INQUIRY WRITTEN REPORT

HOW CAN FORMATIVE FEEDBACK BE USED TO SUPPORT

STUDENTS TO REACH THE LEARNING INTENTIONS
WITHIN WRITING?

MONTANNA OLSSON - 110198823

Bachelor of Primary Education

School of Education

Division of Education, Arts and Social Sciences

University of South Australia

OCTOBER 2019

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1 Introduction
The context in which the action research took place was a primary school located north of Adelaide. Students from
reception to year 7 made up approximately 410 students. The specialist areas within the school included Indonesian,
Performing Arts and Physical Education. I was placed within a year 2/3 classroom, with one student having a
Negotiated Education Plan (Autism Spectrum Disorder), one having trauma-based behavioural issues and several
other students presenting learning difficulties. Intervention programs including minilit, comprehension based learning
and a maths program focusing upon place value were integrated to support student learning. These students were
chosen based upon the results they presented within term 1, and are removed from the classroom multiple times a
week to take place within the intervention.
After observation of the classroom context, there were many areas that posed both a challenge and an opportunity
within my placement period. The classroom seemed to lack general organisation and thus, the students often were
unaware of their task or their next step. There were little to no visual aids displayed by the teacher, and the students
were always asking for further clarification for instructions leaving the teacher feeling overwhelmed. Due to the
extreme focus of numeracy and literacy, the students were not allowed brain breaks or to work outside the classroom
between the start of the day and second break (lunch time). This posed a challenge as there were a range of learning
opportunities outside the classroom that could be explored, although we were confided to strictly completing these
after lunch. The school although had a strong focus upon their school values; respect, honestly, responsibility and
fairness. These were implemented throughout my practise, were linked within learning intentions and utilised through
restorative practise and conversations.

2 Literature Review
The topic in which I focused upon was the impact of giving students written formative feedback and does it help them
reach the learning intentions for lessons. Having little to no previous exposure to learning intentions, I was interested
to understand their impact. When I found out my school uses them, I thought this would be a perfect time to explore.
After observation, my teacher would give out extended amounts of verbal feedback to students regarding their work,
but I was unsure of how much of an impact it was having. Were the students retaining it for future learning? Was it
clear to them where needed to improve? Did they have a clear area of focus for their next lesson? From there I decided
to explore the connection; can formative feedback help students to reach their future learning intentions? I decided that
the feedback had to be written and something that could be easily interpreted by all (due to some of my students
having learning difficulties) and something they could re-visit when required. Having recognised with previous
mentor teachers that I had completed little formative assessment with my students (due to lack of time etc.) I decided
that this would be another great reasoning to focus within this topic.
By setting learning objectives or outcomes within the classroom, students can identify the direction of learning and
create purposefulness within their own world of learning. It reassures students that there is a reason for the learning
experiences and allows teachers to have a clear focus for planning instruction and explicit teaching (Dean et al 2012).
AITSL (2016) supports my understanding that students must share a commitment with the teacher to wanting to
achieve them. They must thrive within learning to reach them, and therefore are more likely to want individual
feedback regarding their performance. They must also pose a possible challenge for the students who require extended
learning (AITSL 2016). It is imperative that learning intentions are something that aren’t simply referred to at the
beginning of the lesson, but constantly used for student guidance. Learning intentions also become meaningless and
provide little to no guidance to students if they are to general (AITSL 2016). They should be clearly constructed so
that if an individual who was no present for the explicit teaching of the lesson would understand the student’s
intention. The learning intention allows students to know exactly what they are required to do to perform well and
teachers can easily track progress and help student build their individual confidence (Centre for Educational Research
and Innovation 2008).
Professor John Hattie (2019) highlights the importance that feedback given to students must be ‘timely, relevant and
action-orientated’. Feedback given by educators to students is an essential resource so that students can be responsible
for their own learning, and their feedback can be understood as instructional action (Heritage 2019). Feedback
provides students the information to refine or restructure their beliefs and knowledge around a topic. Feedback that
gives specific guidance as to a future focus, allows students to continue trying until they succeed and has a greater
impact upon learning (Dean et al 2012). By providing student feedback that is specific to the lesson learning intention,
it allows students to improve their understanding and to solidify their knowledge (Dean et al 2012).

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By focusing upon this area within my classroom, I can make sure that the learning intentions set for the students are
meaningful and appropriate and that my feedback given to them can be used to refine their knowledge and provide
specific focus for future learning. This will allow for more meaningful feedback given to students and it can make a
significant impact upon student learning in order to reach future learning intentions. It also allows myself to build
upon my learning within using learning intentions and being able to provide useful formative student feedback.
Within the unit of writing, in which the action research takes place, the ‘I do, we do, you do’ model or Gradual
Release of Responsibility will be closely followed. It is a broadly recognised classroom approach which is based
around the approach for moving classroom instruction from solely teacher centred, to whole group centred to student
centred collaboration or independent practise. This model was originally constructed by Pearson and Gallagher (1983)
although has been improved and developed over the years, by individuals like Frey and Fisher (2007).

