Assessment Task 3

EDLA309369 Literacy Education 2_2016 Alexandra Grycuk, S00170582
Assessment Task 3- Oracy and Writing Skills using My Place by Nadia Wheatley and Donna Rawlins
Plan for the Teaching of an ORACY and WRITING Strategy for Year 5 using a fictional text
RATIONALE
This series of five lessons explore the 1928 chapter of the picture storybook My Place (Wheatley & Rawlins, 2008). The lessons
explore the text type of information narrative, specifically journal entries, with a focus on oracy and writing skills within a year 5 class.
Throughout the lessons students will learn structure, specific language features required for this text type and discover history. The text
type was selected as it may be significant to students through school and personal life making it relatable. These lessons provide an
opportunity for students to collaboratively explore the history of 1928, through research, language and contextual personal experience.
RATIONALE WORD COUNT: 103 words
1
LESSON PLANNING
Literacy Unit learning intention
In this unit we are learning to develop our understanding of information narratives by improving our understanding of the structure and
specific language features such as adverbial phrases, connectives and tenses when writing the body paragraphs (complication) of journal
entries.
Learning behaviours
I need to .
- Ensure that students are actively participating in collaborative work

- Ensure that students are completing their work within the time limits given
- I will encourage and invite students to contribute through discussion

- I will provide a timeline so that students can use effective time management skills
LESSON 1
Learning Structure Resources Assessment Criteria
2
Intentions and Success Criteria
We are learning to WHOLE CLASS FOCUS: Assessment Type

find key
Through read aloud students are introduced to information Wheatley, N. & Rawlins, D. KWL chart- quality of
information in
narratives, and are to create a KWL chart that will support (2008). Newtown, NSW: Walker information
different texts and
their understanding of content knowledge related to writing Books Australia Pty Ltd, chapter
apply our
information narratives. 1928
knowledge to
create a KWL Informal assessment-
chart contribution to
discussion
TASK:
Language
features of this - Discuss themes, 1928 page Success criteria for
text type - K, W of KWL chart whole class
examined in this - Read Aloud 1928, discussion
I am doing well if
lesson: - Discuss prompting questions
- L of KWL chart
Refer, appendix 1
Students can list 3
Tense learnt features in KWL
First/third person chart
DIFFERENTIATION STRATEGY:
Focus group KWL, draw/search images

Students are actively
participating class
OUTCOMES REQUIRED: discussion
Oracy for knowledge; through class discussion of their

understanding of text and construction of KWL charts
INSTRUCTIONAL STRATEGY/IES CHOSEN PROMPTING QUESTIONS:
Read aloud page 1928, ask prompting questions Evaluative- What do you notice about how this story is
told?
3
Evaluative/Text-to-world- What does this mean?

Inferential- What was happening in 1928?
LESSON 2
We are learning to WHOLE CLASS FOCUS: Assessment Type

identify the
Through modelled writing and investigation students are Wheatley, N. & Rawlins, D. Formative assessment;
structural features
informed about the structure of journal entries supporting (2008). Newtown, NSW: Walker understanding through
of an information
their understanding of how they are accurately constructed Books Australia Pty Ltd, chapter discussion
narrative in the
1928
form of a journal
entry
TASK: Informal assessment;
Language features presenting work,
of this text type - Model journal entry- using 1928 information
providing feedback
examined in this - Explore website- Bridies journal entry
lesson: - Annotate/add structural and language features
Success criteria for

Refer appendix 2
whole class
Tense/First/third
person DIFFERENTIATION STRATEGY: I am doing well if
Focus group; highlights key features/compares to

alternative journal entry
Verbs; adverbial Students can accurately
phrases label 3 language
features
Connectives OUTCOMES REQUIRED:
4
Oracy for knowledge; presenting information through

modeled journal
Students can label
Oracy for problem solving and exploring issues; finding missing structural
evidence when deconstructing Bridies journal features of text
Modelled writing; exploration of journal entries Inferential; What type of language feature/word type is
this?
Literal; What is the structure of a journal entry/ 3
features?
LESSON 3
We are learning to WHOLE CLASS FOCUS: Wheatley, N. & Rawlins, D. Assessment Type
locate and use (2008). Newtown, NSW: Walker
Through shared writing and research students knowledge Informal assessment;
important factual Books Australia Pty Ltd, chapter
and understanding will be extended by developing on key observation of work
information in the 1928
ideas when writing a journal entry
text and apply this
information when
writing a shared Questioning/discussion
journal entry TASK:
5
Language features Success criteria for

of this text type whole class
- Brief deconstruction/structure review
examined in this
- Brainstorm specific language and technology, 1928 I am doing well if
lesson:
page
- Pairs research 1928 Refer appendix 3
- Write shared journal, students contribute ideas Students are all
Connectives
participating/able to give
Adverbs ideas when asked
DIFFERENTIATION STRATEGY:
EAL students mixed-ability paired, words to contribute

