Curriculum Links - edufolios.org€¦ · Web viewHumanities and Social Sciences. ... How does the author's word choice affect the meaning and tone of the ... Emphasise the importance

Marriott_C_18448643_EDP333_Ass_2

EDP333 Pedagogies and Planning for English

Integrated Curriculum Teaching Plan

Caroline Marriott

18448643

1


Contents1. Learning Module Overview.............................................................................................................................................................................. 42. Curriculum Links.............................................................................................................................................................................................. 55. Knowledge Domains........................................................................................................................................................................................ 76. Intended Learning Outcomes.......................................................................................................................................................................... 87. Learning Activities Overview............................................................................................................................................................................8

Learning Pathways........................................................................................................................................................................................... 9Knowledge Outcomes...................................................................................................................................................................................... 9About the Author............................................................................................................................................................................................... 9Learning Activities 1....................................................................................................................................................................................... 10Learning Activities 2....................................................................................................................................................................................... 11Learning Activities 3....................................................................................................................................................................................... 12Learning Activities 4....................................................................................................................................................................................... 13Learning Activities 5....................................................................................................................................................................................... 14Learning Activities 6....................................................................................................................................................................................... 15Learning Activities 7....................................................................................................................................................................................... 16Learning Activities 8....................................................................................................................................................................................... 17

References........................................................................................................................................................................................................... 18Resource List........................................................................................................................................................................................................ 20Appendix A. Guided Reading Timetable and Plan................................................................................................................................................22Appendix B. Guided Writing Timetable and Plan..................................................................................................................................................25Appendix C. Framing Text and Ideation Collaboration......................................................................................................................................... 29Appendix D. Mapping: Learning by Design Collaborative Placemat.....................................................................................................................30Appendix E. Mapping............................................................................................................................................................................................ 32Appendix F. Sequencing....................................................................................................................................................................................... 338. Rationale....................................................................................................................................................................................................... 35

2


Introduction..................................................................................................................................................................................................... 35Planning......................................................................................................................................................................................................... 35

Framing Text................................................................................................................................................................................... 35Ideation............................................................................................................................................................................................ 35Mapping........................................................................................................................................................................................... 35

Assessment.................................................................................................................................................................................................... 35Evidence.......................................................................................................................................................................................... 36

The Teaching Plan......................................................................................................................................................................................... 36Analysis of student data...................................................................................................................................................................36Related Texts.................................................................................................................................................................................. 37Sequencing...................................................................................................................................................................................... 37

Literacies Pedagogies.................................................................................................................................................................................... 37Differentiation................................................................................................................................................................................................. 38Conclusion...................................................................................................................................................................................................... 38

References........................................................................................................................................................................................................... 39

3


1. Learning Module OverviewTitle: Foreign Invaders. The learning module has been developed around the double entendre title as it will explore both early settlement and the environmental impact of introduced animals to Australia.

Authors: Caroline Marriott and Sharryn Bloor

The school is located in a rural town of Western Australia and comprises 8 single stream classes with part-time kindergarten students joining the Pre-

Primary class 3 days a week. The school has a 1035 ICEA value and is in a medium socio-economic area with the learning programs supported by

programs with a sustainability and STEM focus. The Year 5 classroom is well resourced with an Interactive Whiteboard [IWB], a bank of 10 iPads, and

access to an adjoining computer lab with 20 Windows based personal computers. The classroom has 1 part-time Education Assistant to support the

students during the Literacy Block each morning and a parent volunteer roster.

The class group consist of students 27 students; 13 female and 14 male. A broad range of diagnostic literacy assessment has been conducted to

identify specific skill deficit and to group students according to common needs, chronological reading age levels and stanine rankings. When cross

referenced with the First Steps Reading phases, 33% working below average to a year 3 and year 4 literacy achievement standard; the transitional

reading phase, 44% of students working at the average normative student achievement level for students in Year 5, the proficient phase of reading,

and 18% working above average to a year 6 literacy achievement standard; identifying them as gifted and talented and working at the accomplished

phase of reading (Department of Education [DOE], 2013). This meant that planning needed to provide for students working in a broad range of ability

levels. All students demonstrate lower comprehension levels when working with non-fiction text compared to fiction texts.

Prior Knowledge

There is an expectation that students will have had opportunities to interact with various text types and used critical thinking skills to form and express

opinions based on the texts, understand language features, actively contribute to class discussion, and plan, edit and create texts using grammar,

punctuation and vocabulary relevant to the text type and audience (Australian Curriculum and Reporting Authority [ACARA], 2016a). There is an

expectation that students will have some understandings of the First Fleet journey, arrival, and contact with Aboriginal and Torres Strait Islander

people, with prior connection made to sustainability issues (ACARA, 2016b).

4


2. Curriculum LinksAustralian Curriculum English Humanities and Social Sciences Languages Arts

General Capabilities Literacy ICT Critical and Creative Thinking Intercultural Understanding

Cross- Curriculum Priorities Aboriginal and Torres Strait Islander Histories and Culture

Learning Area Specific Teaching Focus Assessment linked to Curriculum

English: LANGUAGEUnderstand how texts vary in purpose, structure and topic as well as the degree of formality (ACARA, 2016c, ACELA1504).

Investigate how the organisation of texts into chapters, headings, subheadings, home pages and sub-pages for online texts and according to chronology or topic can be used to predict content and assist navigation (ACARA, 2016c, ACELA1797).

Understand how to use knowledge of known words, base words, prefixes and suffixes, word origins, letter patterns and spelling generalisations to spell new words (ACARA, 2016c, ACELA1513).

Explain sequences of images in print texts and compare these to the ways hyperlinked digital texts are organised, explaining their effect on viewers’ interpretations (ACARA, 2016c, ACELA1511).

ENGLISH: LITERATUREIdentify aspects of literary texts that convey details or information about particular social, cultural and historical contexts (ACARA, 2016c, ACELT1608).

Use metalanguage to describe the effects of ideas, text structures and language features on particular audiences (ACARA, 2016c, ACELT1795).

READING TASKS: Word Recognition, Fluency, and Comprehension. Students read aloud, collaborate with peers and answer teacher questions related to levelled text in teacher guided, pre-reading, post-reading and independent reading tasks.

READING TASKS: Spelling. Students spell dictated words targeting specific letter patterns and rules with practice in reading and writing weekly tasks. Spelling tests are conducted at the end of the 3-week program, and at the end of the term.

VIEWING TASK: Students complete graphic organisers to identify and explain and the meaning systems used in the print and film to influence the interpretations of characters, settings and events in pre-reading, post-reading and independent tasks.

VIEWING TASK: Students will analyse the visual elements of text, critically analysing the illustrations and images of a picture book to interpret meaning.

GUIDED READINGASSESSMENT: Formative – Progress monitoring of student reading development including word recognition and comprehension capacity.EVIDENCE: Teacher Records and Observation.Student Guided Reading Log and Reading Journals.

GUIDED READINGASSESSMENT: Formative and Summative.Active monitoring of spelling and self-correction in writing tasks. Regular testing of dictated words.

GUIDED WRITINGASSESSMENT: Formative – In preparation for writing informative texts, students will demonstrate the ability to organise and classify information to guide thinking by creating a visual map.EVIDENCE: Graphic Organisers

HASS EXEMPLAR TEXTASSESSMENT: Formative- Interpretation and analysis of visual text will be determined when students identify symbolism and analyse image sequencing used when conveying meaning in a picture book.EVIDENCE: Imagery and Illustration Analysis Report

GUIDED WRITINGASSESSMENT: Summative Assessment Rubric –

5


Create literary texts that experiment with structures, ideas and stylistic features of selected authors (ACARA, 2016c, ACELT1798).

ENGLISH: LITERACYShow how ideas and points of view in texts are conveyed through the use of vocabulary, including idiomatic expressions, objective and subjective language, and that these can change according to context (ACARA, 2016c, ACELY1698).

Plan, rehearse and deliver presentations for defined audiences and purposes incorporating accurate and sequenced content and multimodal elements (ACARA, 2016c, ACELY1700).

Navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning (ACARA, 2016c, ACELY1702).

Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience (ACARA, 2016c, ACELY1704).

HASS: HISTORYThe nature of convict or colonial presence, including the factors that influenced patterns of development, aspects of the daily life of the inhabitants (including Aboriginal Peoples and Torres Strait Islander Peoples) and how the environment changed (ACARA, 2016d, ACHASSK107) .

HASS: GEOGRAPHYThe influence of people, including Aboriginal and Torres Strait Islander Peoples, on the environmental characteristics of Australian places (ACARA, 2016d, ACHASSK112).