3 Methodology
3.1 Action research
Action research; a range of methods which pursue action and research at the same time. Undertaking a unit of action
research within education allows professionals within the education system a reflective approach to address specific
areas which require further support (Hine 2013, pp. 151). It provides professionals with further knowledge and
understanding regarding how to improve educational practises within the classroom and school or resolve problematic
situations within the school community. The action research completed has the ability to not only enhance the
student’s education experience, but help with the professional growth and development of teachers (Hine 2013, pp.
151). Action research in relation to my chosen case study will be discussed further below.
3.2 Case study
As mentioned above, having observed my mentor teaching giving a range of verbal feedback to her students but no
written feedback I doubted their ability to remember and apply it. I wanted to explore the idea of giving the students
direct feedback relating to the learning intention I outline throughout the lesson and an area of focus for their next
lesson. The feedback had to be easily interpreted by my students and something that could be referred to throughout
their future lessons. This is where my feedback cards are utilised. They can have direct and clear instruction with
mention of a strength within the task and an area for improvement. They will be further explained below.
3.4 Participants
3.4.1 Case 1
For this report, the students name will be Ivy. Ivy was chosen to be a part of my case study as she was a year three
student, working at a year 1 level in most areas of her learning. She had learning difficulties and had recently been
diagnosed with Global Development Delay. She is 8 years old, lives with her mum and dad, and older brother who
also attends the school in year 6. She has a mentor from a LAP program who attends the school three times a week, for
an hour to support Ivy through her learning. She would often take Ivy out for reading and sight word practise. Ivy is
only on reader level 6 and is continuing to learn her sight words. Her parents are very supportive when it comes to her
learning, and support her with extended learning at home. They always encourage her to complete assigned homework
tasks and always complete reading and sight words practise at home with her. Appendix C will present my prior
knowledge understandings of Ivy from my few lead in days and appendix D will present a prior knowledge planning
web (how I will take into consideration Ivy’s learning difficulty when planning for the writing unit).
3.4.2 Case 2
For this report, the students name will be Matt. Matt was chosen to be a part of my case study as throughout my two
lead in days, he presented to me as a child who was flying under the radar of his teacher significantly. He was a
reasonably quiet student, who was keen to hear the task and complete it. After reviewing his book work, he was a high
achiever, although there were students who excelled more than him in the class. Learning was not something that
come naturally to him, he had to try hard and excel lots of effort. He is also a year three student and is working at year
level standard in most learning areas. He is 8 years old, lives with mum, dad and younger sister who also attends the
school in year 1 and was next door to us. His mum is on Governing Council of the school, so played a significant role
within Matt’s learning and was always present within our classroom and school community. Appendix C will present

