developing writing skills for hsie
TRANSCRIPT
Developing Extended Response Writing
Skills for HSIE Differentiated Assessment Task: William the
Conquer
To provide a working benchmark of student’s extended writing skills (literacy) for the purpose of planning teaching and learning in HSIE Stage 4
Aim
Year 8 ‘A’ High ability students. Identified gifted
students within the class Unit: Stage 4 : Medieval Europe
Context
explain the impact made by significant people and/or
events on the society or period
Research and Write Task: William the Conquer
Students are required to attempt an extended response to a set question.
Task
Fluency
Writing Process
Paragraph
Sentence structure
Cohesion
Focus for assessment
Able to link through to writing resources
Provides discreet gateways to differentiated tasks
Links to content resources
Using the wiki to post responses
Accountability
Links to
quality resources
Modeling
Differentiated
Gateways
Modified
•Describe what William the Conqueror did to establish control over England after the Battle of Hastings?
Core•Explain how William the Conqueror established control over England after the battle of Hastings?
Extension•Assess why it took some time for William the Conqueror to establish control over England after the battle of Hastings in 1066? •Explain how his approach to gaining control informs you of the type of ruler William was?
Differentiated Task
Naplan Results Allwell Results Pretest – Narrative Task Discussion with classroom teachers of 8 A 2009 Semester 1 and 2 Reports Discussion with students about what they
felt was their level of competency Some student after beginning the task
choose to change their option
How were students grouped for this activity?
Name Overall Literacy Reading Writing Grammar &
Punctuation
Mariateresa Pellegrino 9 9 9 9Grace Delfendahl 9 9 8 9
Charlotte Tudehope 9 9 8 9Marina Aguirre 9 9 6 9
Sonia De Pellegrin 9 8 9 9Alexis O'Connor 9 8 9 9
Nikki-Rae Semaan 9 8 9 9Jess Portas-Hills 9 8 8 9Daniella Antunes 8 9 8 9
Rianna Bernal 8 9 7 8Alana Smyth 8 9 8 7
Clare Ottaviano 8 8 8 9Annabel White 8 8 6 9Sabrina Jelicic 8 8 8 8
Jacqueline Karagiorgas 8 8 8 8Tayla Maloney 8 8 8 8
Vanessa Abdallah 8 8 9 7Sarah Kazzi 8 8 9 7
Jessica Whiting 8 8 8 7Cara Di Coio 8 7 8 8
Isabella Arnone 7 8 6 7Melissa Li On Wing 7 8 6 7Chelsea McGifford 7 7 6 8Gabrielle Catanese 7 7 8 7Georgina Claxton 7 7 8 7
Ashley McSpadden 7 7 7 7Isabella Papadopoulos 7 7 7 7
Georgia Golledge 4 9 4 8
Students were provided with a ‘prompt’ scaffold for each paragraph with directed questions to be answered
Students were provided with a word bank to develop the language of cause and effect within the text
Students recognised that this option reflected students need to build skills in extended response writing
Modified Task
Question required an explanation of William’s actions rather than a description of ‘what’ he did.
Provides an outline of factors to be considered in the response.
Is identified as ‘independent research and write’ option.
Directs student to PEEL scaffold if required
Core
Further level of complexity – assessment and explanation
Two part question which requires argument and anaylsis
Requires a different set of language skills in demonstrating the relationship between factors
Requires an evaluation of William’s attempts to secure control over England
Provides students with PEEL scaffold and possible factors to be considered
Extension
Marking criteria: Ability to identify and describe the events
that contributed to the establishment of power in England under William the Conqueror.
Fluent, coherent response to the question.Extension marking criteria Ability to identify, describe and evaluate
the events that contributed to the establishment of power in England under William the Conqueror
Fluent, coherent response to the question
Assessment Criteria
A-E Marking Extension Marking1-3 Opportunities to differentiate between
student responses that demonstrate a high level of sophistication and therefore provide learning opportunities that extend their skills
Marking Rubrics