WRITING and CREATING TASK: Following the reading and analysis of the exemplar narrative text, students apply new knowledge by demonstrating independent writing using a multimodal narrative quest plot.

WRITING TASK: Following the guided reading of non-fiction readers history readers, students apply knowledge of text structures and embed the genre features into writing activities.

WRITING and CREATING TASK: Following the guided reading of student authored digital texts, the class review the narrative text type and features and complete writing activities.

SPEAKING and LISTENING TASK: Reading aloud during guided reading and speaking during the presentation of texts to the class will enable students to demonstrate receptive and expressive modes of communication.

SPEAKING AND LISTENING TASK: Recording of story narration for a multimodal presentation using a written script in one-take session.

students will demonstrate an understanding of planning, writing, editing, rehearsing and recording of a multimodal narrative text.EVIDENCE: Multimodal Narrative Text

GUIDED WRITINGASSESSMENT: Formative Assessment – students will demonstrate knowledge and skills to plan and create a variety of text types.EVIDENCE: Students Writing Journal entries.

GUIDED WRITINGASSESSMENT: Formative Assessment – students demonstrate an understanding the narrative text type by editing, extending, changing or creating a narrative text.EVIDENCE: Student Writing Journal entries.

GUIDED READINGASSESSMENT: Formative – Progress monitoring of student oral reading development including fluency accuracy, rate and prosody (Bayetto, 2009), and ability to use a range of skills to interact with others in a coherent and clear manner.EVIDENCE: Teacher Records and Observation.Student Guided Reading Log and Reading Journals.

GUIDED WRITINGASSESSMENT: Formative Assessment – students demonstrate the use of pitch, tone, volume and pace during an oral presentation.EVIDENCE: Oral presentation of written texts.

6

http://www.scootle.edu.au/ec/search?accContentId=ACHASSK107

http://www.scootle.edu.au/ec/search?accContentId=ACHASSK107


5. Knowledge DomainsEnglish HASS: History HASS: Geography

Scope of Learning:

Analyse and explain the literal and implied meaning of visual texts, and de-code words and contextual knowledge of printed text.

Develop a point of view with the use of images, ideas and information.

Identify text and visual language elements when interpreting characters, setting and events.

Explain how text structures and visual text organisation assist in the understandings of text.

Plan and create written text and multimodal text using text structures and language structures.

Use a range of vocabulary; spoken and gestural.

Demonstrate accurate spelling and use of spelling strategies and use punctuation to support meaning.

Edit for structure and meaning. Speak clearly and coherently.(School Curriculum and Standards Authority [SCASA], 2016a)

Scope of Learning:

Identify the significance of an historical event and outlines the experiences of an individual and/or group from the past.

Identify some causes and effects of significant events.

(SCASA, 2016b)

Scope of Learning:

Identify the characteristics of places and natural environments

Identifies how people manage and change characteristics of the natural environment.

(SCASA, 2016b)

7


6. Intended Learning OutcomesAs a result of completing this Learning Module students will be able to:

Explain how text structures and language features influence understandings and interpretation of texts. Use a variety of modes and meaning systems to understand and convey meaning. Create and present various text types for different audiences and purposes. Describe concepts of colonisation and environmental impacts. Investigate, analyse, and communicate information related to sustainability.

8


7. Learning Activities Overview

Learning Activities 1. HASS: History/Geography. In interacting with the exemplar text ‘The Rabbits’ by John Marsden and Shaun Tan, students will share prior knowledge about colonisation, the impact on Aboriginal and Torres Strait people and the environment, and make connections to the class novel. Using questioning and responding teaching strategies, students will record an analysis of visual meaning modes in a report style response.

Learning Activities 2. HASS: History. Guided Reading Plan [Appendix A]: In interacting with the non-fiction guided reading texts students will apply reading strategies to new texts. Students will focus on meaning to identify historical issues and impacts during teacher directed sessions and engage in purposeful pre-reading, post-reading, scaffolded, and independent activities.

Learning Activities 3. Daily Free Writing. Students will generate thoughts by writing uninhibited, uninterrupted, and continuously for 20 minutes without concerns about spelling or grammar, and without self-editing.

Learning Activities 4. HASS / Sustainability. Guided Reading Plan [Appendix A]: In interacting with the non-fiction guided reading texts students will apply reading strategies to environmental themed texts to identify issues and impacts during teacher directed sessions. Students will also engage in purposeful pre-reading, post-reading, scaffolded and independent activities to build new knowledge necessary for the multimodal narrative writing activitiy in Learning Activity 8.

Learning Activities 5. Guided Writing Week 1 [Appendix B]. Students will embed the features of each genre into a simple playscript, report, explanation, persuasion, and poetry writing task, whilst connecting literacy concepts to other learning areas.

Learning Activities 6. HASS/Sustainability. Excursion. Students will engage in authentic activities to support understandings of endangered species and the steps required to reduce our ecological footprint. New knowledge and experiences will support the multimodal narrative writing activitiy in Learning Activity 8.

Learning Activities 7. HASS: Geography. Guided Writing Week 2 [Appendix B]. Utilising a range of Enviro-stories written by primary age children, students will use the text as stimuli for writing.

Learning Activities 8. Guided Writing Week 3 [Appendix B]. In engaging with the class novel; Bilby’s Ring: Out of the Spinifex by Kaye Kessing, students will synthesise their knowledge of endangered species and experience with the quest plot of a narrative text to analyse how meaning in conveyed and create their own quest narrative in a multimodal presentation for a specific audience.

9


Learning PathwaysFollowing the current 3-week program, students will continue to demonstrate literacy skills and language knowledge

while developing semantic, pragmatic, and critical thinking skills (SCASA, 2016). The program could be broadened with an integrated focuson the

Biological Science learning area in an inquiry unit about animal adaption and sustainability. The class novel could be the second of the Kaye Lessing

Bilby’s Ring trilogy: Across a Great Wide Land.

Knowledge OutcomesAs a result of completing this Learning Module students will be able to:• Explain how text structures and language features influence understandings and interpretation of texts.• Use a variety of modes and meaning systems to understand and convey meaning.• Create and present various text types for different audiences and purposes.• Describe concepts of colonisation and environmental impacts.• Investigate, analyse, and communicate information related to sustainability.

About the Author

My teaching philosophy is regularly changing as I progress through my university studies and practicum placements. I want students to become

independent and critical thinkers and be confident in applying knowledge and skills beyond the classroom to real-life experiences, and in collaborative

environments in the future. There are many components that I believe are important for effective literacy instruction. I believe a balanced program

needs to include all the modes and strands of the English curriculum in a developmentally sequenced program (DOE, n.d.) that targets and respond to

the individual needs of each student. Targeting the literacy needs of students means determining content and evaluating and selecting resources to

move students forward in their learning, making critical links between teaching, learning, and assessment (Readman & Allen, 2013, p. 5) using reliable

and comparable judgements (Australian Institute for Teaching and School Leadership [AITSL], 2017). To achieve my goal to becoming and effective

teacher of the English learning area I recognise that a variety of teaching approaches and teaching strategies are required to meet the needs of a

diverse range of student abilities. My understanding of literacy pedagogy together with an appreciation of the need to continually update my own

knowledge and skills of literacy research and changes in teaching practices will enable me to provide individual pathways in literacy, language, and

literature for my future students. In promoting reflective practice both of my own teaching practice and by students of their own learning and

achievement, I will be able to create a learning environment that reflects authentic learning (Readman & Allen, 2013, p. 97).

10


Learning Activities 1.HASS: History/Geography. In interacting with the exemplar text ‘The Rabbits’ by John Marsden and Shaun Tan, students will share prior knowledge about colonisation, the impact on Aboriginal and Torres Strait people and the environment and make connections to the class novel. Using questioning and responding teaching strategies, students will record an analysis of visual meaning modes in a report style response.

11


Listening and SpeakingStudents will share prior knowledge of how different books evoke emotional responses using a Think-Pair-Share activity.

Students will listen to the story The Rabbits text; taking notes about the purpose of the writing, as well as any figurative language.

Guiding Question:How does the author's word choice affect the meaning and tone of the novel?

Listening, Speaking and ViewingStudents will identify the literal and implied meaning of the visual text discussing how the use of colour, placement of images and repetition is used to convey meaning.

Other books by Shaun Tan will be viewed, and compared for similar and contrasting features using a whole class Venn Diagram.

Speaking and WritingStudents will have opportunities to clarify their understandings of the visual text with others by working collaboratively using semiotic observation skills to analyse parts of the picture book using visual literacy comprehension strategies.

Students collaborate in groups and complete a PMI analysis of the illustrations.

Guiding Question:What would have happened to the meaning of the text if the author had chosen black and white images?

