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TESTWE402A
TESTWE402A
With a focus on the communicative purposes of writing, this unit will undertake analysis of written texts for the distinctive structural and language features of a variety of genres, and the planning of units of work to develop the ability to write specific types of texts.
1. TESOL Made Practical For All Situations: ReadChapter 8.
2. TMPFAS Workbook: Complete the tasks in Unit 8.
3. Practice Teaching Task(s): Refer to PTT8.
4. Complete all other tasks for the core units (see TESOL Study Guide for more information)
The assessment is competency based. This means that students will be graded as ‘satisfactory’ or ‘not yet satisfactory’ in individual tasks and 'competent' or 'not yet competent' for units as a whole. Students need to be assessed as ‘satisfactory’ in all of the assessment tasks in order to be deemed ‘competent’ for the unit. If a student is graded ‘not yet satisfactory’ or ‘not yet competent’ they will be given another opportunity for reassessment and will be provided with specific feedback on areas needing improvement.
All students have the right to appeal any assessment decision. See the Student Handbook for more information on appeals.
All assessment tasks will be retained by the Registered Training Organisation (RTO). If a student wishes to keep a copy of the assessment task then they need to make a copy prior to submission.
Workbook Tasks 8.1 – 8.5:
Students must provide clear, concise and reasonable answers / submissions for all of the workbook tasks within a unit. The purpose of the assessment is to see that a student:
➢ can understand and apply knowledge they have learnt in a theoretical situation
➢ can demonstrate knowledge of unit the content (see mapping below)
➢ can communicate the understanding and knowledge gained
Practice Teaching Task 8:
Students must plan, deliver and evaluate an English Writing lesson in accordance with the task requirements detailed in the Practice Teaching Task.
The purpose of the assessment is to see that a student:
➢ can understand and apply knowledge and skills they have learnt in a practical situation
➢ can practically demonstrate the knowledge and skills required to meet the unit requirements (see unit mapping at the end of this chapter).
Task 8.1Complete the following questions in relation to teaching learners to form letters. |
a. Draw a diagram showing the order and direction of strokes used to produce the lower case forms of letters ‘a’ and ‘b’ and write the instructions you would give orally as you teach learners how to write these two letters.
Tip: For early level ESL learners, use a simple font (e.g. Comic Sans) when you write worksheets, etc. because the letter "a" is formed the way you will teach the students to read and write it.
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‘a’ |
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‘b’ |
b. Describe two classroom activities to teach a group of low literacy ESL students foundational writing skills of letter formation, and the name of each letter, and the practice of writing from left to right.
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Activity One: |
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Activity Two: |
Developing writing skills within the learning cycle framework is done over several lessons. For this reason we will begin talking about ‘units of work’ rather than a lesson plan, since the unit of work will be implemented through a number of lessons.
In planning a unit of work to develop writing skills in relation to a particular genre we begin, as always, with a look at the learning needs of the students and any curriculum requirements.
The following case study gives the basic details about the students and the learning outcomes prescribed by the curriculum framework, of the program in which they are enrolled.
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CASE STUDY - Elementary class in the Adult Migrant English Program In a class of 17 elementary learners there are several language backgrounds represented. Some of the learners have been in Australia less than one year, but the others are all in their second year.
All are full-time students in the Adult Migrant English Program, where they are enrolled in the Certificate II in Spoken and Written English. The class is five hours a day, three days a week for a ten week term. The ESL program has prescribed six learning outcomes for the class for this term, including: • Can demonstrate understanding of a spoken information text. • Can participate in a short casual conversation on general topics. • Can negotiate a spoken transaction for goods/services. • Can write a recount. • Can read an informal letter. • Can read a narrative text.
Note: AMEP is a government funded program of English classes for adult migrants and refugees. |
Task 8.2Read the above case study and complete the below questions to develop a unit of work that will help this CSWE II / elementary level class to develop their writing of a recount, as prescribed by the curriculum framework. |
a. Decide on a topic for a recount that would interest the whole class.
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Topic: |
b.
b. Describe an excursion or hands-on project or activity that could be the event that the group could write about.
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Answer: |
c.
c. Briefly describe two activities that would be helpful for building knowledge of the field.
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Answer: |
d.
d. What areas of vocabulary (lexical field) will need to be addressed?
Tip: For example; “father”, “mother”, “uncle”, and “aunt” all belong to the one lexical field of "family"
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Answer: |
e. What aspects of grammar will you need to focus on so that students will be better equipped for writing a recount?
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Answer: |
f.
Becoming familiar with the purpose, overall structure and linguistic features
f. Write your own or locate a recount text of approximately 100 words at an elementary level to use as a model text. Reproduce the text with wide margins at each side of the page.
• In the left hand margin note the starting point for each stage of the text (orientation, sequence of events, closing comment).