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my prior knowledge understandings of Matt from my few lead in days and appendix D will present a prior knowledge
planning web.
3.5 Data Collection
3.5.1 Methods
The methods in which I will utilise within this action research include exit slips, personal lesson reflections and work
samples from each lesson within the writing unit.
Exit slips allow for students to have an opportunity to reflect upon their own learning often presenting retell and
having to identify an area where they require further assistance (Gray 2018). They can also be used by educators as a
formative assessment, to identify if students are absorbing information. Teachers can also use them as a valuable
resource to understand if students can complete the desired tasks. Students were given three main prompts of the exit
slip and the correct responses were modelled at the beginning of the unit, to ensure they were being answered valuably
(Gray 2018).
To become effective teachers, it is important to reflect upon your practise and gain an understanding whether the
learning intentions of the lesson were reached by the students (Heeralal 2017). Lesson reflections were often
completed with my mentor teacher. We would utilise her observations she had written throughout the teaching process
and with my thoughts we would discuss areas for improvement and areas that I exceeded within. This would then
shape future planning for both content and my individual practice. Both my reflection and her observation and
reflections will be collated into one document and placed within the appendices. Work observations also played a role
in this and my understanding of whether students were understanding the content and my practice.
Lastly, work samples will be collected and annotated. As part of my inquiry project the students will be given stapled
feedback cards to their work which will highlight ‘I loved that you:’ and ‘next time remember to:’ which allows for
me to give one area that did well and one area that requires improvement. These will be directly related with the
learning intention for the lesson. By analysing student work samples, I could understand where they students still
needed further help within and check for individual progress. This was helpful to also group my students within the
lessons, and know what students could work with an SSO to help support them. Overall, it allowed me to plan for
future learning experiences and where our learning intentions should be heading.
3.5.2 Data sources
See above
3.5.3 Ethical considerations
Within the action research, there were some areas which required ethical considerations. When writing the proposal
and this report, it was important that all names and confidential information was kept out. No names (or last names) or
any information which would lead to the identification of the students or school would be included. Any photos that
were taken were to not include any parts of the students, just simply the work they produced. It was imperative to
remember that even though this report focuses mainly upon two case studies, I was working with a class of 26
students who’s needs and successes were just as important. All students within the classroom had the opportunity to
complete an exit slip, to share their thinking, my practise was reflected upon in general terms (how I was impacting
the class as a whole) and work samples were collected from 10 students randomly selected and other student work was
viewed when being marked and feedback cards were being given. All students were given feedback and a focus area
for their next lesson, and all students impacted positively from my practises.
3.5.4 Analysis
When it comes to analysis of the chosen data, the exit slips were viewed at the end of each lesson. These would be
read as I began forming the basis for my next lesson and to inform my planning. Students overall rating of the lesson
would be highly considered. If most students (over half) were on the lower end of the scale, they would complete a
follow up activity with myself, my mentor teacher or an SSO which enforced the learning and knowledge from the
previous lesson. This enabled them to continue working upon those skills whilst the students who rated themselves
higher were challenged within their area of focus. Students overall rating of the lesson was coordinated with the work,
to ensure that a student who rated themselves a 4, didn’t reach the learning intention and needed further assistance.
The conversation between myself and my mentor occurred at the end of each day, and our thoughts and notes were
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collated onto a digital template which allowed me to utilise this when planning future lessons. It also allowed me to
have clear direction with an area of focus for myself and an area I excelled within. Not only did this help inform my
teaching practise within my writing unit, but also within all teaching. Lastly, student work was analysed in relation to
the learning intention from that learning experience. If the students were reaching the learning intention, then they
would not require further work within that lesson, but could move forward with new knowledge that builds upon their
previous learning. They would continue to practise those skills within a new learning intention and experience.
4 Findings
As mentioned above within my literature review, my unit plan was based around the model constructed by Pearson
and Gallagher (1983) although has been improved and developed over the years, by individuals like Frey and Fisher
(2007). This is called the Gradual Release of Responsibility model. As my unit focus for my students was information
report writing, the ‘I do, we do, you do’ model was perfect, as it allowed for students to have some explicit instruction
on the structure of the report, before being able to break it down. Overall, the unit was planned to have the students
deconstructing an information report written by myself about animals, beginning to understand the structure, the types
of language, sentence structure etc. before we began co-constructing one together. This would include collaboration of
researching and finding facts, utilising the key words to understand where the facts would be best suited within the
structure of the report before co-writing one together. The students would then have the opportunity to research, sort
and create their own information report which would form as part of their assessment piece. Due to time constraints
and many interruptions during placement, I was only able to complete six lessons.
There were three main points of data collection within this inquiry project; beginning, middle and end. The beginning
data sample shows the students completing a sorting task of crocodile facts. I introduced the students to an information
report and we discussed the key words of each sentence/small paragraph. We then discussed and named the headings
for each of these sentences. This would tell us what information the paragraph is trying to tell us. The students then
independently sorted facts into the correct headings. Students who required support had simpler headings such as
‘what is it?’ instead of classification and ‘what does it eat’ instead of diet. The more exact headings would be utilised
later throughout the unit by all students. The second sample from the middle point of the unit enabled the students to
sort facts about meerkats into the correct headings, using their knowledge of identifying key words and using peer
assistance. I explained one, the students collaboratively explained one and then they went off and completed the task
by themselves. We then returned to the floor, discussed their choices and they returned, made the according changes
and glued it into their books. For the end piece of data, students constructed their own fact files, creating sentences
regarding facts around zebras that they had individually sorted in the previous lesson. They were required to follow a
sentence checklist and ensure that the required key words were present. I explicitly taught the students the sentence
checklist, we wrote one together and the students then moved off and began completing their own. Differentiated
learning experiences for all students are illustrated within the unit plan attached below.
4.1 Case 1
Ivy experienced many challenges throughout the unit of writing. Having experienced severe difficulties within her
reading, her learning experiences had to be differentiated significantly, for her success. As evident within her work
samples and annotations from both the lesson experience and her work, she was often given a significant amount of
teacher assistance (or SSO/mentor time). She needed assistance to read the facts given and the titles of report
structure, although began recognising the connections between the facts and the correct heading (i.e. plants and
grasses would be a part of their diet). Some of her learning tasks were differentiated, for example within the midpoint
lesson, she constructed a poster identifying the key words of the meerkat text, instead of simply sorting it. This
allowed her to continue to work on her focus area found on her feedback card which was to look for key words. She
could retell information she had remembered from the learning and could easily recognise that she was struggling and
needed further assistance (see exit slip). After close analysis of the three points of learning and through conversing
with Ivy, it was evident that she had made significant progression with the content knowledge of the unit plan and was
utilising her feedback to make clear focus points for future learning. She could extend her understanding with the
other students, by completing the sentence structure lesson with guidance, and although this was something she
struggled with, it allowed her to continue to push herself. She could illustrate the extent of other significant knowledge
she had learnt throughout the unit i.e. looking for key words, making connections between information and its correct
structural headings and utilising her future focus from her feedback within new lesson experiences. For further
explanation, please see the work sample annotations which also include student progression from each lesson.