Viewing and WritingStudents independently complete an Imagery and Illustration Analysis report of the visual text to develop their understanding of how stories can be communicated using images and illustrations when scanning for details to support meaning.

ContentSupport for Group 2Modelled reading for fluency and the use of a Word Wall for sight recognition of new words.

Support for Groups 1, 3, 4 Encouragement to use new vocabulary in context when speaking.

Extension for Group 5Students reading independently and make connections to the figurative language examples in the class novel.

ProcessSupport for Group 2Students to be placed in co-operative groups for peer modelling of comprehension and visual literacy fluency.

Support for Groups 1, 3, 4 Students to consider the ‘why’ of use of colour, placement of images and repetition.

Extension for Group 5Support the use of metalanguage in responses to comprehension questions.

ProcessSupport for Group 2Additional prompting and cueing for verbal participation and interpretation.

Support for Groups 1, 3, 4 Summarising visual text into verbal and written forms.

Extension for Group 5Encourage the consideration of cultural and ethical experiences in responses.

ProductSupport for Group 2Allow verbal responses to teacher questions.

Support for Groups 1, 3, 4 Feedback and encouragement of visual comprehension skills.

Extension for Group 5Students to find other examples of picture books with images and illustrations depicting implied meanings.

Activity 1 Assessment Point Formative Assessment: Participation and idea generation of students are recorded in teacher anecdotal notes. Assessment of students understanding will be demonstrated by the completion of an Image and Illustration Analysis Report.

12


Learning Activities 2.HASS: History. Guided Reading. In interacting with the non-fiction guided reading texts students will apply reading strategies to new texts. Students will focus on meaning to identify historical issues and impacts during teacher directed sessions and engage in purposeful pre-reading, post-reading, scaffolded, and independent activities.Listening and SpeakingUsing Think-Alouds students will share prior knowledge of the key concepts of migration, dispossession, and environmental protection by asking and answering questions and creating a collaborative Word Cloud.

Listening, Speaking and ReadingStudents read texts and engage in phonics and word knowledge activities to support reading including spelling practice and assessment.

Students see, say and write sounds to help conceptualise sounds in speech to extend vocabulary with various reading and spelling strategies.

Guiding Questions:What do you think that words means?How could you approach the spelling of this word?

Listening, Speaking and ReadingStudents will use reading processing skills to predict, skim, scan text for meaning as well as consolidate and extend vocabulary, fluency and comprehension skills in the pre-reading, post-reading and independent activities.

Teacher focus activities include critical thinking questions to clarify understandings, probe assumptions, and probe for evidence of responses.

Critical Questions:How is ____ similar to _____?How were Indigenous Australians effected by colonialism?

Listening, Speaking and ReadingStudents will interpret the various cultural, historical and social information being conveyed in the text and apply topic knowledge to reading and writing tasks.

Guided Questions?Why is expression important while reading the script?Would it have been more fun or more difficult to live in Australia long ago?

ContentSupport for Group 2Choral reading of sentences from the text for fluency reinforcement.

Support for Groups 1, 3, 4 Active monitoring and recording of comprehension and retelling skills.

Extension for Group 5Comprehension questions related to all text including captions and labels.

ProcessSupport for Group 2Shorter passages read to enable more focussed concentration. Concrete and semi concrete resources provided for activities.

Support for Groups 1, 3, 4 Regular practice with sight word lists.

Extension for Group 5 Rich concept cards used for opportunities of deeper learning.

ProcessSupport for Group 2Extended time allotted for pre- reading and post guided reading activity completion.

Support for Groups 1, 3, 4 Regular spelling activities and comprehension checks.

Extension for Group 5Students will complete a dialectical notebook to record reaction to various texts (Connecticut State Department of Education, 2017).

ProductSupport for Group 2Regular verbal responses to teacher questions.

Support for Groups 1, 3, 4 Dictionary use and online dictionary research for group 3.

Extension for Group 5Podcast option for Readers Theatre tasks.

Activity 2 Assessment Point Formative Assessment – Guided Reading Group Record will provide information about student use of target reading strategies, abilities to recall and retell key information, make predictions and determine implied meanings, and respond to the text.

13


Learning Activities 3.Daily Free Writing. Students will generate thoughts by writing uninhibited, uninterrupted, and continuously for 20 minutes without concerns about spelling or grammar, and without self-editing.

Writing

Focussed Free Writing: Weekly stimulus of photographs and/illustrations, printed texts, music, verbal words and phrases, and gestural pose are used to prompt students writing. Students respond by writing sentences or phrases in a variety of functional and creative ways to develop thinking skills and understand that writing is thinking, and writing doesn’t always have to have a well organised plan (Elbow, n.d.).

Unfocussed Free Writing: Students choose a topic or idea to write about (Elbow, n.d.).

After Writing: Students highlight ideas in the writing that are believed to be important, interesting, and meaningful.

Process and ProductSupport for Group 1Additional prompts and support with sentence starters such as I think, I remember, I hate, I love. A visual countdown timer to enable quick perception of the timed activity. An adapted time allotted for the activity.

Support for Groups 2, 3, 4 Students positioned away from peers to avoid distraction and interruption.

Extension for Group 5Students use Ommwriter online for distraction free free-writing on the computer, free of menus and notifications.

Activity 3 Assessment Point The free writing will be used as an informal way of discovering student attitudes to stimuli and idea generation.

14


Learning Activities 4.HASS / Sustainability. Guided Reading Plan : In interacting with the non-fiction guided reading texts students will apply reading strategies to environmental themed texts to identify issues and impacts during teacher directed sessions. Students will also engage in purposeful pre-reading, post-reading, scaffolded and independent activities to build new knowledge necessary for the multimodal narrative writing activitiy in Learning Activity 8.Reading and ListeningStudents share prior knowledge of native and introduced species of animals in Australia by sharing ideas and responding to teacher guided questions with True/False cards.

Students listen to modelled reading, identify new vocabulary, and discuss strategies to improve fluency, rate and prosody of reading. Pre-reading strategies of skimming, surveying text and using cues are explained.

Reading, Speaking, and WritingDuring teacher focus sessions, students will read texts, and identify and categorise words with positive and negative meaning into a T-chart.

Students theorise why the author made particular word choices.

Listening, Speaking and ReadingStudents analyse the effect of word choices and stylistic features of non-fiction text that have been used to shape meaning.

Students discuss the underlying message of the non-fiction texts by posing and answering questions in a Round Robin.

Reading and SpeakingStudents apply appropriate tone, pitch and prosody when reading aloud in preparation for an oral presentation later in the program.

Consolidation and extension activities during guided reading will provide opportunities for students to use new words creatively and extend vocabulary.

ContentSupport for Group 2Extra options for reading and recording for playback.

Support for Groups 1, 3, 4 Prompt for use of all cues in the text being read.

Extension for Group 5Support students in connecting background knowledge and experiences to the texts being read.

ProcessSupport for Group 2Visual charts provided for categorising and sorting using the IWB.

Support for Groups 1, 3, 4 Provide choices of texts to increase interest and retelling skills.

Extension for Group 5Encourage explanation of an author’s point of view giving examples from the text.

ProcessSupport for Group 2Provide choice cards for answering questions.

Support for Groups 1, 3, 4 Encourage interaction when clarifying and summarising.

Extension for Group 5Literacy extension cards for early finishers.

ProductSupport for Group 2Fluency practice and support.

Support for Groups 1, 3, 4 Encourage the use of new vocabulary from the Word Wall.

Extension for Group 5Make a Rap of new words and definitions.

Activity 4 Assessment Point Assessment: Formative: Guided Reading Group Records will enable the data collection student ability to self-correct when reading, connect illustrations and words, retrieve information for parts of the book, identify signals of connections and changes in the text.

15


Group 2 – fluency/vocab Group 3 vocab Group 1,4, 5 ComprehensionLearning Activities 5.Guided Writing Week 1. Students will embed the features of each genre into a simple playscript, report, explanation, persuasion, and poetry writing task, whilst connecting literacy concepts to other learning areas.Listening and SpeakingStudents share knowledge of each text types of the week in a Mingle-Pair-Share activity to music.

Students review the features of each text type and view examples.

Guiding question:Who might the audience be for this text type? How do you know?

Reading and WritingStudents name and order the structure of a different text type each day into a list.

Students review the daily tasks and analyse the purpose of the exemplar text as well as the first, second, and third person ways of describing points of view.

Guiding Question:What can be deduced from the heading and the first sentence about the text type?

Listening, Speaking, and WritingStudents plan a response to the daily writing task by making notes or completing ‘I will’ statements.