• In the right hand margin note the main language features you want the students to become aware of and proficient in, for example past tense verbs, ways of saying where and when events are taking place, sequence markers, etc.
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Structural features |
Model text – Recount Elementary Level |
Language features |
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g. Describe how you will share the model text and the analysis of it with the class.
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Answer: |
h.
h. At this stage you will include some grammar development. Using a grammar point that you identified in "Building Knowledge of Field", describe two practice activities (one controlled and one free) that the students will complete.
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Controlled Activity |
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Free Activity |
Teacher and students write a text together, considering content and language.
i. Describe how the class will write a recount together (joint construction). This is ideally done in relation to a shared experience like an excursion or in-class activity, such as you have described in part b of this question. Will the whole class work on the whole text together, or could small groups each write a paragraph which will be combined into a whole? Or is there another way that cooperative and collaborative writing could occur?
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Answer: |
j.
The students write their own text.
j. Write a task description for a new piece of writing you will ask the students to complete individually.
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Answer: |
k.
k. Write the description of an extension task that could be assigned to students who finish work long before the others.
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Answer: |
l.
Task 8.3In Task 8.2 you have selected and/or designed appropriate activities for a learning cycle to develop recount writing. Write these activities into the unit plan framework provided.
Tip: Keep in mind that each stage of the learning cycle could involve a number of lessons, and the individual construction stage will be likely to involve many lessons. Note the importance of revision or a recap of the previous lesson, if your lessons go over more than one day. |
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Objective |
Activity |
Grouping |
Macroskill |
Time |
Materials/Resources |
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Knowledge of Field |
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Modelling the Text |
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Joint Construction |
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Individual Construction |
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Evaluation of Student Performance |
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Task 8.4Use one of the methods of error correction mentioned in TESOL Made Practical For All Situations (Teach Writing Chapter, Section 5) on the sample recount below. Note problems (if any) with the structure of the text, vocabulary, grammar and/or spelling and answer the questions below. |
a. Note the structural problems and language feature problems with the below text.
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Structural Problems |
Student’s Text |
Language feature problems |
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BEST DAY
The last Saturday is the best day for me in the Brisbane I think.
That day morning, when I was sleeping, my home stay mather called me to get up. when I waked up; I saw the watch, “Oh, my goodness” It’s nine o’clock. Then I put on my clothers and trouses. All the thing were already. She let go into the car to wait for she a moment. She closed the door and went into the car, we go to the library. I don’t know where is the library, but it’s a very good library. Because it had. some chinese book I like.
I borrowed a lot of the book. In the noon, we were going back. the car arrived the home and I had some food, then I go to bed. to read the book.
I think like that day in Brisbane is the best, but in china, it’s bad. I like that day. |
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a. What would you say to the student to advise them of the problems with the text?
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Answer: |
b.
b. Which of the following environments would be best suited to discuss the text problems and rectifications with the student? (Tick one)
❑ One-on-one discussion
❑ Small group discussion
❑ Whole class discussion
Task 8.5Describe how you would give feedback and correction in relation to the following stages of writing a text. |
a. Modelling of the text (high control)
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Answer: |
b.
b. Joint construction (medium control)
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Answer: |
c.
c. Individual construction (free)
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Answer: |
d.
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UNIT ASSESSMENT RECORD |
TESTWE402A - Teach Writing
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PURPOSE OF THIS FORM |
This form is retained by the Registered Training Organisation (RTO) to show how a student has met the course requirements. Each of the tasks in this unit has been mapped to the course requirements. When a student is assessed as ‘satisfactory’ in a task, their trainer will record the assessment outcome. This unit is holistically assessed with other units (see TESOL Study Guide for more information).
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ASSESSMENT METHOD & DESCRIPTION |
The assessment is competency based. This means that students will be graded as ‘satisfactory’ or ‘not yet satisfactory’ in individual tasks and 'competent' or 'not yet competent' for a unit. Students need to be assessed as ‘satisfactory’ in all of the assessment tasks relating to that unit (see assessment mapping) in order to be deemed ‘competent’ for the unit. If a student is graded ‘not yet satisfactory’ or ‘not yet competent’ they will be given another opportunity for reassessment and will be provided with specific feedback on areas needing improvement. All students have the right to appeal any assessment decision. See the Student Handbook for more information on appeals.
All assessment tasks will be retained by the Registered Training Organisation (RTO). If a student wishes to keep a copy of the assessment task then they need to make a copy prior to submission.