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4.2 Case 2
Matt had a significantly different experience within our unit of writing than Ivy. He was a self-motivated student who
was often within the higher end of differentiated tasks, which allowed him to extend his knowledge further than the
core group of students. He could complete his tasks independently and was always offering up his knowledge and
assistance to other students. Matt could accurately identify information from the lessons as ‘new information learnt’
(see exit slip). Matt could justify his decisions and provide reasoning’s during class discussions and with peers which
helped enhance his oral language and fluency. The feedback provided for Matt was mostly positive, with his main
point of focus for future lessons being continuing to look for key words within the text and utilise it to sort the
information correctly. He responded well to having clear and concise instructions and something to follow
independently. Matt showed significant peer assistance throughout the unit, referring his peers to the learning intention
displayed on the board when they were unsure of the direction of learning. This became a prominent occurrence
within our classroom with many students referring others to the learning intention. After a close analysis of Matts
work samples and our conversations it is evident that significant progress occurred for him throughout the unit. He
could clearly understand and utilise the learning intention to help him complete his work as well as utilising his focus
from his feedback given by myself. He became more attentive when completing his work, to ensure that it was at its
highest standard and the learning intention had been met. For further explanation, please see the work sample
annotations which also include student’s progression from each lesson.
6. Discussion
The purpose of my inquiry project was to investigate the impact my formative written feedback had on my students in
allowing them to reach the learning outcomes of the lesson. Building upon the classrooms implementation of learning
outcomes and integrating written feedback for students has shown a significant impacted on student learning. This was
evident through the data collection throughout the unit of work. Having clear learning intentions for the students at the
beginning of all lessons, allowed them to get their ‘brain switched on, firing and ready for the task ahead’. They could
have a clear understanding of where our lesson would head and why our learning was taking place. They appreciated
having it up on the board always as a reference and could use it as a prompt for peers. It became a focus point within
our classroom and something I hope they continue heavily now that I have left. As for feedback cards, the students
responded well to having clear, concise feedback which allowed them a clear direction when it comes to their future
learning. They could easily take on board the strategies which would improve their learning. Having the feedback
written allowed them easy access to it for reference and an area of focus. I found that it was more effective than verbal
feedback, as students were often forgetting that and unable to apply it to future learning.
It was evident that the two research-based strategies were effective for both the two case study students and the entire
class. Through the reflection of the date collected, I could recognise that this project has had a significant effect upon
my teaching practise. I understand the importance of meaningful feedback for students and having a clear connection
between the feedback and student learning outcomes. In future, I will ensure that students have clear and concise
feedback that is easily accessible always, which connects clearly to the learning intention or success criteria of the
lesson. Feedback is such a powerful tool as an educator and needs to be used to the best of its ability; to support and
promote achievement within student learning.
7 Conclusion
Reflecting upon my inquiry project, I believe that connecting clear learning intentions to written student feedback can
have a significant impact upon students reaching the learning intentions. The learning intentions allowed the students
to understand the purpose of the learning experience and use it for support if unsure of the expectations. Connecting
student feedback to the learning intention allows students to see the direct correlation and importance of the learning
occurring. It also can give students a clear focus point for their next lesson, which will allow them to build
fundamental skills within the area of learning.
As an educator, I hope to continue to foster an environment full of enriching learning experiences, that allow students
to be given constructive feedback which supports personal growth. The work samples, exit slips and mentor teacher
feedback demonstrate that the concept within this enquiry project was inclusive of all learners within my classroom,
and could be easily differentiated upon for learners who required extra support or extra extension. I hope to support
students within all learning areas to be confident, motivated and problem solving individuals, and plan for learning
which supports these qualities throughout all areas of the curriculum.

