Olivia Leung VIT 2019

Standards: 3.6, 5.1, 5.3

The range of learning levels of my selected learners, and how I know this

Within the class, the learning needs and interests of the students are very diverse. When it comes to writing, student abilities range from F.5 to 2.5 within the Victorian Curriculum. The class also consists of 83% EAL students and these students’ writing levels range from A1.3 to A2.3. For the purpose of this project, I have obtained each student’s writing score from an assessment piece completed in February for their Semester one reports. Each student’s score was marked against the NAPLAN marking criteria, then moderated with other writing pieces within the year 2 cohort. The moderation process includes the involvement of two other year 2 teachers where student work is exchanged then cross marked anonymously.

Student C has always approached writing tasks with excitement, he especially enjoys narrative writing as he is able to include ideas from non-fiction books into imaginative stories. He is currently reading at an independent level 30 and is confident in recording his ideas while following the structure of different text types. Student C is currently on a writing level of 1.5 on the Victorian Curriculum, which is half a year above the year level standard. Out of the three focus students, student C has the highest writing ability as he is able to complete most literacy tasks independently.

Student U also particularly enjoys narrative writing as he thrives in creative drawings. He is keen to transfer stories in his art creations into writing pieces, but becomes frustrated within the writing process as he lacks the spelling of common sight words. Student U also struggles with letter formation, flipping the orientation of comparable letters such as ‘b’ and ‘d’. He is currently on a writing level of F.5 in the Victorian Curriculum. In previous writing samples, student U has a tendency to write only about monsters and does not understand the concept of responding to a set prompt in his narrative writing.

Student H is able to read common sight words and is able to identify core sounds. However, he finds it difficult to sound out digraphs and blends when approaching an unfamiliar word. Though student H is confident in reading frequently used words, he often does not spell these words correctly in his writing. Student H is currently on a writing level of A1.3 in the EAL continuum. Despite experiencing a moderate level of writing barriers, student H is still very happy to share his ideas and writing piece to the class once he has completed the task. His positive learning attitude plays a crucial part in building his writing stamina.

Factors affecting learning of my selected learners and how I address these in my planning

Student C: Gets side tracked if he finds the task too easy or if we are consolidating previous learning. He will express that he does not want to do it again, needs to understand the importance of repeating a task in order to improve on a certain skill. Within my planning, I have made sure that student C is given appropriate challenges in order to maintain engagement.

Student U: Poor vision has affected his learning, he has however recently obtained glasses. I have placed him at the front of the room so he can see the board nice and clearly. I have also established a separate routine for student U, including writing a simplified set of step by step instructions on a small whiteboard to place on his task, so that he knows exactly what is expected. He is required to tick each dot point as he completes it. This helps feel less overwhelmed about writing and also makes letter formation much clearer than copying from the big whiteboard.

Student H: Requires very explicit modeling and step by step instructions. Student H struggles to complete tasks with only general instructions as he lacks prior knowledge of class routine due to his frequent absences. His constant moves between Australia and Saudi Arabia also means he sometimes does not understand cultural knowledge. In order to cater to this factor, I often provide a very explicit example accompanied by additional background knowledge that he may need to know to fulfill the literacy task.

The content of our literacy term planner is based on the standards of the year 1 to 2 Victorian Curriculum. This is to cater for students who may require further consolidation from the year 1 curriculum, as well as catering to students who are at level or beyond. Lesson plans and ideas are also observed and obtained from year 3 teachers, in order to extend the needs of students who are beyond the year 2 level.

Lessons remain individualized and differentiated through the six week intervention and various tools are given to each student in order to support their learning.

I looked at each learner's...

• Current reading level
• Individual learning goals
• Writing assessment from the start of the year
• Progression points obtained from last year's report

Student H

Reading level 6

Student U

Reading level 7

New student - no report from 2018

Student C

Reading level 30

Standards: 1.2, 2.3

Student C

After a discussion with my mentor, I would like student C to gain the skill of revising his work to eliminate simple errors such as placing capital letters and full stops in the right place by the end of the six week intervention. Although student C is at the beginning stages of proofreading, he often skims through and oversees errors. I would also like him to incorporate more elements of 'show don't tell' in order to create more interesting sentences.

Specific outcome: To be able to self-edit and re-read his own work to see if it makes sense. To be able to create interesting sentences and passages using knowledge of known texts.