Workbook Tasks 8.1 – 8.5:
Students must provide clear, concise and reasonable answers / submissions for all of the workbook tasks within a unit. The purpose of the assessment is to see that a student:
➢ can understand and apply knowledge they have learnt in a theoretical situation
➢ can demonstrate knowledge of unit the content (see mapping below)
➢ can communicate the understanding and knowledge gained
Practice Teaching Task 8:
Students must plan, deliver and evaluate an English Reading lesson in accordance with the task requirements detailed in the Practice Teaching Task. The purpose of the assessment is to see that a student:
➢ can understand and apply knowledge and skills they have learnt in a practical situation
➢ can practically demonstrate the knowledge and skills required to meet the unit requirements (see mapping below).
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STUDENT DECLARATION |
I declare that I understand how the assessment for this unit will be conducted. I understand that I can discuss any individual needs or difficulties that I have in relation to the above assessment with the assessor or the RTO at any time.
I declare that the assessment tasks I am submitting are entirely my own work.
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Student Name: |
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Student Signature: |
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Date Assessment Submitted: |
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ASSESSMENT OUTCOME |
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Task |
Not Yet Satisfactory (NYS) Outcome |
Comments (also see below) |
Satisfactory (S) Outcome |
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Workbook Task 8.1 |
❑ NYS ___/___/___ ❑ NYS ___/___/___ |
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❑ S ___/___/___ |
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Workbook Task 8.2 |
❑ NYS ___/___/___ ❑ NYS ___/___/___ |
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❑ S ___/___/___ |
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Workbook Task 8.3 |
❑ NYS ___/___/___ ❑ NYS ___/___/___ |
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❑ S ___/___/___ |
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Workbook Task 8.4 |
❑ NYS ___/___/___ ❑ NYS ___/___/___ |
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❑ S ___/___/___ |
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Workbook Task 8.5 |
❑ NYS ___/___/___ ❑ NYS ___/___/___ |
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❑ S ___/___/___ |
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Practice Teaching Task 8 |
❑ NYS ___/___/___ ❑ NYS ___/___/___ |
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❑ S ___/___/___ |
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Note: This unit is assessed holistically with the following units; TESTSP402A, TESTSE402A, TESTLE402A, TESTRE402A, TESTWE402A & TESDRF402A. The tasks for these units must be completed before a student can be awarded competency for TESTEG402A. |
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Comments (e.g. Gaps in performance, reinforcement of good performance, strategies for further improvement) |
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Workbook Chapter Assessment Outcome: |
❑ Competent ❑ Not Yet Competent |
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Assessor’s Name: |
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Assessor’s Signature: |
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Date: |
/ / |
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ASSESSMENT MAPPING |
KEY: WBT = Workbook Task PTT = Practice Teaching Task
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Elements |
Performance criteria |
Assessed by: |
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1. Identify and evaluate writing text/s to meet students’ writing needs |
1.1 Identify student’s learning goals and writing needs |
WBT 8.1 PTT 8 |
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1.2 Select a genre appropriate to students needs |
WBT 8.2 |
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1.3 Identify or create authentic or simulated texts that model the selected genre |
WBT 8.2 |
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1.4 Identify the text structure, language features and functional purpose of authentic or simulated writing texts |
WBT 8.2 |
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2. Plan a writing lesson |
2.1 Detail the aim/aims for the writing lesson |
WBT 8.3 |
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2.2 Plan activities to develop relevant grammatical proficiency |
WBT 8.1, 8.3 + PTT 8 |
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2.3 Plan activities which develop specific writing skills |
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2.4 Plan activities to develop relevant lexical fields |
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2.5 Plan activities that model the construction of a text in the selected genre |
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2.6 Plan free, individual writing activities and supported writing activities |
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2.7 Sequence activities from controlled to uncontrolled |
WBT 8.2, 8.3 |
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2.8 Allocate a timeframe for each part of the lesson |
WBT 8.3 |
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2.9 Create a list of resources required for the lesson |
WBT 8.3 |
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3.Implement a speaking lesson |
3.1 Give clear instructions to ESL students |
PTT 8 |
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3.2 Appropriately seat or group students |
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3.3 Ensure that all students are engage or on task. |
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3.4 Observe, monitor and analyse ESL language use, for feedback and correction |
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3.5 Identify and implement extension activities with students who finish early or with more advanced students |
WBT 8.2 + PTT 8 |
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3.6 Apply and ensure safe operating procedures with all equipment |
PTT 8 |
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4. Observe, monitor and analyse ESL student’s progress |
4.1 Evaluate student performance using an appropriate method |
WBT 8.3, 8.4 + PTT 8 |
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4.2 Give clear feedback on performance to ESL students |
WBT 8.2 & 8.3 |
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4.3 Identify strategies to overcome learner difficulties or strengthen student performance |
WBT 4.7, 6.1 & 8.2, 8.3 + PTT 8 |
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5. Review and evaluate own teaching |
5.1 Review own teaching and document the key features and areas requiring improvement |
PTT 8 |
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5.2 Evaluate all feedback and make adjustments where necessary to ensure effectiveness of lesson delivery |
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Essential Knowledge |
Assessed by: |
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Basic knowledge of the functional nature of language use in relation to written tasks |
