Professional Documents
Culture Documents
Abed Year 2 Acp - Report 2015 Portfolio
Abed Year 2 Acp - Report 2015 Portfolio
Submission Deadline: Each preservice teacher is required to submit this report to their Praxis Inquiry lecturer no later than the week
commencing 12 th October, 2015.
Preservice Teacher to complete Sections 1 - 5
ACP Mentor Teacher to complete Section A
The project aims were changed prior to the ACP beginning. Instead of solely focusing on phonics and alphabet
recognition, the sessions were more based around literacy skills improving and onset and rime skills improving.
However, once the lessons began, it was found two of the students needed more aid in alphabet recognition. One
student is EAL and the other is new to the school. The other two students in the group had no issues with alphabet
recognition and phonics; these students had a stronger focus on onset and rime. There was no difference between
information texts and fiction used throughout these lessons.
The only remaining relevant AUSVEL codes used were:
Recognise the letters of the alphabet and know there are lower- and upper-case letters (ACELA1440)
Know how to use onset and rime to spell words (ACELA1438)
Produce some lower-case and upper-case letters using learned letter formations (ACELY1653)
Understand that texts can take many forms, can be very short (for example an exit sign) or quite long (for
example an information book or a film) and that stories and informative texts have different purposes
(ACELA1430)
3. Comment on progress according to your Action Plan and advise of any changes to this plan and these
reasons for any changes.
The idea of individual lesson plans was not practical, as the bases of each lesson was the same. Instead I created one
lesson plan, with all the possibilities for change written within (Attached). The ACP instead of being conducted
throughout my Tuesday placement days was changed to the two-week placement block. This was found to be more
beneficial to the students.
The staff room became the environment for the lessons. The students were taken out of their reading block, where they
would do independent reading and reading activities; this was a good time period due to the similarities.
4. Evaluation
Evaluate the success or otherwise of the outcomes with reference to the evaluation methodology described in the plan.
As stated prior, there has been a great deal of improvement in these students in this short time period. There was no
formal evaluation of phonics prior to these lessons conducted by myself however my mentor teacher has seen the
findings and found an improvement in these students. The two students who were struggling with letters have improved
their recognition and phonics. The Oxford Wordlist was used as a means of evaluation for sight words; the first test was
conducted on the 8th of October. The last test was conducted on the 16 th of October. Each student had an improvement,
with the largest being of 5 words.
While conducting these lessons, I was not sure if I was actually benefitting the students or being a bother. However the
results demonstrate that these intensive small group sessions are very beneficial. (Images attached of 2 students
results from the Oxford Wordlist, alphabet sheet and phonics sheet.)
Section A Professional skills displayed by the preservice teacher in the completion of the project
(ACP Mentor Teacher (or nominee) to complete)
e.g., problem solving, negotiating, project management, planning, team work, time management, evaluating,
communicating, reporting, researching. Also, whether expected outcomes, as identified in ACP Plan, were
met.
Jess demonstrated a range of professional skills while completing her ACP. Jess was aware of each students needs and
abilities and was able to develop and provide activities that catered to their needs.
Jess showed initiative when researching and developing activities that were engaging and diverse. When students
became disengaged in certain activities Jess had a plan for introducing new content.
Jess had a wide range of activities, which met the needs of a diverse group of students.
The ACP lessons always began at the appropriate time and students were excited to go with Jess for these special
lessons. Jess always shared her thoughts and feelings with me in a reflection after her lesson.
The outcomes of the ACP plan were met as Jess provided a wide range of literacy activities that benefited the learning of
her students. Alphabet and sight word recognition has improved and students understanding of onset and rhyme has also
developed.
Overall Jess was very professional and organised throughout the delivery of her AC, the students were engaged and I
believe they benefited from these lessons, not only academically but also socially (skills in confidence, teamwork and
sharing.) Great work!