Students engage in peer feedback of the plan using a Y-Chart evaluation.

Guiding Question:What stage of the writing process are we undertaking, drafting, revising, or editing?How do you know?

WritingStudents write, check, and edit the writing referring to classroom genre anchor charts and responding to peer-feedback.

Students reflect on the task, compare responses of other students, and conduct a self-assessment of the writing process and product against the criteria.

Guiding Question:If you were a writer, which kind of text type would you use?

ContentSupport for Group 2Graphic symbols and captions of text types will be provided to support understandings and pronunciation.

Support for Groups 1, 3, 4 Provide reconstruct and recount opportunities.

Extension for Group 5Use a range of open-ended questions to promote higher-order thinking.

ProcessSupport for Group 2Reviewing of anchor charts and the provision of mini visual strips of text type structure.

Support for Groups 1, 3, 4 Students summarise in a verbal recount the main idea of the text.

Extension for Group 5 Students synthesise ideas from more than one source of text type.

ProcessSupport for Group 2Small group conferencing with the teacher and adapted texts.

Support for Groups 1, 3, 4 Students word journal the vocabulary causing difficulty and connect to an image.

Extension for Group 5Peer tutoring opportunities provided with students in Group 2.

ProductSupport for Group 2Students paired with more able students to develop responses.

Support for Groups 1, 3, 4 Consolidation opportunities to identify new vocabulary and evaluate learning.

Extension for Group 5Students compose the text type without a framework.

Activity 5 Assessment Point Formative Assessment – Writing Journal Entries and peer and self-assessment notes.

16


Learning Activities 6.HASS/Sustainability. Excursion. Students will engage in authentic activities to support understandings of endangered species and the steps required to reduce our ecological footprint. New knowledge and experiences will support the multimodal narrative writing activitiy in Learning Activity 8.Speaking and ListeningStudents will demonstrate prior knowledge with Thumbs Up/Thumbs Down responses to questions about the role of the Kanyana Wildlife Rehabilitation Centre.

Students will view the Kanyana website and plan key questions to be posed to Kanyana staff and volunteers.

Students will research the animal fact sheets on the Kanyana website and make notes in Hass Journals about one animal.

Reading and WritingKanyana staff will provide access to the animal hospital for a hand-on experience with Australian wildlife and share information about animal survival, endangerment and community partnerships (Kanyana Wildlife Rehabilitation Centre, 2018).

Students will work in teams to view the displays and complete a worksheet matching terms and definitions about the dangers to wildlife and the adaption features animals use to survive. Students will use spatial learning modes in a bush walk of the trails with a guide and ask and answer questions about conservation concepts.

Speaking, Listening, and WritingIn cross-ability groupings, students will list the effect relationships of animal endangerments and match the effect to the causes.

Students use the Transfer and Apply strategy to list in their journals what they have learned and how they might apply it to their real lives.

Content, Process, ProductSupport for Group 2A note taking template will be provided for this group of students to organise writing, a modified worksheet containing visuals will be provided for matching terms and definitions, and cross-ability groupings will be arranged for the post excursion writing tasks. Reading aloud will be encouraged when engaging with displays and verbal summarising of new facts and comparisons will be encouraged.

Support for Groups 1, 3, 4 Students are encouraged to express the most important ideas in their own words.

Extension for Group 5Students are encouraged to identify the important points of the excursion and draw conclusions.

Activity 6 Assessment Point Formative Assessment – Writing Journal entries and excursion discussion.

17


Learning Activities 7.HASS: Geography. Guided Writing Week 2: Utilising a range of Enviro-stories written by primary age children, students will use the text as stimuli for writing.Speaking and ListeningAfter the story is read aloud, students share prior knowledge about the environmental issue being addressed in a mind mapping activity.

Students will review how factual information can be used to create narrative text by reviewing the exemplar text and identifying facts from fiction in example passages.

Guiding Question:Is the writer trying to persuade or alter opinion or simply inform you?

Reading and WritingUsing analogies and examples students are supported to name the issues identified in the exemplar text; land clearing, feral animals, and bushfire.

Students theorise how environmental problems came to pass and any links to Australia’s colonisation.

Guiding Question?How can agriculture and wildlife co-exist?

Reading and WritingStudents will analyse the exemplar text for structure; character, setting, major event, problem, and solution.

Students analyse figures of speech from the exemplar text recording examples in their journals.

Guiding Question:What is the writer trying to achieve by using everyday spoken language?

Reading, Writing and CreatingStudents use their imagination to plan a new narrative, continue the narrative, or write a new ending.

Students read their stories aloud and draw illustrations.

Guiding Question:Which personal experiences did you attach to the story?

ContentSupport for Group 2Students are prompted to make personal links to the text being read.

Support for Groups 1, 3, 4 Students are prompted to summarise the text.

Extension for Group 5Students are prompted to synthesis the text.

ProcessSupport for Group 2Students work with a partner when considering theories.

Support for Groups 1, 3, 4 Students encouraged to identify colloquialisms in the text.

Extension for Group 5 Students encouraged to consider the social, historical and/or cultural contexts of the author/s.

ProcessSupport for Group 2Students use an adapted planning template to arrange information.

Support for Groups 1, 3, 4 Students use a planning template to guide the relevant text structure.

Extension for Group 5Students create an anchor chart of figurative language for the class.

ProductSupport for Group 2Students are provided with sentence starters.

Support for Groups 1, 3, 4 Students are encouraged to extend simple sentences to complex and compound sentences.

Extension for Group 5Students create a 3-question quiz for other students about their narrative composition.

Activity 7 Assessment Point Formative Assessment – Writing Journal entries and class discussion.

Learning Activities 8.

18


Guided Writing Week 3. In engaging with the class novel; Bibly’s Ring: Out of the Spinifex by Kaye Kessing, students will synthesise their knowledge of endangered species and experience with the quest plot of a narrative text to analyse how meaning in conveyed and create their own quest narrative in a multimodal presentation for a specific audience.Listening and Speaking:In engaging with the class novel; Out of the Spinifex by Kaye Kessing, students will share their prior knowledge of endangered species and experience with the quest plot of narrative text.

Speaking: Students will identify the purpose of chapters and headings and how the organisation of texts can help readers predict how the narrative text will unfold.

Guiding Question:How would you describe the element of suspense in the class novel, is there more than one?

Listening and Speaking:Students will identify and name the text structure and progression of a story through the reading of a number of chapters from the class novel.

After viewing a quest narrative in a short film, students will identify the protagonist and character stereotypes, and discuss how they are developed by the writer in a Literature Circle.

Guiding Question:How did the plot change during the short film?

Listening, Speaking, Reading and Writing:Students decide on their own narrative characters and their roles.

Students use the 6 Thinking hats to critically analyse and make decisions about character choices and story ideas.

In small groups, students discuss writing drafts and how to use a variety of sentence types.

Guiding Question:How can alternating the length of sentences add interest to your writing?

Writing and Creating:Students will apply understandings of ideas, text structures and stylistic features from the exemplar text to plan their own quest narrative using a planning template and begin writing and editing.

Students create a multimodal narrative as an eBook with a quest plot and present to parents at an afternoon tea.

Guiding Question:How does symbolism and allegory compare and contrast?

ContentSupport for Group 2Pre-teach environmental vocabulary before the lesson.

Support for Groups 1, 3, 4 Students summarise the key points of the chapters being read.

Extension for Group 5Students take turns to read to the class using the ‘Authors Chair’.

ProcessSupport for Group 2Speaking and listening skills are encouraged to develop reading and writing fluency.

Support for Groups 1, 3, 4 Students are given opportunities to lead the group discussion and summarise.

Extension for Group 5Students use critical thinking tasks cards for Literature Circle activities.

ProcessSupport for Group 2An adapted Quest Narrative Planner and peer buddies for peer-tutoring are provided.

Support for Groups 1, 3, 4 Mixed ability groupings for critical analysis tasks.

Extension for Group 5Students create an anchor chart of text structures for the class using the Frayer Model (Duke Computer Science, 2017).

ProductSupport for Group 2Adapted writing outcomes for this group of students.

Support for Groups 1, 3, 4 Students write a blurb for the quest plot.

Extension for Group 5Students write a synopsis of the quest plot.

Activity 8 Assessment Point Summative Assessment: The multimodal narrative text is assessed using a Summative Rubric which includes the criteria of point of view and purpose, narrated fluency and coherence, images and/or illustrations, narrative structure, and grammar.