PTT 8 |
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Basic knowledge of difficulties experienced by language learners in written tasks |
WBT 8.1, 8.4 |
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Basic knowledge and understanding of written genres and text construction |
WBT 8.2 |
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Basic knowledge and understanding of feedback and correction strategies and techniques |
WBT 8.4, 8.5 |
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Basic knowledge of the principles of adult learning including: • learning needs to be learner centred • students need to be supported throughout learning process • use of model texts • identifying aim/aims of a lesson |
PTT 8 |
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Essential Skills |
Assessed by: |
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Identify students’ learning goals and writing needs |
WBT 8.2, 8.3 + PTT 8 |
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Ability to access, highlight and make explicit to students information about lexical field and grammar |
WBT 8.2 -8.4 + PTT 8 |
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Ability to Identify and evaluate texts appropriate for particular students |
WBT 7.2 + PTT 8 |
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Ability to analyse, evaluate and adapt written texts |
WBT 7.2 + PTT 8 |
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Ability to plan and implement activities to develop specific writing skills |
WBT 8.1 -8.3 + PTT 8 |
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Observation skills to: • determine a student’s performance • identify when a student may need assistance • monitor student engagement |
PTT 8 |
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Research and evaluation skills to: • access required human and material resources • evaluate feedback • formulate solutions • self-reflect on teaching |
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Cognitive skills to: • consider and recommend reasonable adjustments • identify strategies to strengthen student performance • identify appropriate genre • consider the appropriate sequence for components within a lesson |
PTT 8 |
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Decision-making skills to: • make a decision on a student’s performance • determine a timeframe for activities |
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Communication and interpersonal skills to: • give clear and precise instructions • ask effective questions • provide clarification where necessary • give appropriate feedback • discuss performance outcomes |
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Organisational skills to: • logically sequence activities • allocate suitable timeframes • collect or obtain the use of required resources and equipment • appropriately seat or group students |
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Critical aspects for assessment and evidence required to demonstrate competency in this unit |
Assessed by: |
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• The Assessee must provide evidence of specified essential knowledge as well as skills. |
WBT 8.1 – 8.5 + PTT 8 |
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• Consistency of performance should be demonstrated over the required range of situations relevant to the workplace. |
WBT 8.1 – 8.5 + PTT 8 |
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• Where for reasons of safety, safety space or access to equipment and resource, assessment takes place away from the workplace the assessment environment should represent realistic workplace conditions as closely as possible. |
PTT 8 |
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• Assessment must confirm the ability through selecting a genre, presenting a model text, highlighting structural and language features, implementing learning activities, supported writing activities, and free writing activities to assist ESL learners in developing proficiency in a written genre. |
PTT 8 |
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• summary of needs analysis |
PTT 8 |
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• A model writing text (authentic or simulated) suitable for a particular group of ESL students, analysis of a model text in terms of structure and language features |
WBT 8.2 + PTT 8 |
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• A lesson plan aiming at the development of proficiency in a written genre including: o Writing activity/s to developing specific genre o may include teaching on a spelling rule, grammar point or point of pronunciation o Written texts suitable for a particular genre and group of students (relevant to students’ interests and needs and accessible to students in terms of content, complexity and pace of delivery) o Practice Teaching Assessor’s observation record sheet showing competent performance |
PTT 8 |
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Context/s of Assessment and specific resources |
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• Competency is demonstrated by performance of all stated criteria, including paying particular attention to the critical aspects and the knowledge and skills elaborated in the Evidence Guide, and within the scope as defined by the Range Statement • Assessment of performance requirements in this unit should be undertaken in an actual workplace or in a realistically simulated environment • The learner and trainer should have access to appropriate documentation and resources normally used in the workplace • Resources for the assessment may include: o Access to texts and workbook activities developed for this unit to reinforce complete understanding in aid of achieving the most positive outcomes. o Access to relevant documentation and resources normally used in the workplace. o Access to the genuine English as second language classes for practical study purposes o For assessment to occur in an ESL class, trainee will require access to an ESL class and appropriate equipment (e.g. cassette/CD/video player/s). • This unit must be assessed, at least in part, through practice teaching in an ESL class, where trainees deliver ESL lessons to non-native speakers of English. |
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Method of assessment |
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• Methods of assessment used to assess essential knowledge as outlined in this unit may include: o Written evidence o Verbal evidence o Group interaction o Recorded evidence • In order to achieve consistency of performance, evidence should be collected over a set period of time which is sufficient to include dealings with an appropriate range and variety of situations • Assessment of this unit will be undertaken by a registered training organization • Practical assessment must occur: o through appropriately realistically simulated activities at the RTO, and/or o in an appropriate range of situations in the workplace |
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With a focus on the communicative purposes of writing, this unit will undertake analysis of written texts for the distinctive structural and language features of a variety of genres, and the planning of units of work to develop the ability to write specific types of texts.
