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Orientation for 2016LANGUAGES Grades 4-7
Maryna de LangeOctober 2015
LESSON PREPARATIONPlan two weeks in advanceWorking documentExpectations:
◦Date◦Genres completed◦Differentiation◦Skills◦Amendments
National workbooksPrimary resourceSecondary resourceAdvantagesDisadvantages Criteria for choice:
◦Ease of use◦Learners as focus
MarkingPurposeTimeNumber of learnersLearners markTeachers markMINIMUM expectations of
teachers: High cognitive level answers Final attempt in writing process
INTERNAL MODERATIONPre- and post moderation is done
Monitoring of:◦Lesson preparation and learner workbook
◦Hours for reading◦Hours for writing◦Preparation for FATs
SUBJECT IMPROVEMENT PLAN
FATs
AVAILABLE:WCED911District previous papers Gmail
DANGERS:Do not follow CAPS requirementsMany mistakesRepetitionAvailable to certain learners
Doing formal assessments tasks
Suggestion: weekly continuous assessment
Reading aloud during group reading
Speaking during writing tasks
Reflection on independent reading during quiet reading time
Language structure and writing during class periods after final version marked
Kwartaal ______ 2016 HUISTAAL / EAT FAT 1.1.3 HARDOPLEES Graad _____
Name van leerders
DAT
Bron
Postuur: Liggaams-houding reg op en die boek word met twee hande vasgehou / Boek mag nie beweeg nie
Oogkontak: 2-4 kere / 1
keer
Akkuraatheid: Geen foute /
1-3 foute / 4-8 foute / meer 8
foute
Interpretasie/Vertolking: Opwindend / goed / aanvaarbaar / onaanvaarbaar
Frasering en stemprojeksieUitstekend / Goed / Aanvaarbaar / Onaanvaarbaar
Toon en tempoUitstekend / Goed / Aanvaarbaar / Onaanvaarbaar
Totaal
2 1 0 2 1 0 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 2 1 0 2 1 0 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 2 1 0 2 1 0 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 2 1 0 2 1 0 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 2 1 0 2 1 0 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 2 1 0 2 1 0 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 2 1 0 2 1 0 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 2 1 0 2 1 0 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 2 1 0 2 1 0 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 2 1 0 2 1 0 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 2 1 0 2 1 0 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 2 1 0 2 1 0 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 2 1 0 2 1 0 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 2 1 0 2 1 0 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 2 1 0 2 1 0 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 2 1 0 2 1 0 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 2 1 0 2 1 0 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 2 1 0 2 1 0 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 2 1 0 2 1 0 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 2 1 0 2 1 0 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 2 1 0 2 1 0 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 2 1 0 2 1 0 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 2 1 0 2 1 0 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1
WRITING FRAMESLearners not yet sure of how to
translate their thoughts into the writing frames
Use the full four hours to teach writing skills
National workbook, use workbooks to complete writing process
Internet large writing framesEdulisGmail/Moodle
WRITING PROCESS- 240 minutesPHASES What is done according to CAPs p
12.
INTEGRATION
PLANNING60 minutes
Purpose and target groupResearchGet ideas from brainstorm; organise ideas by flow charts or mind maps
ListenSpeakRead Write
VERSION 1: 60 minutes
Write first draft that addresses purpose, audience, subject and text struture. Read the draft critically and get feedback from classmates/teacher
SpeakRead Write
VERSION 2: 60 minutes
Proofread the draft wit emphasis on the characteristics of the genre.
Read Language structure Write
VERSION 3: 60 minutes
Edit in differing phases: e.g. Sentence types, adjectives, adverbs
Read Language structure Write
PUBLICATIONHome work
Produce a neat, legible, edited final version (can also be typed)
Teacher marks
DIFFERENTIATED ASSESSMENT
ALTERNATIVE ASSESSMNET◦Not necessarily cognitively
problematic◦Must be tested
DIFFERENTIATED ASSESSMENT◦Cognitively problematic◦Not necessary to test
DIFFERENTIATED TEACHING
DIFFERENTIATED GROUPS
How do you do it?What do you understand as the
expectation?
DIFFERENTIATED FORMAL ASSESSMENT 1
Listening and speaking: Use same rubric◦Accidental assessment
Listening◦Accidental assessment- give
instructions in class or tell daily stories
DIFFERENTIATED FORMAL ASSESSMENT 2
Reading aloud◦Group reading: Use the same rubric◦Stand with the group and take reading
marks◦Accidental reading aloud during class
REFLECTION ON INDEPENDENT READING◦Accidental◦Tell what they see in pictures
DIFFERENTIATED FORMAL ASSESSMENT 3
Reading comprehension◦Questions: multi-choice questions◦Different levels◦Some questions can be answered
orally
Language structures◦Questions: ◦Different levels
LANGUAGE
MANUAL
EXPECTATIONS 2016SUBJECT IMPROVEMENT PLANPreparation
◦Plan for higher cognitive levels◦Plan for differentiation◦Plan for daily reading and writing
Writing work◦Comprehension tests◦Written tasks
MarkingAssessmentInternal moderation
SUBJECT IMPROVEMENT PLAN
PreparationPlan two weeks in advance
◦Plan for high cognitive levels◦Plan for differentiation◦Plan for daily reading and writing
Writing workAll South African literacy testing results show that learners do not read with comprehension
and cannot write
Listening and Speaking must support
Comprehension testsWritten tasks
Therefore we must do lots of theseDo as many as possible:
NWB, text book and computers
Marking
Every cycleLearners mark short answers Teacher marksComprehension test with high
cognitive level questionsFinal draft of written tasks with at
least two draftsCorrections of errors
ASSESSMENT
1. Number all tasks
2. Set own papers or used extracts from old papers3. Pre-moderation of rubrics to ensure there is room for differentiated assessment. Do random tests.4. Pre- and post-moderation: number the task5. Differentiated assessment for Code 1 learners:
• Record marks of happenstance conversation• Reading aloud: shadow reading• Reflection on visual interpretation of pictures• Language structure: read aloud and ask multiple
choice questions• Reading comprehension: read text aloud and
record oral answers• Writing: draw with labels
New teachers1. Absolute beginners: remember
◦CAPS: only had orientation by lecturers who have not implemented it themselves
◦Not acquainted with disciplinary challenges◦Assessment programme and expectations are new
2. New at school: new ethos and internal procedures of school
Recommendations: Language manualExperienced and role model mentor
INTERNAL MODERATIONDevelop a template that monitors:
Lesson planning that is reflected in learner books
Writing work of learners (see template)
Marking of teacherWork covered is work that will be
assessed Below is already in place
◦Pre- and post-moderation of FATs
Gmail: West Coast Languages
Visit: www.gmail.com
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[email protected]@gmail.com - Gmail
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MOODLERegister: complete the formGoogle and type in: Testing.wcape.school.za/elearn
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