19


References

Australian Curriculum Assessment and Reporting Authority. (2016a, December 21). The Australian Curriculum: English Year 4 (Version 8.3), All curriculum

elements. Retrieved from https://www.australiancurriculum.edu.au/download/DownloadF10

Australian Curriculum Assessment and Reporting Authority. (2016b, December 22). The Australian Curriculum: HASS Year 4 (Version 8.3), All curriculum


Australian Curriculum Assessment and Reporting Authority. (2016c, December 22). The Australian Curriculum: English Year 5 (Version 8.3), All curriculum


Australian Curriculum Assessment and Reporting Authority. (2016b, December 22). The Australian Curriculum: HASS Year 5 (Version 8.3), All curriculum


Australian Institute for Teaching and School Leadership. (2017). Teaching Standards. Retrieved from https://www.aitsl.edu.au/teach/standards

Bayetto, A. (2009). Read, record, respond: moving from assessment to instruction. South Melbourne, Vic: Oxford University Press 2009

Connecticut State Department of Education. (2017). Instructional Strategies That Facilitate Learning Across Content Areas. Retrieved from

http://www.sde.ct.gov/sde/lib/sde/pdf/curriculum/section7.pdf

Department of Education. (2013). First Steps Reading Map of Development. Retrieved from http://det.wa.edu.au/stepsresources/redirect/?

oid=com.arsdigita.cms.contenttypes.FileStorageItem-id-13797066&stream_asset=true

20


Department of Education. (n.d.). First Steps Literacy. Retrieved from http://det.wa.edu.au/stepsresources/detcms/navigation/first-steps-literacy/?

oid=MultiPartArticle-id-13602018

Duke Computer Science. (2017). Frayer Model. Retrieved from http://www.cs.duke.edu/csed/alice/aliceInSchools/workshop16/lessonPlans/

WandaMcRaeJones/FRAYER.doc

Readman, K. & Allen, B. (2013). Practical planning and assessment. Sth Melbourne, VIC: Oxford University Press

School Curriculum and Standards Authority. (2014a). Judging Standards Year 5 Assessment Pointers: English. Retrieved from

https://k10outline.scsa.wa.edu.au/__data/assets/word_doc/0004/168043/Year_5_English_Judging_Standards_Assessment-Pointers_2017.DOCX

School Curriculum and Standards Authority. (2014b). Judging Standards Year 5 Assessment Pointers: HASS. Retrieved from

https://k10outline.scsa.wa.edu.au/media/documents/judgingstandards/year-5/humanities-and-social-sciences/assessment-pointers/

HASS_Year_5_Judging_Standards_Assessment_pointers.DOCX

21


Resource List

Elbow, P. (n.d.). Free Writing. Retrieved from. http://www.csun.edu/~krowlands/Content/Academic_Resources/Composition/Tool%20for%20Learning/

Freewriting.ppt

Enviro-Stories Library. (2017). Enviro-stories. Retrieved from http://library.envirostories.com.au/product-category/animals/feral-animals-pests/

Kanyana Wildlife Rehabilitation Centre. (2018). For Schools. Retrieved from https://www.kanyanawildlife.org.au/for-schools/

Kessing, K. (2015). Bilby’s Ring: Out of the Spinifex. Alice Springs, NT: Kaye Kessing Productions

Macmillan Education. (2018a). Macmillan History. Retrieved from http://www.macmillan.com.au/primary/library/subject_areas/History/Macmillan+History

MacMillan Education. (2018b). Macmillan Library. Retrieved from http://www.macmillan.com.au/primary/library/subject_areas/Science+-

+Animals+and+Plants/Protecting+Australia's+Wildlife

Ommwriter. (n.d.). Retrieved from https://ommwriter.com/

Poemhunter. (n.d.). The Meadow Mouse. Retrieved from https://www.poemhunter.com/best-poems/theodore-roethke/the-meadow-mouse/

Red Jumper. (2017). Book Creator App. Retrieved from https://bookcreator.com/

Scribd. (2017). South Australian Spelling Test. Retrieved from https://www.scribd.com/document/124317209/South-Australian-Spelling-Test-Form-B

Tan, S. (2000). The Lost Thing. Sydney, NSW: Hachette Australia

22


Tan, S. (2013). Rules of Summer. Sydney, NSW: Hachette Australia

The CGBros. (2017, August 27). CGI Award Winning 3D Animated Short: "A Fox And A Mouse" - by ESMA [Video file]. Retrieved from

https://www.youtube.com/watch?v=gZyjJtBIlow

23


Appendix A. Guided Reading Timetable and Plan

Group Students MacMillan ReadersNon-Fiction

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Group 1

Level 29-34

MarkUrsula

ZacharyPhoebe

Ivan

1. Farming in Colonial Australia

2. Colonial Life in the 1820's.

3. Protecting Australia’s Reptiles

Guided Reading(with teacher)

Post ReadingActivities

Independent Reading

Spelling(with EA)

Pre-Reading Activities

Group 2

Level 18-24

ElizabethJamesFiona

GeorgiaAdamHarry

1. Forming Modern Australia2. Australia’s Natural

environments 3. Protecting Australia’s

Birds



Post ReadingActivities

Independent Reading

Spelling(with EA)

Group 3

Level 26-30

LucasAlice

ChristopherBrendan

OscarDaniel

1. Land and Country2. Many Languages Many

Cultures3. Protecting Australia’s

Mammals

Spelling(with EA)



Post Reading Activities

Independent Reading

Group 4

Level 26-30

KarenNatashaRobertSally

Wendy

1. First Australians and the Early Settlers

2. The age of Discovery3. Protecting Australia’s

Fish and Frogs

Independent Reading

Spelling(with EA)


Guided Reading

(with teacher)


Group 5

Level 32-34

ChloeTristanJane

VinnieYolanda

1. Colonial Life in the 1820's2. Indigenous Australians3. Protecting Australia’s

Birds


Independent Reading

Spelling(with EA)


Guided Reading

(with teacher)

24


Teacher Guided: each student reads aloud to the teacher for checks of pronunciation and fluency. Teacher to ask questions pertaining to the text to determine levels of comprehension including: Connecting with prior knowledge Predicting

Visualising Summarising

Synthesising Questioning

Inferring Identifying the main idea

Group 1Key Focus Point: Comprehension

Non-FictionMacMillan Level 29

Group 2 Key Focus Point: Fluency

Non-FictonMacMillan Level 26

Group 3 Key Focus Point: Vocabulary


Group 4 Key Focus Point: Comprehension


Group 5 Key Focus Point: Comprehension


Before ReadingThe purpose for reading is discussed, new vocabulary introduced, and predictions about the text made.

Comprehension strategies discussed and demonstrated.

During ReadingStudents read various parts of the text including the table of contents captions, diagrams, glossary, and index.

Mini-lesson:The difference between predicting and guessing.

Stop and ask questions to make predictions and inferences:What do you think about?How do you feel when?What word on this page tells us?Why do you think?

After ReadingRetell:Sequence steps; first, next last.What lesson did you learn?

Before ReadingDirect students to all parts of the non-fiction text and how to read for meaning, and discuss how punctuation is used to assist with fluency. Provide a demonstration by reading sentences without punctuation to highlight the effects on meaning.

Model reading of the text firstly demonstrating poor accuracy, rate and prosody and then fluently. Ask the students which sounded better and why?

During Reading

Students choral read the text as a group.

Read individually with intonation.Check for understanding.

Mini-lesson:Exclamation marks

After ReadingSummarise. Ask questions:Why would expression change when?How did punctuation change the text?

Before ReadingPreview the text and highlight key vocabulary using context clues to determine meaning.

Discuss and demonstrate vocabulary strategies.

During ReadingStudents read, re-read, and read-on to look for clues.

Stop and re-teach pronunciation and definition of new words.

Mini-lesson:Visualising; pictures in the mind.

After ReadingSummarise.Ask students to use new words in a new sentence.

Ask students to think of synonyms for any new words.

Ask students to select the words that best explain the key concepts of the text.

Before ReadingEmphasise the importance of reading the whole text. Read the blurb and make links to the title and prior knowledge.

Discuss text type, layout, visual and print text features.

Identify unknown words, confirm pronunciation, and definition.

During ReadingReaders Theatre for group interaction and cooperation.

Mini-lesson:Recalling details in chunks

After ReadingSummarise.Find the page where it explains?What was discussed first?Where prediction correct?Find the page where it explains?What surprised you?

Before Reading

Teach metacognitive strategies.

Reciprocal teaching strategies for text comprehension including predicting, clarifying, predicting, summarising and synthesising.

During ReadingReaders Theatre Extension. Record the Audio as a podcast. Experiments with News Panel style reading and interaction.

Mini-lessonDiction- what is the intent of the language, harsh or gentle?

After ReadingSynthesise:What do you conclude from the text?

Where is the evidence of your conclusion?

What were the important concepts?