1. TESOL Made Practical For All Situations: ReadChapter 8.
2. TMPFAS Workbook: Complete the tasks in Unit 8.
3. Practice Teaching Task(s): Refer to PTT8.
4. Complete all other tasks for the core units (see TESOL Study Guide for more information)
The assessment is competency based. This means that students will be graded as ‘satisfactory’ or ‘not yet satisfactory’ in individual tasks and 'competent' or 'not yet competent' for units as a whole. Students need to be assessed as ‘satisfactory’ in all of the assessment tasks in order to be deemed ‘competent’ for the unit. If a student is graded ‘not yet satisfactory’ or ‘not yet competent’ they will be given another opportunity for reassessment and will be provided with specific feedback on areas needing improvement.
All students have the right to appeal any assessment decision. See the Student Handbook for more information on appeals.
All assessment tasks will be retained by the Registered Training Organisation (RTO). If a student wishes to keep a copy of the assessment task then they need to make a copy prior to submission.
Workbook Tasks 8.1 – 8.5:
Students must provide clear, concise and reasonable answers / submissions for all of the workbook tasks within a unit. The purpose of the assessment is to see that a student:
➢ can understand and apply knowledge they have learnt in a theoretical situation
➢ can demonstrate knowledge of unit the content (see mapping below)
➢ can communicate the understanding and knowledge gained
Practice Teaching Task 8:
Students must plan, deliver and evaluate an English Writing lesson in accordance with the task requirements detailed in the Practice Teaching Task.
The purpose of the assessment is to see that a student:
➢ can understand and apply knowledge and skills they have learnt in a practical situation
➢ can practically demonstrate the knowledge and skills required to meet the unit requirements (see unit mapping at the end of this chapter).
Task 8.1Complete the following questions in relation to teaching learners to form letters. |
a. Draw a diagram showing the order and direction of strokes used to produce the lower case forms of letters ‘a’ and ‘b’ and write the instructions you would give orally as you teach learners how to write these two letters.
Tip: For early level ESL learners, use a simple font (e.g. Comic Sans) when you write worksheets, etc. because the letter "a" is formed the way you will teach the students to read and write it.
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‘a’ |
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‘b’ |
b. Describe two classroom activities to teach a group of low literacy ESL students foundational writing skills of letter formation, and the name of each letter, and the practice of writing from left to right.
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Activity One: |
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Activity Two: |
Developing writing skills within the learning cycle framework is done over several lessons. For this reason we will begin talking about ‘units of work’ rather than a lesson plan, since the unit of work will be implemented through a number of lessons.
In planning a unit of work to develop writing skills in relation to a particular genre we begin, as always, with a look at the learning needs of the students and any curriculum requirements.
The following case study gives the basic details about the students and the learning outcomes prescribed by the curriculum framework, of the program in which they are enrolled.
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CASE STUDY - Elementary class in the Adult Migrant English Program In a class of 17 elementary learners there are several language backgrounds represented. Some of the learners have been in Australia less than one year, but the others are all in their second year.
All are full-time students in the Adult Migrant English Program, where they are enrolled in the Certificate II in Spoken and Written English. The class is five hours a day, three days a week for a ten week term. The ESL program has prescribed six learning outcomes for the class for this term, including: • Can demonstrate understanding of a spoken information text. • Can participate in a short casual conversation on general topics. • Can negotiate a spoken transaction for goods/services. • Can write a recount. • Can read an informal letter. • Can read a narrative text.
Note: AMEP is a government funded program of English classes for adult migrants and refugees. |
Task 8.2Read the above case study and complete the below questions to develop a unit of work that will help this CSWE II / elementary level class to develop their writing of a recount, as prescribed by the curriculum framework. |
a. Decide on a topic for a recount that would interest the whole class.
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Topic: |
b.
b. Describe an excursion or hands-on project or activity that could be the event that the group could write about.
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Answer: |
c.
c. Briefly describe two activities that would be helpful for building knowledge of the field.
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Answer: |
d.
d. What areas of vocabulary (lexical field) will need to be addressed?
Tip: For example; “father”, “mother”, “uncle”, and “aunt” all belong to the one lexical field of "family"
|
Answer: |
e. What aspects of grammar will you need to focus on so that students will be better equipped for writing a recount?
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Answer: |
f.
Becoming familiar with the purpose, overall structure and linguistic features
f. Write your own or locate a recount text of approximately 100 words at an elementary level to use as a model text. Reproduce the text with wide margins at each side of the page.
• In the left hand margin note the starting point for each stage of the text (orientation, sequence of events, closing comment).