Student U

At the end of the six week program, I would like Student U to show an improvement on his spelling and decoding text by increasing his phonetic awareness. This will help his ability to construct basic sentences. He will also use pictures and prior knowledge to help him convey meaning.

Specific outcome: To be able to use basic sight words correctly in his writing.

Student H

At the end of the six week program, I would like student H to construct basic sentences in his narrative writing. Student H should gain the ability to use full stops at times to signify a new idea and also begin to show the idea of sequencing of events within his writing.

Specific outcome:

To be able to construct a simple narrative which includes a beginning, middle and end.

My plan for...

Learners who need extension beyond the general learning

(Student C)

• Incorporate additional requirements which challenges their thinking (e.g. using descriptive language which show inferences in their writing)
• Encourage them to use 'wow words' in order to construct interesting sentences
• Begin to incorporate additional punctuation such as talking marks, questions marks and exclamation marks in order to emphasize expression in their writing
• Set high learning goals using the level 3 curriculum and identify strategies to obtain these goals

Learners who need support or modification of teaching strategies to meet the learning outcomes

(Student H & Student U)

• Encourage them to work in mixed ability groups to increase exposure to various levels of skills
• Work in focus groups that target specific learning needs
• Ensure small success is celebrated in every occasion possible in order to build their confidence and motivate them to achieve more
• Teaching at point of need, rather than following the same curriculum along with the rest of the class
• Provide additional practice sheets for students to do at home to consolidate their learning

Observation

Professional conversation #1

Professional conversation #2

Standards: 2.1, 2.6, 1.5, 3.1, 3.2

Curriculum links

Level 1

Recognise that different types of punctuation, including full stops, question marks and exclamation marks, signal sentences that make statements, ask questions, express emotion or give commands(VCELA190)

Recognise and know how to use simple grammatical morphemes in word families (VCELA191)

Understand how to use learned formation patterns to represent sounds and write words using combinations of unjoined upper- and lower-case letters (VCELY196)

Level 2

Use visual memory to write high-frequency words and words where spelling is not predictable from the sounds (VCELA227)

Create events and characters using different media that develop key events and characters from literary texts (VCELT228)

Write words and sentences legibly using upper- and lower-case letters that are applied with growing fluency using an appropriate pen/pencil grip and body position (VCELY232)

Understand how to use digraphs, long vowels, blends, silent letters and syllabification to spell simple words including compound words (VCELA226)

Lesson 1: Week 1 (Focus: Learning the text and building the field)

This lesson was taught again with a different text in Week 4

Learning intention:

We are learning to build on familiar texts to construct our own narrative.

Success Criteria:

I can extract specific language to create a vocabulary bank.

I can incorporate concepts from the narrative into my own writing.

Lesson outline:

Introduce the mentor text which we will base our narrative upon. Read the book as a class and extract phrases or words from the book to discuss.

Watch videos of the topic (for these two units, we focused on flood and cyclone). This is important for students to visualise the natural disaster. It also helps them construct a descriptive narrative as they can write about what they see, hear, touch and feel in a situation like that.

Model mindmap as a whole class and discuss key points

Students create a colourful, double-page and visual mindmap using specific language and new vocabulary

Differentiation

Enabling learners:

-Provide students with word list containing phrases of what it looks, feels and sounds like when natural disasters occur

-Allow students with writing difficulty to draw pictures first, then work with them individually to label each picture

Extending learners:

-Give students additional requirements to fulfil in their mindmap:

-Must include at least 3 phrases which displays ‘show don’t tell’

-Must include words/phrases which depicts each stage of the narrative - orientation, complication & resolution

Use of ICT

-Students will be shown videos to support their understanding of floods and cyclones beyond what was learned through reading the texts.

-Students will be shown thought-provoking images on the interactive whiteboard to prompt them to ask questions and increase their curiosity and interest about the topic.

-Students will be shown an example of a digital mindmap.

Standards: 1.2, 1.5, 2.2, 2.5, 3.5, 4.1

Curriculum links

Level 1

Recognise and know how to use simple grammatical morphemes in word families (VCELA191)

Understand how to use learned formation patterns to represent sounds and write words using combinations of unjoined upper- and lower-case letters (VCELY196)

Level 2

Create events and characters using different media that develop key events and characters from literary texts (VCELT228)

Build on familiar texts by experimenting with character, setting or plot (VCELT229)

Write words and sentences legibly using upper- and lower-case letters that are applied with growing fluency using an appropriate pen/pencil grip and body position (VCELY232)

Understand how to use digraphs, long vowels, blends, silent letters and syllabification to spell simple words including compound words (VCELA226)

Lesson 2: Week 1 (Focus: Planning a narrative)

This lesson was taught again with a different text in Week 4

Learning intention:

We are learning to plan a story using a narrative writing template.