25


Group 1 Group 2 Group 3 Group 4 Group 5Text FeaturesWorking in pairs and reading the blurb on the back of the book, students make a list of what they expect to find in the text.

Sight Word SpinWorking in pairs students spin, read and test each other on Fry's sight words.

CrosswordsWorking in pairs students complete a crossword using new words from the text.

ComprehensionWord SortWorking in pairs students categorise key words from the text into alphabetical order, nouns, verbs, adjectives, living and non-living things.

ComprehensionPictionaryWorking in pairs students draw pictures as predictions of the meaning of new words.

ComprehensionText FeaturesStudents look through the book and write about what is noticed:

Photographs/Illustrations Chart Graphs Maps

FluencyRepeated reading in pairsWorking in pairs, one students reads a page of text. The other student times and records the reading and provides feedback. Students re-read the text in an attempt to beat their time while maintaining accuracy and coherency.

VocabularyConcept CubeRoll a 3-dimensional cube and follow instruction to use new vocabulary words to:

Write an Antonym Write a Synonym Categorise Write an Example

ComprehensionStory MapSequence the information from the non-fiction text:

Introduction Fact Fact Conclusion

ComprehensionWord partsInferring meaning from text. Use difficult words and break down the different parts of a word:

base word prefixes, and suffixes

Independent ReadingStudents choose a levelled text and complete the Reading Log and independent activities.





Spelling

Look, Cover, Write, Check

Spelling dictation, practice and testing.

Spelling



Spelling



Spelling



Spelling



26


Appendix B. Guided Writing Timetable and Plan

Monday Tuesday Wednesday Thursday Friday

WE

EK

1

Arts Literacy ConceptsGenres

Play Script

Maths Literacy Concepts GenresReport

HASS Literacy Concepts Genres

Explanation

Health Literacy Concepts Genres

Persuasion

Science Literacy Concepts GenrePoetry

WE

EK

2

Science Literacy ConceptsEnviro-Stories

HASS Literacy ConceptsEnviro-Stories

Arts Literacy ConceptsEnviro-Stories

Health Literacy ConceptsEnviro-Stories

Maths and ICT Literacy Concepts

Enviro-Stories

WE

EK

3

Modelled Writing Scaffolded Writing Independent Writing Independent Writing Independent Writing

27


Learning Activities 5Week 1 Guided Writing: GenresMondayArts Literacy Concept

TuesdayMaths Literacy Concept

WednesdayHASS Literacy Concepts

ThursdayHealth Literacy Concepts

FridayScience Literacy Concepts

Play Script

Before WritingList and order the structure of the text type.

Read the play script out loud and discuss the characters.

Review the text structure of a play script and the punctuation.

During WritingTask: using the provided playscript of an argument between a boy and his parents about playing with friends in the Australian bushland, continue the argument between the characters.

After WritingDiscussion: How would the play script have been different if the child was a girl?

Report


Review the provided convict letter to his wife and determine the events in chronological order.

Review the report genre text structure.

During WritingWrite a newspaper article in the third person of what took place.

After WritingDebate the guilt of the convict and any exceptional circumstances for the crime.

Explanation

Before Writing

List and order the structure of the text type.

Review the settlement map and as a class, make a list of all the occupations of the early settler camps:

The wagon shed The blacksmith The mill

During WritingTask: using the list of occupations in the colonial settlement and drawing on the guided reading history texts, describe the tasks performed by each group of workers and why it was important to have people with those skill sin the new colonies.

After WritingCompare and contrast responses of other students.

Persuasion

Before WritingList and order the structure of the text type

Discuss the factual information already uncovered in the non-fiction guided reading texts about colonisation.

During Writing (in pairs)Task: As the ship’s captain, write a leaflet to travellers persuading them of the benefits of immigrating to Australia.

Peer Assessment – 2 stars and a wish.

After WritingSelf-Assessment: Did I include all the text structure features; a main idea, reasons, and a conclusion.

Poetry: Free verse


Read “The Meadow Mouse” by Theodore Roethke.

Review understandings of living things, prey and predators.

Review the figurative language of simile, personification and imagery.

During WritingWrite a free verse poem about an Australian animal.

After WritingRead aloud with gestures. Vote on your favourite.

28


Learning Activities 7Week 2 Guided Writing: Enviro-StoriesResources: http://library.envirostories.com.au/product-category/animals/feral-animals-pests/MondayScience Literacy Concepts

TuesdayHASS Literacy Concepts

WednesdayArts Literacy Concepts

ThursdayHealth Literacy Concepts

FridayMaths and ICT Literacy Concepts

Digital Text: Chuditch the Native Cat and the Feral Cat

Before WritingDiscuss how feral and native animals are classified.

The exemplar text is read and the narrative structure and meaning discussed. The narrative planning tool is used to organise the writing structure into its parts.

During WritingWrite a recount of the exemplar text.

Peer Assessment

After WritingThe writing is shared with a partner and self-assess against the narrative text structure.

Digital Text: Farmer Todd

Before WritingRead the exemplar text and discuss the environmental issue being addressed.

During WritingEdit, extend, change the ending or write a new narrative with a similar message.

Peer Assessment

After WritingDiscussion

What other animals or birds are impacted by land clearing?

How could farmers find out what animals are in the farmland bush?

Digital Text: Fuzzy the Phascogale

Before WritingRead the exemplar text and discuss the different character types of a narrative.

During WritingChoose one character from the story and write a RAP song with an environmental message.

Peer Assessment

After WritingPerform your Rap for the class using dance, body movement or gesture.

Digital Text: Rampaging Rabbits

Before WritingRead the exemplar text. How does the treatment of feral rabbits make you feel?

Consider how the personal beliefs of the farmers influenced the decisions that were made.

During WritingWrite about your own personal attitudes and beliefs about culling Australian wildlife.

After WritingDiscussion: How many others in the

class share your beliefs? What kinds of emotional

responses were generated?

How do we manage relationships when we differ in our beliefs?

Digital Text: The Phascogale Box

Before WritingIdentify the mathematical concepts if time and measurement in the exemplar text. What shapes would be needed to build a phascogale box from wood?

Review the sequenced information required for a procedural text.

During WritingWrite a procedural text about how to build a phascogale box using measurements and materials.

After WritingShare your writing with a partner and using cardboard, try to make the box following the procedure.

29


Learning Activities 8Week 3 Guided Writing: Quest Adventure: Narrative TextResources: Quest Adventure Short Film: https://www.youtube.com/watch?v=gZyjJtBIlowMonday Tuesday Wednesday Thursday Friday

Modelled Writing

Refer to class novel for text structure and genre.

Before WritingRespond to Guiding Questions to determine prior knowledge of quest narratives.

Brainstorming: What makes a good story?

Discuss text types and structures, story progression, development of character and stereotypes.

Review the Quest Narrative Planner and complete a whole class exemplar.

During WritingView the Mini Quest Video and take notes of the story elements.

After WritingLiterature Circles to discuss the hero, the mood, the conflict, the journey, and characterisations.

Scaffolded Writing

Before WritingReview and discuss the Summative Assessment rubric.

Share notes with a partner and brainstorm story ideas.

Analyse ideas and fine tune the writing plan using the 6 Thinking Hats strategy.

Record final ideas in the Quest Narrative Planner.

During WritingDraft and edit stories, developing characters and the plot.

After WritingMini-lesson: how to develop simple sentences into compound and complex sentences.

Independent Writing

Before WritingPeer-Assessment:Two Stars and a Wish

Respond to per feedback and edit the narrative text.

Review the Summative Assessment rubric and self-assess the narrative writing.

During WritingContinue writing the Quest narrative.

After WritingReview the setting and conflict.

Guiding Questions:

Is the time and place described clearly?

Ow would you describe the conflict in the plot and why?

Independent Writing

Final copy stories and word process.

Refer to the Image and Illustration analysis of ‘The Rabbits’

Photograph or draw backgrounds and illustrations to provide a visual text to the story.

Using a choice of digital story editors, organise the text and images in an eBook.

Using recording skills from Guided Reading activities, rehearse and record the audio narration.

Independent Writing

Teacher conference final version of the narrative text.

Peer Assessment of audio recording.

Re-record if necessary.

Organise the multimodal components into an appropriate sequence.

Summative Assessment. Presentation to parents at a special afternoon tea.