• In the right hand margin note the main language features you want the students to become aware of and proficient in, for example past tense verbs, ways of saying where and when events are taking place, sequence markers, etc.
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Structural features |
Model text – Recount Elementary Level |
Language features |
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g. Describe how you will share the model text and the analysis of it with the class.
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Answer: |
h.
h. At this stage you will include some grammar development. Using a grammar point that you identified in "Building Knowledge of Field", describe two practice activities (one controlled and one free) that the students will complete.
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Controlled Activity |
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Free Activity |
Teacher and students write a text together, considering content and language.
i. Describe how the class will write a recount together (joint construction). This is ideally done in relation to a shared experience like an excursion or in-class activity, such as you have described in part b of this question. Will the whole class work on the whole text together, or could small groups each write a paragraph which will be combined into a whole? Or is there another way that cooperative and collaborative writing could occur?
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Answer: |
j.
The students write their own text.
j. Write a task description for a new piece of writing you will ask the students to complete individually.
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Answer: |
k.
k. Write the description of an extension task that could be assigned to students who finish work long before the others.
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Answer: |
l.
Task 8.3In Task 8.2 you have selected and/or designed appropriate activities for a learning cycle to develop recount writing. Write these activities into the unit plan framework provided.
Tip: Keep in mind that each stage of the learning cycle could involve a number of lessons, and the individual construction stage will be likely to involve many lessons. Note the importance of revision or a recap of the previous lesson, if your lessons go over more than one day. |
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Objective |
Activity |
Grouping |
Macroskill |
Time |
Materials/Resources |
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Knowledge of Field |
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Modelling the Text |
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Joint Construction |
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Individual Construction |
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Evaluation of Student Performance |
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Task 8.4Use one of the methods of error correction mentioned in TESOL Made Practical For All Situations (Teach Writing Chapter, Section 5) on the sample recount below. Note problems (if any) with the structure of the text, vocabulary, grammar and/or spelling and answer the questions below. |
a. Note the structural problems and language feature problems with the below text.
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Structural Problems |
Student’s Text |
Language feature problems |
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BEST DAY
The last Saturday is the best day for me in the Brisbane I think.
That day morning, when I was sleeping, my home stay mather called me to get up. when I waked up; I saw the watch, “Oh, my goodness” It’s nine o’clock. Then I put on my clothers and trouses. All the thing were already. She let go into the car to wait for she a moment. She closed the door and went into the car, we go to the library. I don’t know where is the library, but it’s a very good library. Because it had. some chinese book I like.
I borrowed a lot of the book. In the noon, we were going back. the car arrived the home and I had some food, then I go to bed. to read the book.
I think like that day in Brisbane is the best, but in china, it’s bad. I like that day. |
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a. What would you say to the student to advise them of the problems with the text?
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Answer: |
b.
b. Which of the following environments would be best suited to discuss the text problems and rectifications with the student? (Tick one)
❑ One-on-one discussion
❑ Small group discussion
❑ Whole class discussion
Task 8.5Describe how you would give feedback and correction in relation to the following stages of writing a text. |
a. Modelling of the text (high control)
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Answer: |
b.
b. Joint construction (medium control)
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Answer: |
c.
c. Individual construction (free)
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Answer: |
d.
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UNIT ASSESSMENT RECORD |
TESTWE402A - Teach Writing
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PURPOSE OF THIS FORM |
This form is retained by the Registered Training Organisation (RTO) to show how a student has met the course requirements. Each of the tasks in this unit has been mapped to the course requirements. When a student is assessed as ‘satisfactory’ in a task, their trainer will record the assessment outcome. This unit is holistically assessed with other units (see TESOL Study Guide for more information).
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ASSESSMENT METHOD & DESCRIPTION |
The assessment is competency based. This means that students will be graded as ‘satisfactory’ or ‘not yet satisfactory’ in individual tasks and 'competent' or 'not yet competent' for a unit. Students need to be assessed as ‘satisfactory’ in all of the assessment tasks relating to that unit (see assessment mapping) in order to be deemed ‘competent’ for the unit. If a student is graded ‘not yet satisfactory’ or ‘not yet competent’ they will be given another opportunity for reassessment and will be provided with specific feedback on areas needing improvement. All students have the right to appeal any assessment decision. See the Student Handbook for more information on appeals.
All assessment tasks will be retained by the Registered Training Organisation (RTO). If a student wishes to keep a copy of the assessment task then they need to make a copy prior to submission.