Success Criteria:

I can incorporate concepts from the narrative into my own writing.

I can include an orientation, complication and resolution for my story.

I can include vocabulary from my mind map in my story plan.

Lesson outline:

-Refer back to the mentor text, discuss how the author takes their readers on a journey. Starting from setting the scene, then introducing the arrival of the natural disaster, ending with the resolution and the effects of disaster.

-Explicit modelling of how to complete a detailed story plan using dot points, all students contribute ideas and learn how to summarise points

-Show students that their plan should include all of the following by referring it in teacher’s example:

>Characters

>Time

>Setting

>What the characters see

>What the characters hear

>What the characters can touch

>What the characters smell

>How the characters feel

Differentiation

Enabling learners:

Students will work in small ability groups of 2-3 to support each other with brainstorming of ideas and discuss sequencing of possible events

Students will be provided with sentence starters for each part of the plan in order to assist their brainstorm

Extending learners:

Encouraged to use verbs that represent different processes (doing, thinking, saying, and relating) and that these processes are anchored in time through tense.

(e.g. ‘The water gushed towards the innocent houses and destroyed everything in its path’ - suggests that the flood has is currently taking place and is still continuing

Use of ICT

Teacher will model how to plan a story using this template on the interactive whiteboard so all students are able to see the process clearly

Curriculum links

Level 1

Reread student's own texts and discuss possible changes to improve meaning, spelling and punctuation (VCELY195)

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(VCELY194)

Recognise that different types of punctuation, including full stops, question marks and exclamation marks, signal sentences that make statements, ask questions, express emotion or give commands(VCELA190)

Understand how to use learned formation patterns to represent sounds and write words using combinations of unjoined upper- and lower-case letters (VCELY196)

Level 2

Write words and sentences legibly using upper- and lower-case letters that are applied with growing fluency using an appropriate pen/pencil grip and body position (VCELY232)

Understand how texts are made cohesive by the use of resources, including word associations, synonyms, and antonyms (VCELA224)

Recognise that capital letters signal proper nouns and commas are used to separate items in lists(VCELA225)

Understand how to use digraphs, long vowels, blends, silent letters and syllabification to spell simple words including compound words (VCELA226)

Lesson 3: Week 2 (Focus: Transforming a sentence)

This lesson was taught again with a different text in Week 5

Learning intention:

We are learning to ‘show not tell’.

Success Criteria:

I can incorporate concepts from the narrative into my own writing.

I can use descriptive language to depict events in a story.

I can use different adjectives for sight, smell, taste, touch and feelings.

Lesson outline

-Ask students:

What makes an interesting piece of writing?

Who do you write for?

What would you want your readers to visualise when they read your story?

-Model the importance of adverbs, show students how an adverb provides more information about the action (e.g. the boy moved through the forest -> the boy moved carefully through the forest. This suggests the forest might have an element of danger).

-Using the template shown, students will learn how to transform a basic sentence into descriptive sentences with adjectives, verbs and adverbs

-In pairs, students will independently transform various base sentences into more interesting sentences that include adverbs and carefully chosen verbs

-Each pair will share one sentence with the rest of the class at the end of the lesson

Differentiation:

Enabling learners:

Students are given flashcards with pictures depicting certain scenarios which they can use as prompts for their sentence construction

Students are given multiple examples of the language they can use in each required field

Students with additional support are provided with ‘sentence openers’

Extending learners:

Students must complete an additional column ‘Time’, which asks students to show what time of year it is with words, rather than telling the reader

Students must use adverbs to follow their chosen verb in the ‘What’ column

*Students will now move on to drafting their stories using their plan and the prompting sentences from Lesson 3.