30


Appendix C. Framing Text and Ideation Collaborationhttps://padlet.com/caroline_marriott1/ztyfcmm8vnzs

31

https://padlet.com/caroline_marriott1/ztyfcmm8vnzs


Appendix D. Mapping: Learning by Design Collaborative Placemathttps://padlet.com/caroline_marriott1/ztyfcmm8vnzs

EXPERIENCING APPLYINGKNOWN NEW APPROPRIATELY CREATIVELY

The teacher questions students about the big idea of the unit by asking questions about the background knowledge of students, including student’s experiences with the modes and meaning making systems used. (Caroline)

Explore the importance of “Setting” by drawing on student’s prior knowledge. (Sharryn)

Students twist, turn & talk to the person next to them about what they think the “big idea” is. (Sharryn)

The class creates a mind map to explore prior knowledge of the topic and big idea of the unit of work. (Caroline)

Create a class KWL chart on the big idea of colonisation of Australia. (Sharryn)

Students make predictions about the topic from the front and back cover of the exemplar text. (Caroline)

As a class, discuss other stories in which the setting plays an important role. (Sharryn)

Students watch a snippet from a video and share their perspectives on the topic including how the topic may be related to personal experiences. (Caroline)

Students write “Text to Self, Text to Text, Text to World” connections in their connections journal. (Sharryn)

Incursion or excursion could provide an opportunity for students to learn new things and ask questions. (Caroline)

Students can visit their local Immigration Museum. (Sharryn)

After reading the exemplar text, students write on a Post-it-Note something new that they learned. (Caroline)

Students investigate the illustrations in the book “The Rabbits” and write down what they interpret from each one. (Sharryn)

Figurative language could be explained and identified in the exemplar text and other related texts in the unit of work. (Caroline)

Concept based teaching could be undertaken to identify genre, characters and imagery. (Caroline)

Students revisit and learn new strategies for reading, writing, viewing, speaking and listening such as re-reading, drafting and resemblance. (Caroline)

Students brainstorm the features of different text types and view unfamiliar examples. (Caroline)

Students research factual information about native and introduced animals. (Caroline)

Students compose a response to a topical question, compose a narrative or persuasive text explaining their own ideas, point of view, or that of the author. (Caroline)

Students to find the many symbols used by the illustrator and write down what they think they are portraying and why. (Sharryn)

Students engage on a debate about the topic, predicting responses by the other team and preparing a counter argument. (Caroline).

Students to explore whose point of view the story is told from and why and ask: Can this story be written from another perspective? Students to write a short narrative from a differing perspective. (Sharryn)

Apply understandings to an assessment task in another learning area. (Caroline)

Students apply word study to texts. (Caroline)

Students use writing to organise their thoughts and extend their thinking in free writing and loop writing. (Caroline)

Students apply reading and writing skills to their recreational activities. (Caroline)

Students publish a multimodal presentation to convey understandings using print and digital technologies and media. (Caroline)

Students to investigate the message of “Multiculturalism” within the story and write an information report about multiculturalism within Australia. (Sharryn)

Students develop an action plan to a problem or conflict identified by the class. (Caroline)

In pairs, students to create a PowerPoint presentation about the importance of “Place”, relating back to the themes of land, place, & colonisation. (Sharryn)

Students interview another student/family member/ community member about the topic and present the information in a podcast format. (Caroline)

Students role play the characters and plot of the class novel. (Caroline)

Students present new knowledge as an assembly item. (Caroline

Students convert research information in a Rap vocal delivery. (Caroline)

Creating artworks to support written texts in the form of posters, and computer-generated graphics. (Caroline)

32

https://padlet.com/caroline_marriott1/ztyfcmm8vnzs


CONCEPTUALISING ANALYSINGNAMING THEORISING FUNCTIONALLY CRITICALLY

EXPLICIT TEACHING THROUGH MODELLING, SHARING AND GUIDING

Students collaborate with group members to organise new information in a graphic organiser. (Caroline)

Students add words to a word wall and discuss definitions. (Caroline)

Students to create a “Word Splash” on different words to indicate how they felt after reading the story. (Sharryn)

Students name figurative language and share examples from the text under teacher guidance. (Caroline)

Students to look at colonisation in Australia and draw a timeline of events. (Sharryn)

Students name and discuss various text types and identify the text type of the exemplar text, describe its features and (Caroline)

Students to identify the different key themes within the story and draw and label each one. (Sharryn)

Students make links between the exemplar text and concepts from other learning areas. (Caroline)

Students identify the key concepts of the unit of work by comparing and contrasting books with a similar message. (Caroline)

Students make “Text to Self, Text to Text, and Text to World” connections after reading the story. (Sharryn)

Students respond to prompting questions and ask other students for their opinion, support, or counter argument. (Caroline)

Students to look at their constructed timeline of colonisation in Australia and then link the different themes from the book to the timeline. (Sharryn)

Students interpret the cause and effect of the exemplar text on readers today, including perspectives of Aboriginal and Torres Strait Islander people. (Caroline)

Students create a “Cause & Effect” chart of events in the book. Students to then compare the effects with historical events of Indigenous people during colonisation. (Sharryn)

Students analyse the features of the text type using the 6 Thinking hats. (Caroline)

Students analyse non-fiction text into fact and opinion categories. (Caroline)

Students analyse fiction texts and rel-life experiences. (Caroline)

Students analyse abstract principles from texts such as freedom, love or racism. (Caroline)

Students analysing the authors purpose in writing the text, his/her values and belief systems. (Caroline)

Students will reflect back on the story at the change of colour as the illustrations progress and explore what they think this change symbolises. (Sharryn)

Students identify significant author choices that have been made in texts. (Caroline)

Students analyse possible alternatives to the authors choices in texts. (Caroline)

Students analyse the strengths an weaknesses of the author’s choices in the text. (Caroline)

Students research for evidence to support their point of view about a topic or text. (Caroline)

33


Appendix E. Mapping

34


Appendix F. Sequencing

Learning by Design Short Topic PlannerTopic Foreign Invaders

Purpose To develop student skills and understandings of the quest narrative model to enable students to write a personal narrative in the same literary style at the end of the unit.

How will I find out what my learners already know?Students Think-Pair Share to demonstrate prior knowledge of literary techniques such as emotive language.Students Mingle-Pair-Share understandings of different text types.Think-Alouds to determine experience and understanding of key concepts and literary terms.Create Word Clouds of key words.True False Cards and Thumbs Up / Thumbs Down to teacher directed questions.Mind Mapping using key words and associated issues.

What New experiences will I provide for them?Pre-reading and reading strategies modelled, explicitly taught and/or reinforced.Activities to explore how visual literacy contributes to meaning organised. Comparing and contrasting literal and implied meanings using graphic organisers. Categorise words with positive and negative meaning in charts and tables.Explicit teaching of new animal facts and environmental concepts.

How will I assist learners to grasp new concepts and theories from these experiences?Using analogies, exemplars, excursions, different modes of meaning, and organising concepts into graphic organisers and concept maps.

How will we analyse these experiences – Functionally? And Critically?Refer to anchor charts to determine first, second and third person perspectives.Peer analysis and feedback using a Y-Chart templates.Lists and tables to critically analyse cause and effect relationships.Posing and answering questions in a Round Robin Using the 6 Thinking Hats for analysis and decision-making processes.

How will learners apply their new knowledge – Appropriately? And creatively?Application linguistic functions and vocabulary to oral reading and writing.Application of spelling strategies to writing and editing.Transfer and application of new knowledge to real-world situations.Application of literary expression in a multimodal quest narrative.

35


36


8. RationaleIntroduction

The main purpose of the unit of work for this group of year 5 students was to lay the foundation of knowledge of the quest narrative model which would

enable students to write a personal narrative in the same literary style at the end of the unit. The whole text structure and meaning making would be the

focus of the unit of work as it was hoped that the whole text approach would provide greater meaning to the parts. Activities were developed to determine

student prior knowledge, engage students in authentic experiences to grasp new concepts, analyse the experiences and apply new knowledge both

functionally and creatively, culminating in the creation of a multimodal text. It was important to determine what the group of year 5 students might already

know and be able to do. Therefore, the Australian Curriculum English sequence of content publication (Australian Curriculum Assessment and Reporting

Authority [ACARA], 2016a), the English sequence of achievement publication (ACARA, 2016b) and the Literacy Learning Continuum (ACARA, 2016c) were

used to review the achievement standards and content knowledge of students in years 3 and 4.

Planning

Framing TextFiction and non-fiction texts were reviewed in the New South Wales Suggested text for English k-10 syllabus (Board of Studies NSW, 2012) and it

was decided to use The Rabbits by John Marsden and Shaun Tan as it would provide a number for different literacy concepts which could be used for

assessment tasks [Appendix C].

IdeationCollaboration determined that the framing text provided a number clear links to different concepts making it suitable for linking to the Humanities and

Social Science learning areas for Year 5 as well as general capabilities and cross-curriculum-priority areas [Appendix C].