Workbook Tasks 8.1 – 8.5:
Students must provide clear, concise and reasonable answers / submissions for all of the workbook tasks within a unit. The purpose of the assessment is to see that a student:
➢ can understand and apply knowledge they have learnt in a theoretical situation
➢ can demonstrate knowledge of unit the content (see mapping below)
➢ can communicate the understanding and knowledge gained
Practice Teaching Task 8:
Students must plan, deliver and evaluate an English Reading lesson in accordance with the task requirements detailed in the Practice Teaching Task. The purpose of the assessment is to see that a student:
➢ can understand and apply knowledge and skills they have learnt in a practical situation
➢ can practically demonstrate the knowledge and skills required to meet the unit requirements (see mapping below).
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STUDENT DECLARATION |
I declare that I understand how the assessment for this unit will be conducted. I understand that I can discuss any individual needs or difficulties that I have in relation to the above assessment with the assessor or the RTO at any time.
I declare that the assessment tasks I am submitting are entirely my own work.
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Student Name: |
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Student Signature: |
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Date Assessment Submitted: |
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ASSESSMENT OUTCOME |
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Task |
Not Yet Satisfactory (NYS) Outcome |
Comments (also see below) |
Satisfactory (S) Outcome |
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Workbook Task 8.1 |
❑ NYS ___/___/___ ❑ NYS ___/___/___ |
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❑ S ___/___/___ |
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Workbook Task 8.2 |
❑ NYS ___/___/___ ❑ NYS ___/___/___ |
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❑ S ___/___/___ |
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Workbook Task 8.3 |
❑ NYS ___/___/___ ❑ NYS ___/___/___ |
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❑ S ___/___/___ |
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Workbook Task 8.4 |
❑ NYS ___/___/___ ❑ NYS ___/___/___ |
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❑ S ___/___/___ |
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Workbook Task 8.5 |
❑ NYS ___/___/___ ❑ NYS ___/___/___ |
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❑ S ___/___/___ |
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Practice Teaching Task 8 |
❑ NYS ___/___/___ ❑ NYS ___/___/___ |
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❑ S ___/___/___ |
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Note: This unit is assessed holistically with the following units; TESTSP402A, TESTSE402A, TESTLE402A, TESTRE402A, TESTWE402A & TESDRF402A. The tasks for these units must be completed before a student can be awarded competency for TESTEG402A. |
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Comments (e.g. Gaps in performance, reinforcement of good performance, strategies for further improvement) |
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Workbook Chapter Assessment Outcome: |
❑ Competent ❑ Not Yet Competent |
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Assessor’s Name: |
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Assessor’s Signature: |
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Date: |
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ASSESSMENT MAPPING |
KEY: WBT = Workbook Task PTT = Practice Teaching Task
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Elements |
Performance criteria |
Assessed by: |
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1. Identify and evaluate writing text/s to meet students’ writing needs |
1.1 Identify student’s learning goals and writing needs |
WBT 8.1 PTT 8 |
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1.2 Select a genre appropriate to students needs |
WBT 8.2 |
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1.3 Identify or create authentic or simulated texts that model the selected genre |
WBT 8.2 |
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1.4 Identify the text structure, language features and functional purpose of authentic or simulated writing texts |
WBT 8.2 |
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2. Plan a writing lesson |
2.1 Detail the aim/aims for the writing lesson |
WBT 8.3 |
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2.2 Plan activities to develop relevant grammatical proficiency |
WBT 8.1, 8.3 + PTT 8 |
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2.3 Plan activities which develop specific writing skills |
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2.4 Plan activities to develop relevant lexical fields |
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2.5 Plan activities that model the construction of a text in the selected genre |
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2.6 Plan free, individual writing activities and supported writing activities |
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2.7 Sequence activities from controlled to uncontrolled |
WBT 8.2, 8.3 |
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2.8 Allocate a timeframe for each part of the lesson |
WBT 8.3 |
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2.9 Create a list of resources required for the lesson |
WBT 8.3 |
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3.Implement a speaking lesson |
3.1 Give clear instructions to ESL students |
PTT 8 |
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3.2 Appropriately seat or group students |
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3.3 Ensure that all students are engage or on task. |
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3.4 Observe, monitor and analyse ESL language use, for feedback and correction |
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3.5 Identify and implement extension activities with students who finish early or with more advanced students |
WBT 8.2 + PTT 8 |
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3.6 Apply and ensure safe operating procedures with all equipment |
PTT 8 |
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4. Observe, monitor and analyse ESL student’s progress |
4.1 Evaluate student performance using an appropriate method |
WBT 8.3, 8.4 + PTT 8 |
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4.2 Give clear feedback on performance to ESL students |
WBT 8.2 & 8.3 |
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4.3 Identify strategies to overcome learner difficulties or strengthen student performance |
WBT 4.7, 6.1 & 8.2, 8.3 + PTT 8 |
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5. Review and evaluate own teaching |
5.1 Review own teaching and document the key features and areas requiring improvement |
PTT 8 |
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5.2 Evaluate all feedback and make adjustments where necessary to ensure effectiveness of lesson delivery |
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Essential Knowledge |