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Reference list
AITSL 2013, Learning Intentions and Success Criteria, Teaching Institute for Teaching and School Leadership,
viewed 7th October 2019, <https://www.aitsl.edu.au/docs/default-source/feedback/aitsl-learning-intentions-and-
success-criteria-strategy.pdf?sfvrsn=382dec3c_2>
Dean, C Ross, E Pitler, H Stone, BJ 2012, Classroom Instruction That Works, ASCD Premium and Select Publisher
Earl, L 2006, ‘Assessment; a powerful lever for learning’, Brock Education, vol. 16, no. 1, pp. 1-15
Frey, N Fisher D 2013, Gradual Release of Responsibility Instructional Framework, ASCD; Learn, Teach, Lead,
viewed 7th October 2019,
<https://pdo.ascd.org/lmscourses/pd13oc005/media/formativeassessmentandccswithelaliteracymod_3-reading3.pdf>
Grundy, S 1998, ‘The curriculum and teaching’, Understanding teaching: curriculum and the social context of
schooling, Harcourt Brace, Sydney, pp. 27-37
Gray, S 2018, Using Exit Slips in the Classroom, Useful tips for Exit Slips in the classroom, viewed 8th October 2019,
<https://shelleygrayteaching.com/using-exit-slips-classroom/>
Hattie, J 2019, ‘Think of feedback that is received and not given’, Visible Learning, viewed 8th October 2019,
<http://visible-learning.org/2013/01/john-hattie-visible-learning-interview/>
Heeralal, P 2017, ‘Pre-Service Teacher Reflections of Lessons Taught during Practise Teaching’, International
Journal of Educational Sciences, vol. 7, no. 3, pp. 789-793
Hicks, T 2014, Make It Count: Providing Feedback as Formative Assessment, Formative Assessment, viewed 8th
October 2019, <https://www.edutopia.org/blog/providing-feedback-as-formative-assessment-troy-hicks>
The National Academics of Sciences, Engineering and Medicine 2017, Seeing students learn science; integrating
assessment and instruction in the classroom, what can I learn from my students work? Viewed 8th October 2019,
<https://www.nap.edu/read/23548/chapter/4>
Shepard, L 2000, ‘The role of assessment in a learning culture’, Educational Researcher, vol. 29, no. 7, pp. 4-14

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Appendix A: Map of the school

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Appendix B: Photographs of the classroom/preschool environment

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Appendix C: Analysis of learning for case 1 & 2

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Appendix D: Anticipatory planning web (mind map/brainstorm) for case 1 & 2 (

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Appendix E: Data collection method templates

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Appendix F: Time line

Week 1 my mentor teacher was absent and I was unable to begin my planning and implementation of my unit. Week 2
we had a PD day, school closure day and then a zoo snooze with my class. No explicit teaching took place in this
week.
Week 3 Data Collection Data Analysis Reflection on Reflection on
children/student practice
learning
Who will be Discussion of Highlight and Both myself
involved and what Work samples teacher feedback recognise areas for (lesson reflections)
action will they Exit Slips and personal improvement when and help to inform
take? reflection planning future planning
When will this take During the writing Afterschool/NIT
Afterschool Throughout lesson
place? lessons time
Where will this Throughout/reflection In the classroom Afterschool with
Home when planning
happen? time of lessons with my mentor my mentor teacher

Week 4 Data Collection Data Analysis Reflection on Reflection on

children/student practice
learning
Who will be Discussion of Highlight and Both myself
involved and what Work samples teacher feedback recognise areas for (lesson reflections)
action will they Exit Slips and personal improvement when and help to inform
take? reflection planning future planning
When will this take During the writing Afterschool/NIT
Afterschool Throughout lesson
place? lessons time
Where will this Throughout/reflection In the classroom Afterschool with
Home when planning
happen? time of lessons with my mentor my mentor teacher

Week 5 Data Collection Data Analysis Reflection on Reflection on

children/student practice
learning
Who will be Discussion of Highlight and Both myself
involved and what Work samples teacher feedback recognise areas for (lesson reflections)
action will they Exit Slips and personal improvement when and help to inform
take? reflection planning future planning
When will this take During the writing Afterschool/NIT
Afterschool Throughout lesson
place? lessons time
Where will this Throughout/reflection In the classroom Afterschool with
Home when planning
happen? time of lessons with my mentor my mentor teacher

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Appendix G: Case 1 evidence

Students feedback is attached to the work sample (exit slip) and my feedback for the students
is attached with the coloured feedback cards. There is also a learning intention card attached
to the top. The work annotations are on the back of the student work, although a digital copy
of them will be added to the appendix section.

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Appendix H: Case 2 evidence

Students feedback is attached to the work sample (exit slip) and my feedback for the students
is attached with the coloured feedback cards. There is also a learning intention card attached
to the top. The work annotations are on the back of the student work, although a digital copy
of them will be added to the appendix section.

