Students with disability Illustrations of practice

Procedural Writing

Summary

Students in this Year 1 class learn about different procedural texts and the criteria for writing their own procedure. In a lesson, the students write a procedure for making fairy bread. The teacher reiterates the steps the students need to follow and relates this to a practical activity from the previous day's lesson. The teacher encourages the students to draw on prior experience in writing procedural texts to independently complete the activity. The teacher works with a small group of students who require targeted support. She provides explicit instruction, visual prompts and the use of scaffolds to enable this group of students to successfully construct a procedural text. In planning for, and implementing a lesson in English for students across the full range of abilities, the teacher demonstrates a number of approaches to personalise the teaching and learning program drawn from age-equivalent learning area content.

Learning area

English

Year level

Year 1

Content description

Identify the parts of a simple sentence that represent ‘What’s happening?’, ‘What state is being described?’, ‘Who or what is involved?’ and the surrounding circumstances (ACELA1451)
Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagrams(ACELY1661)

General capability

Literacy / Composing texts through speaking, writing and creating / Compose texts (Level 1e)
Literacy / Comprehending texts through listening, reading and viewing / Comprehend texts (Level 1e)

Teacher intention

All students to successfully write a procedural text structured under the four headings: Title; What you will need; What to do; Results

Personalised learning

Plan from age-equivalent learning area content:
The teacher plans from Year 1 English content to develop a teaching and learning program about procedural texts.

•    Use the General Capabilities and/or cross-curriculum priorities to adjust the learning focus and to personalise the learning:
The teacher uses the Literacy capability to plan for the development of targeted skills in comprehending and composing a procedural text.

•    Align individual learning goals with age-equivalent content to personalise the learning:
The teacher uses strategies identified in her students’ individual plans to develop their receptive and expressive language skills through the same class activity as their peers. The teacher scaffolds the writing activity for each student in order to make it achievable. 

 

1. How do you personalise content and resources to cater for the specific needs of individuals and groups in your class?

2. What are the different indicators of student achievement that you could expect to see during a lesson?

3. How do you evaluate the effectiveness of the teaching and learning program to ensure individual learning needs are being met?

Standard 1

Know students and how they learn

Focus area 1.5

Differentiate teaching to meet the specific learning needs of students across the full range of abilities

Standard 2

Know the content and how to teach it

Focus area 2.5

Literacy and numeracy strategies

Standard 3

Plan for and implement effective teaching and learning

Focus area 3.2

Plan, structure and sequence learning programs

Bethany Christian School
Paralowie SA Australia

School type

Non-government

School sector

Primary

School location

Metropolitan

School description

Bethany Christian School in Paralowie, South Australia delivers education programs to 550 students from Foundation to Year 6. The students at Bethany have diverse learning needs and diverse cultural backgrounds.

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Copyright

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