Assessed by: |
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Basic knowledge of the functional nature of language use in relation to written tasks |
PTT 8 |
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Basic knowledge of difficulties experienced by language learners in written tasks |
WBT 8.1, 8.4 |
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Basic knowledge and understanding of written genres and text construction |
WBT 8.2 |
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Basic knowledge and understanding of feedback and correction strategies and techniques |
WBT 8.4, 8.5 |
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Basic knowledge of the principles of adult learning including: • learning needs to be learner centred • students need to be supported throughout learning process • use of model texts • identifying aim/aims of a lesson |
PTT 8 |
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Essential Skills |
Assessed by: |
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Identify students’ learning goals and writing needs |
WBT 8.2, 8.3 + PTT 8 |
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Ability to access, highlight and make explicit to students information about lexical field and grammar |
WBT 8.2 -8.4 + PTT 8 |
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Ability to Identify and evaluate texts appropriate for particular students |
WBT 7.2 + PTT 8 |
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Ability to analyse, evaluate and adapt written texts |
WBT 7.2 + PTT 8 |
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Ability to plan and implement activities to develop specific writing skills |
WBT 8.1 -8.3 + PTT 8 |
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Observation skills to: • determine a student’s performance • identify when a student may need assistance • monitor student engagement |
PTT 8 |
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Research and evaluation skills to: • access required human and material resources • evaluate feedback • formulate solutions • self-reflect on teaching |
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Cognitive skills to: • consider and recommend reasonable adjustments • identify strategies to strengthen student performance • identify appropriate genre • consider the appropriate sequence for components within a lesson |
PTT 8 |
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Decision-making skills to: • make a decision on a student’s performance • determine a timeframe for activities |
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Communication and interpersonal skills to: • give clear and precise instructions • ask effective questions • provide clarification where necessary • give appropriate feedback • discuss performance outcomes |
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Organisational skills to: • logically sequence activities • allocate suitable timeframes • collect or obtain the use of required resources and equipment • appropriately seat or group students |
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Critical aspects for assessment and evidence required to demonstrate competency in this unit |
Assessed by: |
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• The Assessee must provide evidence of specified essential knowledge as well as skills. |
WBT 8.1 – 8.5 + PTT 8 |
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• Consistency of performance should be demonstrated over the required range of situations relevant to the workplace. |
WBT 8.1 – 8.5 + PTT 8 |
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• Where for reasons of safety, safety space or access to equipment and resource, assessment takes place away from the workplace the assessment environment should represent realistic workplace conditions as closely as possible. |
PTT 8 |
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• Assessment must confirm the ability through selecting a genre, presenting a model text, highlighting structural and language features, implementing learning activities, supported writing activities, and free writing activities to assist ESL learners in developing proficiency in a written genre. |
PTT 8 |
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• summary of needs analysis |
PTT 8 |
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• A model writing text (authentic or simulated) suitable for a particular group of ESL students, analysis of a model text in terms of structure and language features |
WBT 8.2 + PTT 8 |
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• A lesson plan aiming at the development of proficiency in a written genre including: o Writing activity/s to developing specific genre o may include teaching on a spelling rule, grammar point or point of pronunciation o Written texts suitable for a particular genre and group of students (relevant to students’ interests and needs and accessible to students in terms of content, complexity and pace of delivery) o Practice Teaching Assessor’s observation record sheet showing competent performance |
PTT 8 |
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Context/s of Assessment and specific resources |
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• Competency is demonstrated by performance of all stated criteria, including paying particular attention to the critical aspects and the knowledge and skills elaborated in the Evidence Guide, and within the scope as defined by the Range Statement • Assessment of performance requirements in this unit should be undertaken in an actual workplace or in a realistically simulated environment • The learner and trainer should have access to appropriate documentation and resources normally used in the workplace • Resources for the assessment may include: o Access to texts and workbook activities developed for this unit to reinforce complete understanding in aid of achieving the most positive outcomes. o Access to relevant documentation and resources normally used in the workplace. o Access to the genuine English as second language classes for practical study purposes o For assessment to occur in an ESL class, trainee will require access to an ESL class and appropriate equipment (e.g. cassette/CD/video player/s). • This unit must be assessed, at least in part, through practice teaching in an ESL class, where trainees deliver ESL lessons to non-native speakers of English. |
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Method of assessment |
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• Methods of assessment used to assess essential knowledge as outlined in this unit may include: o Written evidence o Verbal evidence o Group interaction o Recorded evidence • In order to achieve consistency of performance, evidence should be collected over a set period of time which is sufficient to include dealings with an appropriate range and variety of situations • Assessment of this unit will be undertaken by a registered training organization • Practical assessment must occur: o through appropriately realistically simulated activities at the RTO, and/or o in an appropriate range of situations in the workplace |
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