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 Year 2/3 Writing Unit Plan – Information Report

By the end of Year 2, students understand how similar texts

share characteristics by identifying text structures
and language features used to describe characters and
events, or to communicate information. They read texts that
contain varied sentence structures, some unfamiliar
vocabulary, a significant number of high-frequency sight
words and images that provide extra information. They
Achievement Standard monitor meaning and self-correct using knowledge of
(Year 2) phonics, syntax, punctuation, semantics and context. They
use knowledge of a wide variety of letter-sound relationships
to read words of one or more syllables with fluency. They
identify literal and implied meaning, main ideas and
supporting detail. Students make connections between
texts by comparing content. They listen for purposes.
They listen for and manipulate sound combinations and
rhythmic sound patterns.

By the end of Year 3, students understand how content can

be organised using different text structures depending on
the purpose of the text. They understand how language
features, images and vocabulary choices are used for
different effects. They read texts that contain
varied sentence structures, a range of punctuation
Achievement Standard conventions, and images that provide extra information.
(Year 3) They use phonics and word knowledge to fluently read more
complex words. They identify literal and implied meaning
connecting ideas in different parts of a text. They select
information, ideas and events in texts that relate to their
own lives and to other texts. They listen to others’ views and
respond appropriately using interaction skills.

Learning Intention: To sort general statements into either

facts or opinions

Explicit
Lesson 1 Students will begin by discussing differences between a fact
and opinion.
View YouTube video about ‘Fact or Opinion’.
‘https://www.youtube.com/watch?v=FIyt5pEcE_g’
Discuss the end questions: come up with some of our own.
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 Collaboration
Students will take part in an opinion scale; statements will be
read and students will walk to one end if they think it is a
statement and the other end if it’s an opinion.
Thoughts will be discussed, promoting student discussion

Independent Practise
Students will sort different general statements into a table;
either fact or opinion.
Green group will work with an educator to help scaffold the
activity (reading and general understanding)
- Students responded well to use of a video
- Had pre-exposure to a learning intention
- Getting students up and moving took away from the
explicit teaching going for too long
- M was unsure of the concept, needs further assistance
- By having students explain their thinking, it made
Lesson Reflection
them have reasoning’s behind their decisions
- Have a card for the learning intention so that it can be
seen for the whole of the lesson not just when we go
through it at the beginning
- Exit slips could have been completed for this, have
some students complete this at the end of next lesson
Learning Intention: To sort the crocodile facts into the
correct headings

What did we discuss last lesson?

Explicit
Students will be introduced to the idea of an ‘information
report’
Would it contain facts or opinions?
Why do people write information reports?
Lesson 2
(refer to PowerPoint slide show)
Students will be shown an information report about giraffes
written by myself.

Collaboration
We will read the report about giraffes together,
brainstorming what we think each paragraph is trying to tell
us
Students will be encouraged to look for key words when
reading the text.
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 A cut-up piece of the text will be placed with structure titles
next to it on the board.
This will introduce students to the idea of the structure we
will use.

Independent Practise
Students are given time to read their feedback and ask any
questions regarding their comments.
Students will be given statements about crocodiles, and
asked to sort them into the appropriate titles; what is it?
What does it look like? Where does it live? What does it eat?
Interesting fact.

Exit Slip
Students will be introduced to the idea of an exit slip; how to
fill it out, why we do it etc. 5 minutes will be appointed to it
each lesson.
Green students to work with Mrs Swann. Indi to work with
Philippa from LAP.
Violet group has extra crocodile facts to sort with more
complex words.
- Students worked well with being introduced to a new
concept
- By having the simple language allowed the students to
understand the headings more clearly
- Continue reminding students of the purpose of an
information report and what are some types of
information report
- Students have had pre-exposure to key words which
Lesson Reflection was useful
- Students enjoyed having time to read their feedback
and ask for help or clarification on an area
- Could begin creating my own groups within literacy
groups for students who need extra support
- Continue with two differentiated groups for learning,
sometimes three. One with extension work, one with
the core task and another with the core task with
support
Learning Intention: to use key words for the text to
understand the purpose of the paragraph.
Lesson 3
What did we discuss last lesson?
What is the purpose of an information report?
What are some types of information reports?
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Explicit
Review our giraffe information report, and what the purpose
of the paragraphs are.
Students will be shown a jumbled information report about
meerkats, with its structure in the wrong order.
Reintroduced key words.
Take key words from the text and sort them into the correct
headings on the interactive whiteboard (e.g. insects; diet)

Indi will be taken out by Philippa, remove the key words

and create a poster showing the structure with only the key
words.

Collaboration
Students will be given a copy of the information report and
headings and will be asked to place it in the correct order.
This will be completed in a pair
It will be laid on their desk so it could be checked and
discussed before sticking into the books.

Collaboration
Together with the students, sort our information report
together.
Discuss what goes at the beginning, what goes in the middle
and what goes at the end.
How did they know what the information was telling them?
What key words did they look out for?