Students are able to
develop on ideas to form
OUTCOMES REQUIRED: appropriate sentences
for journal entry
Oracy for self expression; through discussion and input to
whole class journal entry
Shared writing of a class journal entry Literal; What should a journal entry look like?
Inferential; what could we say/happen next?
Evaluative; how can we put that into a sentence?
LESSON 4
6
plan and write a (2008). Newtown, NSW: Walker
Through joint ideas, students will show their understanding Roving conferences
journal entry from Books Australia Pty Ltd, chapter
of through sentence types and structure when writing a
our perspective, 1928
journal entry
using factual
information we Formative assessment;
have found viewing entries
TASK:
Language features
of this text type - Pairs research St Patricks day/gender roles, 1928
Success criteria for
examined in this - Plan/brainstorm body/complication
whole class
lesson: - Write body paragraph/s; students perspective
I am doing well if
Sentence types;
adverbial phrases DIFFERENTIATION STRATEGY:
Refer appendix 4
Connectives Mini lesson; Information supplied to students, write simple Students have used 2
sentences sentences which
describe a verb
OUTCOMES REQUIRED:
Students can use 3
Oracy for self expression, oracy for problem solving and
important
Exploring issues; discussing experiences, giving evidence structural/language
in planning, brainstorming features during a
conference
Joint ideas/construction of journal entry, in pairs using roving conferences Evaluative; why do you think that happened?
for assessment Literal; What happened?
7
LESSON 5
apply our (2008). Newtown, NSW: Walker
Through independent writing students will show their Discussion/feedback
knowledge of Books Australia Pty Ltd, chapter
content knowledge and skills related to information
information 1928
narratives through writing the body paragraphs of a journal
narratives and
entry Interim assessment;
factual information
through writing a students work collected
journal entry from and
the perspective of TASK: assessed/information
a character from narrative checklist
- Write body paragraph/s, 1928 perspective
1928 - Share time Success criteria for
Language features whole class
of this text type DIFFERENTIATION STRATEGY: I am doing well if
examined in this
lesson: Template with sentence starters provided
Refer Appendix 5
Students have all written
at least one paragraph in
Tense/First/third OUTCOMES REQUIRED:
the perspective of 1928
person
Oracy for self expression, oracy for knowledge;
Adverbial phrases presentation and explanation of work, giving feedback
I do not have students
Connectives constantly asking for
help in writing their
journal
8
Independent writing of journal entry involving gender roles, technology or What important events occurred?
culture in 1928 What order did they occur?
JUSTIFICATION
Instructional Strategies Used
The instructional strategies used coincide with the I Do, We Do, You Do mantra of the gradual release of responsibility model and the
curriculum cycle (GRR) (Fisher & Frey, 2013; Gibbons, 2002). The following strategies used were utilised in order for students to be
active learners as it is important for them to feel as though they have some control over what and how they are learning (Nolan,
Kilderry, & O'Grady, 2006). Lesson one uses Read Aloud in order to introduce the key themes and language features that are important
to information narrative and will be explored throughout the five lessons (Wing Jan, 2015). It is important in this context, as the students
are able to pick information from the text that the teacher is presenting, while the teacher guides this information and provides a basis
on the factors that will be taught in following lessons (Fisher & Frey, 2013). Modelled writing is used for lesson two in order to show
students how an information narrative in the form of a journal entry should look highlighting different parts of the text. This instructional
strategy being a key part in the I Do part of the GRR allows for the teacher to explicitly teach how the text should be written and what
9
features it includes (Fisher & Frey, 2013; Gibbons, 2002). Albert Banduras social learning theory supports the use of this strategy as
the teacher provides the basis of knowledge about the text to students of which the students observe through modelling (Woolfolk &
Margetts, 2013). If there is any misunderstanding on a students behalf, the teacher can instruct them by modelling what is to be done
(Wing Jan, 2015).
Lesson three; the We Do teaching and learning begins. A shared writing approach is used as it provides the opportunity for the whole
class to have a go at writing a journal entry in conjunction with the teacher. This allows students to apply their knowledge learnt from the
teacher in the previous modelled session to a collaborative activity (Fisher & Frey, 2013). The collaborative nature of this task ensures
that students are hearing each others ideas which contributes to everyones individual learning experience, as they develop their own
learning (Woolfolk & Margetts, 2013). This strategy also requires the teacher to be directly involved in the writing, where the teacher
can add specific features into the journal entry to teach students what they might be missing or to correct students as a whole class
where there may be misunderstandings or mistakes (Fisher & Frey, 2013). Lesson four begins to bridge the gap of We Do to You Do
