1. Purpose of inquiry
1.1. Ensuring every child feels safe in the classroom
1.1.1. Developing my ability to differentiate
1.2. Ensure I cater for different learning styles
1.2.1. To create an inclusive environment
2. Success criteria
2.1. Learners can write an information report using full sentences
2.1.1. I can edit my work using different strategies
2.2. Learners can write use reading strategies to enhance their reading
2.2.1. I can add detailed sentences using descriptive words
3. Resources
3.1. Information report template
3.1.1. Writing checklist
3.2. Ipads
3.2.1. Editing and revising checklist
3.3. Various teaching powerpoints
3.3.1. Visual videos/images for further prompting
4. Activities
4.1. Group writing using a template
4.1.1. Online activities writing in word
4.2. Using different reading strategies
4.2.1. Activities for extended learners
4.3. Anchor chart maps
4.3.1. Activities for learners with needs
4.4. Group writing from visual prompts
4.4.1. Group writing using descriptive words
5. Inclusive practice
5.1. Cater for learners who need extension through ensuring all lessons have extension activities
5.1.1. Cater for Aboriginal Strait Islander students through group work.
5.2. Cater for students with disabilityLearners with disability by allowing for work to be done in different formats for example picture form or writing a story.
5.2.1. Learners who need additional support to access the learning will be catered for by having a teacher aide and through the use of ICT/visuals.
6. Informing data
6.1. Observation notes
6.1.1. Anecdotal notes
6.2. Pre-assessment
6.2.1. Diagnosis report
6.3. Learning plans
6.3.1. ILP student records
7. Professional learning
7.1. Professional readings
7.2. Differentiation mindset
7.3. Professional discussions with experienced colleagues
7.4. Observations of experienced colleagues
8. Strategies
8.1. 1:1 work
8.1.1. Explicit teaching in groups
8.2. Group work
8.2.1. Conferences
8.3. Differentiation
8.3.1. Observation from experienced colleague
8.4. Explicit teaching
8.4.1. Steps to successful writing
8.5. High frequency word cards
8.5.1. Guided reading
8.6. Modelled writing
8.6.1. Guided writing
9. Assessment
9.1. Formative assessment
9.1.1. First writing piece
9.1.1.1. Pre-assessments
9.1.2. Mindmaps
9.1.2.1. Brainstorming
9.1.3. Grammar activities
9.1.3.1. Learner discussions and observations
9.1.4. Peer feedback
9.1.4.1. Group work writing pieces
9.2. Summative assessment
9.2.1. First individual writing piece
9.2.2. Student rubrics