Independent Practise
Students are given time to read their feedback and ask any
questions regarding their comments.
Students will then return to their tables, and stick in their
information report in the correct order.
It must be checked by a peer before it is stuck in

Violet students will be paired up with green students for

peer assessment.
Any early finishers will be appointed as ‘experts’ and will
offer support and help to the ones who require it.

EXIT SLIP

23
 - Students had the opportunity to share their thinking
before a discussion regarding their thoughts
- Introducing more peer support and help has been
effective. Allows the students who need extension the
ability to further their understanding by explaining
their thinking to students who require further support
- Students continue to love the change up of lesson
structure
Lesson Reflection
- Having clarification was necessary and allowed the
students to have a go before we went through it
- Students were referring to the learning intention to
others when they weren’t sure what to do
- Beginning to see clear progress with many students in
terms of understanding the structure of the report and
what key words are important to look for; diet, live
etc.
Learning Intention: to individually sort the zebra facts in the
correct headings. Use key words to help.

What did we discuss last lesson?

What is the purpose of an information report?
What are some types of information reports?

Explicit
The structure of an information report was reviewed
What comes first, what is in the middle, what comes last etc.
How do we find out what the writing is trying to tell us?
What do we look for? Key words

Lesson 4 Independent Practise

Students are given time to read their feedback and ask any
questions regarding their comments.
Students will be given a fact sheet about zebras and a ‘fact
file’
They must read the facts, highlight the key words, and sort
them correctly into the boxes.

Exit Slip

Formative Assessment: Students will complete this activity

individually to give me an understanding of where they are
all tracking. Are they understanding how to search and use

24
 key words? Are they understanding what should be in each
heading? What the headings mean?

- Through the individual work by the students, it was

clear to see where everyone was at
- Most students are making clear progress, although
some in my lower group are still requiring support
(more so with their literacy abilities; reading)
- When my green group has a support person to read
Lesson Reflection
the facts or task to them, they have more success with
the task
- Need to continue to make sure that the green group
has someone to read the information for them (even
peer assisted)
- Students continued to refer to the learning intention!!
Learning Intention: To begin forming sentences about zebras
using the sentence checklist.

What did we discuss last lesson?

What is the purpose of an information report?
What are some types of information reports?

Explicit
We refreshed our knowledge about
how to write an accurate sentence;
what did it need to include?
Students were given a sentence
checklist and it was placed on the
slideshow up on the board.
Lesson 6 Students had to check their work
against the checklist.

Collaboration
We began writing 2 sentences about zebras using the facts
from last lesson.
We looked at how to write an accurate sentence.

Independent Practise
Students are given time to read their feedback and ask any
questions regarding their comments.
Students were given time to move any facts/key words that
they placed in the incorrect headings from last lesson.
They were then given an A3 copy of the fact file and created
sentences.
25
 Students must tick of their checklist for each sentence before
they are finished.
A peer can also check.
Exit Slips
- Students struggled with the sudden progression to
creating sentences with the facts
- They struggled to understand the progression
- Further work will be required on this task
- Students need further assistance on correct sentence
structure, and how to ensure they make sense
Lesson Reflection
- A lot of proof reading by myself had to occur before
their finished piece was displayed
- Half way through the lesson, I stopped all the students
and reminded them about how to effectively write a
sentence and what the exact learning intention of the
task was. This avoided some confusion.

Mentor teacher and my own feedback/reflection on the three points of data

26
 Date Mentor Teacher Comments
- Great clear beginning to the unit
- Differentiated activities great
- Continue to ensure students are in
the ‘learning zone’
- Watch for D and K, they should not
be sitting together on the floor
- Place students from green at the
Beginning of data same table to make it easier for
yourself
- Great personal reflection
- Continue to focus on lesson
progression and watching for the
time
- Love the daily PowerPoint with the
lessons!
- Fantastic allowing the students to
have a go first (remember that is
part of your differentiation)
- Great use of peer support
- Make sure that students aren’t
relying on their peer to complete
their work for them
- Better with the progression of the
Midpoint of data
lesson and watching for timing
- Love the daily PowerPoint with the
lessons
- Great connection with the learning
intention at multiple times
- Giving students time to read their
feedback, well done
- many students in terms of
- The children enjoyed this unit
having the chance to explore facts
about all different animals
End of data - Children will need further work on
sentences, that’s okay!
- Great differentiation with greens
working with yourself but still
My personal comments
- Students worked well with being
introduced to a new concept
- By having the simple language allowed
the students to understand the headings
more clearly
- Continue reminding students of the
purpose of an information report and
what are some types of information
report
- Students have had pre-exposure to key
words which was useful
- Students enjoyed having time to read
their feedback and ask for help or
clarification on an area
- Could begin creating my own groups
within literacy groups for students who
need extra support
- Continue with two differentiated groups
for learning, sometimes three. One with
extension work, one with the core task
and another with the core task with
support
- Students had the opportunity to share
their thinking before a discussion
regarding their thoughts
- Introducing more peer support and help
has been effective. Allows the students
who need extension the ability to
further their understanding by
explaining their thinking to students who
require further support
- Students continue to love the change up
of lesson structure
- Having clarification was necessary and
allowed the students to have a go before
we went through it
- Students were referring to the learning
intention to others when they weren’t
sure what to do
- Beginning to see clear progress with
understanding the structure of the
report and what key words are
important to look for; diet, live etc.
- Students struggled with the sudden
progression to creating sentences with
the facts
- They struggled to understand the
progression
- Further work will be required on this
task
27
 allowing yourself to be available
for the others
- Transition between activities is
very good well done
- Students need further assistance on
correct sentence structure, and how to
ensure they make sense
- A lot of proof reading by myself had to
occur before their finished piece was
displayed
- Half way through the lesson, I stopped
all the students and reminded them
about how to effectively write a
sentence and what the exact learning
intention of the task was. This avoided
some confusion.
28
Appendix I: Work Sample Annotations