as there is very little teacher involvement in the joint construction approach. In this stage of the lessons the teacher has already taught
the information required for students to be able to write the body paragraphs of a journal entry. The purpose of students working
collaboratively without guidance via the teacher allows for students to apply their knowledge through communication with each other
and their writing (Fisher & Frey, 2013; Woolfolk & Margetts, 2013). Lesson five is independent writing, the You Do. This strategy was
chosen as it is important for students to be able to individually show what they have learnt about the text type through what they have
written in content and substance (Fisher & Frey, 2013).
10
Needs of the grade level
According to the curriculum, the year five achievement standard for writing states that students create informative and imaginative texts,
use particular vocabulary and grammar including different sentence types (Level 5 - Victorian Curriculum, 2016). Similarly, for speaking
and listening, students clarify content through questioning, contribution to discussion, view perspectives and use specific language
features to show how ideas can be extended (Level 5 - Victorian Curriculum, 2016). When planning these lessons, this was taken into
account as a need for collaborative and social learning to allow for students to get involved and question the topics being explored both
in discussion and writing. Focusing on language features such as adverbial phrases and connectives provided practice for extending
ideas both orally and written.
An important need for any year, especially in upper primary is the need for students to take control of their own learning, hence the
importance for why learning needs to be interesting and relatable (Loreman, Deppeler, & Harvey, 2010; Mitchell, 2008). Motivation is a
key factor in which encourages students to be active learners especially if what they are learning is applicable to their daily lives
(Woolfolk & Margetts, 2013). This is another reason why this text type was chosen, journal entries are something that many students
would and will encounter in their lives.
11
Teaching strategies & Development of oral and written language
As the achievement standards in the Australian curriculum address both oral and written language, by addressing these through
activities within the lessons, students development of such language is being supported. As this unit is focuses on oracy skills the
teaching strategies used encourage the use of spoken language through discussion and collaboration followed by writing. Teaching
strategies used such as whole class discussions in different contexts, annotation and deconstruction of texts and partner work are
supported by Vygotskys social development theory to develop meaning through social interaction (Woolfolk & Margetts, 2013). While
working collaboratively on writing a journal entry students are exposed to knowledge broader than their own putting them in a beneficial
place of Vygotskys Zone of proximal development where they will be able to learn more with the assistance of the teacher and
students encouraging them to have a higher knowledge bank when it comes to doing the independent task (Woolfolk & Margetts,
2013). In supporting both oral and written language development, the use of brainstorms and KWL charts allow for students to write
down what they are thinking and orally communicate this in discussion. When doing so it provides an avenue for other students to
develop on their own knowledge and contribute to others (Mitchell, 2008).
EALD issues
12
It was important to provide differentiation strategies for any EALD issues that allowed for students to actively participate and use their
knowledge rather than suppressing them if they do not understand (Hertzberg & Freeman, 2012). As the lessons have a high focus on
discussion and collaborative work in developing oracy, it was important to keep the highly communicative element when creating
differentiations for students who may not be predominantly English speaking (Hertzberg & Freeman, 2012; Wing Jan, 2015). This is
reflected in the lessons, as EALD students will still be completing the same tasks, rather simplified versions. The first lesson allows for a
focus group where students can draw or search images on the internet relating to what they know or understand, where they can also
translate words if need be. This assists EALD students in their language development as they can link words and images (Hertzberg &
Freeman, 2012). Lesson 2 involves having the same journal entry as the class, but also having another journal entry that has the
missing elements on it. Through making comparisons this task is emphasising what the students are looking for in the text, supporting
development (Mitchell, 2008). Lesson three has students in mixed-ability pairings supporting the social aspect of learning for these
students (Hertzberg & Freeman, 2012). Lesson fours differentiation has information supplied to the students rather than them
researching where they can write simple sentences about the information. For the independent lesson a template is provided to these
students so that it is clear what is specifically required from the students. The ways in which these students are catered for would
depend on the severity of the situation but the differentiations provided are general strategies that can be developed on if need be.
LESSONS AND JUSTIFICATION WORD COUNT: 2249 words (incl. headings)