Curriculum links

Level 1:

Reread student's own texts and discuss possible changes to improve meaning, spelling and punctuation (VCELY195)

Recognise that different types of punctuation, including full stops, question marks and exclamation marks, signal sentences that make statements, ask questions, express emotion or give commands(VCELA190)

Understand how to use learned formation patterns to represent sounds and write words using combinations of unjoined upper- and lower-case letters (VCELY196)

Level 2:

Recognise that capital letters signal proper nouns and commas are used to separate items in lists(VCELA225)

Reread and edit text for spelling, sentence-boundary punctuation and text structure (VCELY231)

Write words and sentences legibly using upper- and lower-case letters that are applied with growing fluency using an appropriate pen/pencil grip and body position (VCELY232)

Understand how texts are made cohesive by the use of resources, including word associations, synonyms, and antonyms (VCELA224)

Understand how to use digraphs, long vowels, blends, silent letters and syllabification to spell simple words including compound words (VCELA226)

Lesson 4: Week 2 (Focus: Learning to self edit using a checklist)

This lesson was taught again with a different text in Week 5

Learning intention:

We are learning to re-read and edit my work.

Success Criteria:

I can underline words I am unsure of and try to find the correct spelling.

I can use a narrative writing editing checklist to proofread my work.

Lesson outline:

-Model how to edit unedited piece of writing using writing checklist

-One on one conferencing with the teacher so explicit and timely feedback can be given to each student

-Teacher will use editing checklist with each student to model again how to use it to edit writing

-Students will either move to their third draft or begin publishing after their conference

Differentiation

Enabling learners:

-Students must read their work aloud to themselves to check if it makes sense

-Students must then read to a partner to check if they are missing any punctuation in their writing

-Students are expected to use full stops and capital letters correctly

Extending learners:

-Students are provided with a word chart and encouraged to substitute basic phrases with ‘wow words’.

-Students are expected to not only describe physical scenarios within their writing, but also illustrate the characters’ emotions and thoughts.

-Challenge students to move beyond basic punctuation (.,). Ask them to try and incorporate dialogue through talking marks.

My Writing Checklist

I have:

o an interesting title

o written the date

o underlined words I don’t know how to spell

o re-read my story out loud

I have used:

o My best handwriting

o Finger spaces between each word

o . ! ? at the end of each sentence

o A capital letter at the start of every sentence

o A capital letter for each character’s name

o A capital letter for each word in my title

o Different adjectives to describe the characters

o WOW words

Standards: 1.2, 2.2

Curriculum links

Level 1

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(VCELY194)

Understand how to use learned formation patterns to represent sounds and write words using combinations of unjoined upper- and lower-case letters (VCELY196)

Level 2

Write words and sentences legibly using upper- and lower-case letters that are applied with growing fluency using an appropriate pen/pencil grip and body position (VCELY232)

Lesson 5: Week 3 (Focus: Model how to publish and illustrate book)

This lesson was taught again with a different text in Week 6

Learning intention:

We are learning to turn a draft into a published book.

Success Criteria:

I can transfer sentences from my draft onto pages of a book.

I can illustrate each page to match the words.

I can include the title, the author/illustrator and an illustration on the front page.

I can write a short summary of my narrative (blurb) on the back page.

Lesson outline:

-Model the skill of transferring related sentences onto each page of the book

-Show students what must be included on the outside of their book

-Model illustrating a page that matches it’s text

-Model shortening the story into a blurb (without writing the ending)

Differentiation

Enabling learners:

During one-on-one conferences, teacher and student discuss which sentence will go on each page of their book (making a coloured mark as a reminder to student)

Students must draw a picture that matches the text on each page

Extending learners:

Students are expected to find the main idea of each page and draw a relevant picture to demonstrate it

Students are encouraged to include a glossary at the back of their book

Standards: 2.6, 4.5

Curriculum links

Level 1

Construct texts that incorporate supporting images using software including word processing programs(VCELY197)

Level 2

Construct texts featuring print, visual and audio elements using software, including word processing programs (VCELY233)

Lesson 6: Week 3 (Focus: Typing published book to develop typing skills)

This lesson was taught again with a different text in Week 6

Learning intention:

We are learning to digitally publish a creative piece of writing.

Success Criteria:

I can use Microsoft Word to type and print my story.

I can include the same punctuation as my published book.

I can type using two hands.

I can save my work into the correct folder.

Lesson outline:

-Students type up their story from their published book on Microsoft Word

-Teacher assists students with various skills such as creating a new line, finding certain punctuation on the keyboard and saving their work.

Differentiation

Enabling learners:

- Students are given individual cards to show correct finger positioning

Extending learners:

-Students must attempt to include paragraphs (orientation, complication and resolution)

Use of ICT

Students use computers to type their pieces of writing.