Work Sample Annotations

Case Study 1 – I

Work Sample 1 – Crocodiles

o I was given the core group task with assistance, where she was required to simply
sort 8 key words into the correct headings.
o The headings were simplified to say what is it? What does it look like? Where does it
live? What does it eat?
o She struggled with the reading aspect (having a learning difficulty)
o She required an educator or SSO to read to her the titles and most of the words
o She could effectively recognise what does it eat and relate it to the extension heading
of ‘diet’
o This task was teacher assisted (through reading and prompts)
o She recognised that she was having trouble with reading the words (exit slip)
o She made the connection that what crocodiles at is called their diet

Work Sample 2 – Meerkats

o I was paired with a student from the extension group for peer assistance during the
sorting process
o She took guidance from them, and utilised her feedback of using ‘key words’ to help
her sort the information report
o She was persistent and could make the correct changes utilising the board to help
her
o She coloured in the key words on her sheet so it was clear to her when sorting
o She still struggled reading some of the words, although her peer helper and myself
could assist her
o She could recognise she needed assistance when doing the task (exit slip)
o She was able to retell information from the text
o She also recognising that looking for key words was something she wanted more help
with

29
Work Sample 3 – Zebras
Part 1

o Recognised areas for improvement; looking for key words (exit slip)
o She was assisted for the lesson by her mentor who visits twice a week
o She sorted the facts correctly with assistance
o Asked for clarification
o Gave it her best go before looking for guidance from her mentor
o Continued to make progress in understanding where the information should be
correctly placed
o Could recall information during our discussion when doing her exit slip

Work Sample 3 – Zebras

Part 2

o She added her own knowledge to the sentences

o She mostly followed the sentence checklist; capital letters and full stops
o She asked for clarification from the SSO about words she did not understand the
meaning of
o Recognised that she was at a level 1 out of 4 based on the reasoning that ‘writing
sentences was hard’
o Has showed significant progression with her use of key words, and ability to match
information to the correct headings and understanding what the information is trying
to tell her

Work Sample Annotations

Case Study 2 – M

Work Sample 1 – Crocodiles

o M was given the extension task, where he was required to sort crocodile facts into
their correct heading. He was given the extension headings which would be used
throughout the unit.
o M could clearly sort the key words/small sentences into their correct headings
o Had little to no guidance
o When it came to the extra small sentences, he required some support
30
 o He began confidently and could make clear connections between the heading i.e.
habitat and what information could possibly go in there
o He could cancel out information that would clearly not match certain headings i.e.
habitat; fish and birds
o He could recognise areas of learning through his exit slip; crocodiles have rough skin
o He could recognise areas that he requires more help within; sorting the extension
key/words and sentences
o M could confidently assist other children and explain his thinking and reasoning
behind his choices

Work Sample 2 – Meerkats

o M confidently sorted his meerkat text during the first try as well as peer assisting a
student who requires further support
o He could recognise key words within the text to structure the text in the correct
order (responding to his feedback well)
o Encouraged his peer to underline key words to help them understand what the
sentence was trying to tell them
o Could effectively justify his choices on the floor during explicit time
o Needed further clarification with the order of the report (title, classification, size and
appearance, diet, interesting fact)

Work Sample 3 – Zebras

Part 1

o M could confidently sort the key words individually into the correct headings
o He could justify his choices
o Needs further assistance with ‘behaviour’
o Completed his work quickly, could consider the ‘best fit’ for some information

Part 2

o Max confidently began writing sentences using the zebra facts from the previous
lesson.
o He followed his sentence checklist closely
o He recognised that he was persistent within this task and ‘not everything is easy to
do’. He felt challenged

31
o Sentences had capital letters, full stops and contained the information although
could have been worded better

32