MappingSorting ideas and learning activities involved a number of steps including mapping to both receptive and productive modes of communication, the

integration of ICT, cross-references to general capabilities and cross-curricular priorities [Appendix E], as well as the 8-knowledge process [Appendix

D].

Assessment

Intended learning outcomes of the teaching unit were determined by reviewing the major teaching emphasises recommended in the First Steps Maps of

Development for Reading, Writing, Viewing, Speaking and Listening (DOE, 2013) to ensure that a clear learning pathway could be developed whereby

37


learning goals, teaching strategies and intended learning outcomes were aligned (Readman & Allen, p. 76). The learning outcomes developed were

observable and measurable, were attainable in the 3-week period of the teaching plan, and included a combination of both literacy, language, and literature

goals. Once the individual aspects of literacy that needed assessing were determined, the types of assessment, the timing of the assessment, the purpose

of the assessment, and the kinds of evidence that could be used to demonstrate the effectiveness of student progress were devised.

EvidenceAssessment of the learning outcomes were interwoven throughout the teaching plan and included assessment of, as, and for learning (Readman &

Allen, 2013, p. xix) as well as constructive alignment (Readman & Allen, 2013, p. 15). Assessment of learning and assessment as learning were

evident throughout the unit of work with activities to determine prior knowledge to assist with the adjustment of instruction to achieve the desired

outcomes. Assessment culminated in a summative assessment of a multimodal narrative to measure the effectiveness of student progress, using the

Year 5 Judging Standards Assessment pointers for English (School Curriculum and Standards Authority [SCASA], 2014). The Summative

assessment rubric included the elements of an effective narrative together with sensory elements and the element of a hero’s journey.

The Teaching Plan

Analysis of student data

Students grouping were provided; however, research was undertaken into the various assessment tools to gain a clear understanding of what each

assessment was designed to test and record. It became clear that students had been grouped according to similar levels of reading, comprehension,

and retelling accuracy, as well as word recognition and spelling developmental level. The triangulation of the data provided a reliable picture of the

individual student strengths and weaknesses, were adequate to inform the teaching plan so the groups were not reconfigured. The literacy focus for

each group was determined by the data with Group 2 requiring a fluency and vocabulary focus, Group 3 requiring additional vocabulary support, and

Groups 1, 4 and 5 requiring a comprehension focus of non-fiction texts. Furthermore, students in all groups demonstrated less proficiency with

comprehension of non-fiction compared to fiction books, indicating a need for a teaching focus on navigating all the parts of non-fiction texts for

meaning making.

38


Related Texts

When choosing related texts, it was decided to choose different text types that were age appropriate. For example, the framing text was a picture

book, so while other texts with the figurative language of personification were sought, it was decided to use both a class novel and short stories to

provide a range of text types. Similarly, when choosing guided reading text, non-fiction titles were chosen that explored similar themes to the framing

text and were suitable for exploring the facts surrounding the narrative text choices as well as meeting the needs of student reading levels. All texts

were evaluated as appropriate as suitable for the unit of work.

Sequencing

The teaching and learning activities were sequenced with the aid of a concept map [Appendix F] to visualise links of content, concepts, learning

areas, and cross curriculum priorities. The LbD Topic Planner template [Appendix F] was also used to sequence activities and link activities to the

knowledge process phases. The activities were designed to promote student interest as well as the development of skills, understanding, and

knowledge by using a variety of teaching and learning strategies which included an excursion to actively construct conceptual understandings of the

‘big idea’. The lessons were also developed to ensure that students were able to follow their own interests and meet the intended learning goals

within the time prescribed (Readman & Allen, 2013, p. 15), and be able to use the skills developed from other learning activities to build on a

repertoire of new knowledge and skills as the program progressed.

Literacies Pedagogies

Primarily Functional pedagogical approach was used throughout the unit, particularly in the way the unit was introduced, scaffolded and gradually moved to

independent construction of student skills and knowledge (Cullip, 2009, pp. 197-198). However, other pedagogies were also used to support learning. For

example, didactic pedagogy was used for mini-lessons for small group work as well as explicit skills teaching for individual students during guided reading,

Authentic pedagogy was demonstrated in collaborative learning and in exploring a range of books by the same author, Critical pedagogy was demonstrated

by exploring environmental issues in the local region, and Multiliteracies pedagogy through modes of learning and systems of meaning (Kalantzis & Cope,

2012).

39


Differentiation

Support for all learners was provided by differentiation of instruction via content, processes, and product throughout the learning experiences (Tomlinson

2000, as cited by Fitzgerald 2016). Additional support for students was demonstrated by adapting the allotted time, pace, and type of response required in

each learning experience, providing more independence and higher order thinking questions for some students, and grouping students in different ways

including small groups, teams, and pairs. For example, during guided reading students were grouped based on their similar reading ability so that the

similar needs of students could be addressed as well as mini-lessons for individual students, whereas during guided writing and the class excursion

students were grouped according to interests and other compatibility factors to increase engagement and motivation.

Conclusion

I was able to make important links between learning theories, literacy pedagogies, the curriculum, and my own pedagogical philosophy while developing

this unit of work and I have been able to put my beliefs into action in a theoretical way. Whilst the teaching plan reflected the overall purpose of the unit of

work and included experiences that would be able to move students through the phases of development in all literacy strands by using a range of contextual

understandings, procedures, conventions, processes, and strategies (DOE, 2013), it also provided authentic communication tasks and demonstrated the

creation of learning environments that would be conducive to active literacy learning.

40


ReferencesAustralian Curriculum Assessment and Reporting Authority, 2016a. English Sequence of Content. Retrieved from

http://docs.acara.edu.au/resources/English_-_Sequence_of_content.pdf

Australian Curriculum Assessment and Reporting Authority. (2016b). English sequence of achievement. Retrieved from

http://docs.acara.edu.au/resources/English_Sequence_of_achievement.pdf

Australian Curriculum Assessment and Reporting Authority. (2016c). Literacy learning continuum. Retrieved from

https://www.australiancurriculum.edu.au/media/3598/general-capabilities-literacy-learning-continuum.pdf

Australian Curriculum Assessment and Reporting Authority. (2016d). Year 5 Level Description. Retrieved from http://www.scootle.edu.au/ec/search?

accContentId=ACHASSK107

Australian Curriculum Assessment and Reporting Authority. (2016e). F-10 Humanities and Social Sciences. Retrieved from

https://www.australiancurriculum.edu.au/f-10-curriculum/humanities-and-social-sciences/hass/

Board of Studies NSW. (2012). Suggested texts for the English K–10 Syllabus. Retrieved from https://syllabus.nesa.nsw.edu.au/assets/global/files/english-

k10-suggested-texts.pdf

Cullip, P, F. (2009). A Tale of Two Texts. Retrieved from http://journals.sagepub.com.dbgw.lis.curtin.edu.au/doi/pdf/10.1177/0033688209105866

Department of Education. (2013). First Steps Literacy. Retrieved from http://det.wa.edu.au/stepsresources/detcms/navigation/first-steps-literacy/

Kalantzis, M. & Cope, B. (2012). Literacies. Melbourne, VIC: Cambridge University Press.

41


Ladwig, J, G., Smith, M., Gore, J., Amosa, W. & Griffiths, T. (2007). Quality of pedagogy and student achievement: multi-level replication of authentic

pedagogy. Retrieved from https://www.aare.edu.au/data/publications/2007/lad07283.pdf

Murdoch, K. (2010). Inquiry Learning. Retrieved from https://lms.curtin.edu.au/bbcswebdav/pid-4961412-dt-content-rid-23444779_1/courses/EDPR3001-

FacHum-1480111336/EDPR3011-DVCEducatio-1466321930_ImportedContent_20151112121046%289%29/Inquiry-Learning_Kath_Murdoch.pdf

Readman, K. & Allen, B. (2013). Practical planning and assessment. Sth Melbourne, VIC: Oxford University Press

School Curriculum and Standards Authority. (2014). English assessment pointers. Retrieved from

https://k10outline.scsa.wa.edu.au/__data/assets/word_doc/0004/168043/Year_5_English_Judging_Standards_Assessment-Pointers_2017.DOCX

School Curriculum and Standards Authority (2017). General Capabilities K-10 Oultine. Retrieved from https://k10outline.scsa.wa.edu.au/__data/print-to-

pdf/api.php?url=https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/languages/ac-languages/ac-languages2/chinese/first-

language-7-10/languages-overview/general-capabilities

42

Documents

Curriculum Links - edufolios.org€¦ · Web viewHumanities and Social Sciences. ... How does the author's word choice affect the meaning and tone of the ... Emphasise the importance