Standards: 1.3, 1.5, 3.4,

Lesson 1

Mentor/experienced colleague visits – date:

Week 1 & Week 4

Signature (mentor/experienced colleague):

BM

Summary of discussion and actions arising:

My lesson started a whole class reading of the mentor text (Cyclone & Drought by Jackie French). Prior to reading the book, students engage in predicting possible events and note down some questions they have about the book. After reading the text as a whole class, we reflected to see if these questions have been answered.

This lesson also involved building the field, where I showed video clips and pictures of the relevant topic on the classroom projector. This created vibrant discussions between the students regarding their personal experiences when they lived different countries. It also allowed me to engage with their discussions and find out how much prior knowledge they have about the topic.

The last part of the session involved explicit modelling of a mindmap on the board. This was helpful for students to consolidate relevant vocabulary.

Feedback:

- Have a focus group on the floor while other students are doing their mindmap, re-read key parts of the book and write down relevant vocabulary together

- Did a really good job building the field and relating the text to real life context

Standards: 1.2, 4.5

Lesson 2

Mentor/experienced colleague visits – date:

Week 1 & Week 4

Signature (mentor/experienced colleague):

BM

Summary of discussion and actions arising:

I started the lesson with explicit modelling of how to transform sentences into dot points. Using printed slips of sentences, we did a whole class activity of finding the main idea and summarising it to turn it into a dot point. This really helped my focus students as well as the rest of the class.

After this activity, students began to write their plan. They were encouraged to refer to my plan (displayed via classroom projector) to check if they have included all elements of a narrative. If students were running out of ideas, they were allowed to work in small groups to discuss possible scenarios and add it into their own story plan.

Feedback:

- Advise students they have the whole lesson to complete and they cannot finish early. This prevents students that have a habit of rushing and also encourages students to self edit to add detail.

Standards: 1.5, 2.2, 2.5

Lesson 3

Mentor/experienced colleague visits – date:

Week 2 & Week 5

Signature (mentor/experienced colleague):

ES

Summary of discussion and actions arising:

This lesson started with a class discussion of how to create an interesting sentence and why it is important to NOT have boring sentences. Students were really innovative with their responses and said because no one likes to read a boring book! This really elicited their engagement in the activity as they wanted to learn how to be a good writer, like some of their favourite authors.

I allocated students in groups which included a mix of abilities, this was to ensure the 'enablers' were engaging in discussing with the 'extenders'. It was beneficial for student U and H to listen to the thought processes of student C, which offered a chance to extend their learning. Student C also really enjoyed sharing his approach to the task, which helped consolidate his own learning.

Feedback:

- Task was really well implemented with mix ability groups, encouraged teamwork

- The flashcards and sentence openers really helped enablers to have a go and approach the task, gave them a sense of achievement.

Standards: 2.1, 2.5, 5.2, 5.5

Lesson 4

Mentor/experienced colleague visits – date:

Week 2 & Week 5

Signature (mentor/experienced colleague):

EM

Summary of discussion and actions arising:

This lesson involved the explicit modelling of a writing editing process. I had prepared a piece of short writing which I enlarged to A3 paper and purposely omitted punctuation, along with a few spelling errors. As a class, we went through and explained the purpose of each item on the editing checklist. I also modelled my thought process on how to self check my writing. For example, when I read my story aloud, I will make an air punch to signify a stop, therefore I need to add a full stop.

Feedback:

- Explicit modelling of read aloud was very helpful to students, as these skills can sometimes be assumed to be learnt automatically

- While conducting conferencing, students can engage in peer editing with more than one partner, instead of waiting in line

Standards: 2.6, 3.4, 3.5 4.5

Lesson 5 & 6

Mentor/experienced colleague visits – date:

Week 3 & Week 6

Signature (mentor/experienced colleague):

BM

Summary of discussion and actions arising:

These lessons focused on transferring a written text onto different modes of presentation. Students are required to publish their stories in a written book form and digitally.

To help with their publishing, I've modelled how to divide sentences within their passage and transfer it onto their booklets. This was a skill which a few students struggled with, as they found it hard to seperate it into sections.

I also modelled the positioning of home row typing and the correct seating posture.

Feedback:

- Use programs such as 'dance mat typing' during digital learning lessons, so that students have more practice on their typing skills using the correct home roll position.