APPENDICES: APPENDIX 1
13
Retrieved from
https://www.google.com.au/search?
q=kwl&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjbsv2YgOvPAhUC2WMKHT26BzAQ_AUICCgB&biw=1411&bih=706#imgrc=JaHDTObz6Pfp6
M%3A
APPENDIX 2
My Place. (2016). Abc.net.au. Retrieved from http://www.abc.net.au/abc3/myplace/
Dear Diary, 13th 14

April, 1928
Today sucks!
Day,
Date
Salutation
Opening
Body APPENDIX 3
Anyway, enough for

now,
Closing/Ending Statement Bridie

15
Sign of
APPENDIX 4
16
1928 FACT SHEET

Children went to school if their families
had enough money
Men worked (Bridies Dad worked at the
Brickworks)
Females did housework: washing dishes,
cleaning the house, washing clothes
Sometimes this was a job, they would get
paid for doing this
Children would look after their younger
siblings when no one was home (Bridie
look after her baby brother)
Retrieved from
http://img.freepik.com/vrije-vector/notitieblok-en-potlood_1021-
102.jpg?size=338&ext=jpg
APPENDIX 5 TEMPLATE
17
Dear Diary,
Today was a fun day.
This morning I.
After lunch I went
It was fun because
Written in
perspective of
character in 1928
Or in present day if
difficult for student
Image retrieved from
REFERENCES: http://www.stnicholasnewchurch.com/uploads/images/diary-md.png
18
Fisher, D. & Frey, N. (2013). Better Learning through Structured Teaching: A Framework for the Gradual Release of Responsibility (2nd
ed.). Alexandria, Va.: Association for Supervision and Curriculum Development.
Gibbons, P. (2002). Scaffolding language, scaffolding learning: Teaching second language learners in the mainstream classroom.
Portsmouth, NH: Heinemann.
Hertzberg, M. & Freeman, J. (2012). Teaching English language learners in mainstream classes. Marrickville Metro, N.S.W.: Primary
English Teaching Association Australia.
Level 5 - Victorian Curriculum. (2016). Victoriancurriculum.vcaa.vic.edu.au. Retrieved 18 October 2016, from
http://victoriancurriculum.vcaa.vic.edu.au/level5
Loreman, T., Deppeler, J., & Harvey, D. (2010). Inclusive education. London: Routledge.
Mitchell, D. (2008). What really works in special and inclusive education. Abingdon [England]: Routledge.
My Place. (2016). Abc.net.au. Retrieved 9 October 2016, from http://www.abc.net.au/abc3/myplace/
Nolan, A., Kilderry, A., & O'Grady, R. (2006). Young children as active learners. Watson, ACT: Early Childhood Australia.
Wheatley, N. & Rawlins, D. (2008). Newtown, NSW: Walker Books Australia Pty Ltd.
Wing Jan, L. (2015). Write Ways (4th ed.). South Melbourne: Oxford University Press.
19
Woolfolk, A. & Margetts, K. (2013). Educational Psychology (3rd ed.). Frenchs Forest: Pearson Australia.
20

Assessment Task 3

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Assessment Task 3

Uploaded by

Copyright:

Available Formats

EDLA309369 Literacy Education 2_2016 Alexandra Grycuk, S00170582

RATIONALE WORD COUNT: 103 words

Literacy Unit learning intention

- Ensure that students are actively participating in collaborative work

- I will encourage and invite students to contribute through discussion

Intentions and Success Criteria

We are learning to WHOLE CLASS FOCUS: Assessment Type

Focus group KWL, draw/search images

Oracy for knowledge; through class discussion of their

Evaluative/Text-to-world- What does this mean?

We are learning to WHOLE CLASS FOCUS: Assessment Type

Success criteria for

Focus group; highlights key features/compares to

Oracy for knowledge; presenting information through

INSTRUCTIONAL STRATEGY/IES CHOSEN PROMPTING QUESTIONS:

Language features Success criteria for

EAL students mixed-ability paired, words to contribute

INSTRUCTIONAL STRATEGY/IES CHOSEN PROMPTING QUESTIONS:

Instructional Strategies Used

(Wing Jan, 2015).

written in content and substance (Fisher & Frey, 2013).

Needs of the grade level

ideas both orally and written.

would and will encounter in their lives.

Teaching strategies & Development of oral and written language

develop on their own knowledge and contribute to others (Mitchell, 2008).

LESSONS AND JUSTIFICATION WORD COUNT: 2249 words (incl. headings)

Dear Diary, 13th 14

Anyway, enough for

Closing/Ending Statement Bridie

1928 FACT SHEET

After lunch I went

It was fun because

ed.). Alexandria, Va.: Association for Supervision and Curriculum Development.

Portsmouth, NH: Heinemann.

English Teaching Association Australia.

Level 5 - Victorian Curriculum. (2016). Victoriancurriculum.vcaa.vic.edu.au. Retrieved 18 October 2016, from

My Place. (2016). Abc.net.au. Retrieved 9 October 2016, from http://www.abc.net.au/abc3/myplace/

You might also like