
personal
characteristics that can
be seen and those that
cant be seen. They will
identify how these
contribute to personal
identity (ACPPS015)
Students will identify
important ideas in the
text

-Use example of teachers

face and ask the children to
brainstorm different
positive comments they
would write around.
-Emphasize that there is to
be no negative comments!

Before reading discuss the

front cover- How is she
eating her spaghetti? Are
there other foods we know
that you can eat in
different ways? Would you
eat spaghetti out of a hot
dog bun? Are there any
foods you feel embarrassed
about bringing to school?
What is courage?
After reading discuss the
characters - What are
some ways Ralph hurt
Lucy? How do you think
lucy would have felt? How
does Lucy demonstrate
courage?
*Determining important
ideas

Working individually: The

students will then receive
an outline of a head (boy or
girl). On the inside they will
write down personal
characteristics that cannot
be seen immediately.
*Brainstorm some
examples together on the
board favourite food,
dreams etc. On the outside
they will record what makes
them unique on the outside
characteristics such as
hair and eye colour, height.

-Anecdotal notes on the

children sharing at the
end of the lesson.

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Session 2
Learning focus:
Students will be able to
describe ways to
include others to make
them feel that they
belong (ACPPS019)

Book: One by Kathryn

Otoshi

Students will
understand the use of
vocabulary about
familiar and new topics
and experiment with
and begin to make
conscious choices of
vocabulary to suit
audience and purpose
(ACELA1470)

After discuss different

feelings and emotions
the character one may
have been feeling
(record this vocabulary
on the board). How
would you feel if you
were being left out?
What should you do if
someone is being left
out?

Session 3
Learning focus:
Students will create
displays of data using

Book: Zero - Kathryn

Otoshi

lists, table and picture

graphs and interpret
them (ACMSP050)

Before Record on the

board what the story
may be about (as the
front cover does not give
anything away)

Read the above book.

Discuss as a class how
Zero felt left out because
his appearance was
different and couldnt do
what the other numbers
could. Discuss
appearance and how it
should not determine

Write the sentence on

the board How will you
make a difference in
someones life?
*Brainstorm different
ideas (Tell someone
thank you, include
someone in your game
etc).

The students in pairs will

be given pieces of
coloured paper and will
need to write down at
least three different ways
that they can make a
difference in someones
life. They have to be
different to the ones on
the board.

What are good ways to

make friends?
*Discuss that even little
things can help make a
persons day better

They will then pin these

up on the wall around
the heading. This will be
a reminder of ways to
make sure everyone feels
like they belong.

Look at different types of

graphs with the
students. Focus on the
picture graph. As a class
record in a chart the eye
colour, hair colour,
hobbies with them. They
will then attempt at
recording the data in a
picture graph to show
the class appearances.

The students individually

will create the
appearance picture
graph.
Focus group:
With the lower maths
level children on the floor
use the class data
recorded earlier to create
a picture graph
altogether.

As a class we will go
through them and
discuss the really good
ones the students have
written.

-Anecdotal notes
Looking at how they work
in pairs and cooperatively.

Discuss the key aspects

and features of a
picture graph. Choose
a student to share
theres with the class.

Collect picture graphs to

assess how well they
completed the activity
individually.

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how a person is treated.

Session 4
Learning focus:
Understand the use of
vocabulary about
familiar and new topics
and experiment with
and begin to make
conscious choices of
vocabulary to suit
audience and purpose
(ACELA1470)

Discuss how depictions

of characters in print,
sound and images
reflect the contexts in
which they were
created (ACELT1587)
Session 5
Learning focus:
Students will use and
experiment with
different materials,
techniques, technologies
and processes to make

Use the smart board to

show an example of a
picture graph and how
to create them.

Book: Pearl Barley and Create a WORDLE as a

Charlie Parsley By
class using the
Aaron Blabey
smartboard. Use
words that relate to
Before: Discuss what
the differences Pearl
the story could be
and Charlie had to one
about. What makes a
another.
good friend?
(brainstorm)
*Focussing on the
character and story
After: Discuss the
vocabulary.
characters differences
and how being a good
friend doesnt mean
you have to like or do
the same things.

Students will
independently create
Who am Is? (They
have previously learnt
how to write these).

Book: Spoon by Amy

Krouse Rosenthal

Children will create

their own self portrait.

Discuss what makes us

special?

Creating self portraits.

Brainstorm as a class
what kind of details
make us unique. List
features such as
freckles, colours, red

They will be about

themselves.

-Any materials to be
used.

In share time collect

all the Who Am Is
and distribute them
back out to the
students. They are
allowed to guess
each others.

One on one interview

with the children while
they are writing.

Pick some students

to show how they
are going so far and
what unique things
they have included
on their own and
why.

Anecdotal notes:
Looking at the level of
engagement in their
work.

Post assessment

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artworks (ACAVAM107)

*This lesson would

take more than one

cheeks, mouths and

emotions.
Demonstrate your
own already made self
portrait so they can
see what is expected
of them. Show
different techniques
that could be effective.
*Emphasise originality
in their work!

questionnaire**

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Appendix 1: Pre and Post Assessment

How do I feel.?

How do you feel in the classroom?

How should we treat those around us?

Is there anything you would like to improve on? (Friendships, learning)

What does it mean to be a good friend?

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References
Fellowes, J., & Oakley, G. (2010). Language, Literacy and Early
Childhood Education . Victoria, Australia: Oxford.
McGrath, H., & Noble, T. (1993). Different Kids Same Classroom. Victoria, Australia: Pearson Education.
Prashnig, B. (2006). The Power of Diversity: New Ways of Learning and Teaching Through Learning Styles.
Victoria, Australia: Hawker Brownlow Education. (Original work published 1998).

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Appendix 3

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Appendix 4

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Appendix 5

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Appendix 6

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Appendix 7

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Appendix 8

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Appendix 9

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Appendix 10

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Appendix 11

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Appendix 12