Standards: 4.2, 4.4, 5.3, 5.4

Specific examples of your professional interactions with your learners

- Conducting community circles to check in with student wellbeing and learn more about their social and emotional needs

- Set classroom expectations and rules of how we treat one another in the school (e.g. class rules, whole school missions statement, voice level chart)

- Provide them with one on one opportunities to reflect on their writing skills through 'building a picture of a writer'. Find out what they enjoy about writing, why they think writing is important and how they can work on areas of improvement.

Standards: 6.2, 6.3

Observations of your colleagues’ professional interactions with learners

- Conduct end of lesson share time/review. Students are given the opportunity to reflect on their learning and inform the teacher about how they feel about the lesson. This was done in many ways including an anonymous exit ticket or a 'traffic light system', with red indicating 'I don't understand' and green being 'I am confident and don't have any further questions.

- A teacher mailbox where students can put letters or notes to voice their concerns or simply communicate ideas to the teacher in a more private way

What you have learnt from your colleagues about establishing and maintaining appropriate professional boundaries

with learners.

From conducting observations and discussions with my colleagues, I have learnt that professional boundaries with learners provide a healthy learning environment during class time. Students are able to 'switch on their learning mode' through set routines and this encourages efficiency, which maximizes their learning opportunities. I have also learnt that it is very important to have professional interactions with learners as this creates a basis for them to feel safe about approaching teachers in terms of asking questions and expressing their ideas.

Standards: 1.1, 1.2, 3.7, 4.2, 4.3, 7.1, 7.3

Gathering other evidence

Use effective verbal and non-verbal communication to support understanding, participation, engagement and achievement of learners

I have observed Olivia using effective verbal communication in a variety of ways, such as, giving clear instructions and timely and specific feedback. I have also observed her facilitate important class discussions through community circles related to student welfare and wellbeing. Olivia has a number of anchor charts and displays that support her students, specifically her EAL learners. In addition, she uses a wide range of non-verbal behaviour management strategies such as clapping.

Plan for appropriate and contextually relevant opportunities for parents/carers to be involved in their children’s learning

Olivia often has parents read with students and attend excursions or special events such as cooking when possible. She has engaged with parents formally in two rounds of 3-way interviews to involve parents in setting their child’s individual learning goals. In addition, Olivia contacts parents by phone or organises after school meetings with parents of students need additional support socially, emotionally or academically.

Design and implement effective strategies that are responsive to the local community and cultural setting, linguistic background and histories of Aboriginal and Torres Strait Islander students

I have observed Olivia incorporate activities related to students’ culture beyond special days such as Harmony Day, which is a celebration of culture. Within our local community, there is a large Indian population and therefore many class discussions are centred on Indian culture and cultural festivals. In addition, she teaches students about significant cultural events such as Chinese New Year.

When possible, the Year 2 team has included learning about ATSI histories in meaningful and relevant ways. For example, when students researched and presented on their chosen Australian animal, one of the criteria for the presentation was exploring the indigenous link to this animal. As a result, rich discussions around ATSI culture and histories were prompted.

Engages with teaching colleagues, professional networks and broader community

I have observed Olivia to be a highly effective team member who actively contributes to planning and willingly shares ideas and resources. She has built strong relationships with the staff at Glen Huntly Primary School. She has attended a variety of workshops for professional development throughout the year including SAGE and MAV workshops as a member of a graduate network. Olivia is in regular contact with parents/guardians when the need arises.

Standards: 1.3, 1.4, 2.4, 6.2, 6.3, 6.4, 7.4,

Student C

After the six week intervention, Student C has shown huge improvements in his ability to proofread and ensure that basic punctuation is included in his writing. He has also began to challenge himself and is incorporating additional puncutation such as speech marks to add character diaglouge, which has really enhanced the quality of his stories.

Student C is now encouraged to be more attentive in the spelling of commonly mistaken words such as 'their' and 'there', in order to ensure his stories are cohesive.

Standards: 1.2, 2.1, 3.1, 3.2, 5.2

Student H has made huge literacy improvements after the 6 week intervention. He has learnt to experiment with characters, settings and plot. Additionally, he attempts to spell simple words using his knowledge of digraphs and blends. With the continuous implemention of writing workshops, student H has learnt techniques on how to combine adjectives and verbs to craft a descriptive sentence. He has also taken the initiative to experiment with the concept of 'show don't tell', which was beyond the set expectation of the learning outcomes set for him.

Standards: 1.2, 2.5, 3.1, 3.3