ECL310 Assignment 1

Middle Years Learner Profile and Plan.

By Jacinda Galgano (#210677081)
Introduction
Two students from the Middle Years (5/6) identified as Meg and Eleanor have been assessed as part
of this assignment. Both students were assessed on their reading and writing using probe's and
comprehension questions at different reading levels and on the planning and editing that took place
during the writing of a persuasive piece. The strengths and areas of need were assessed and from
this, two mini lessons were devised in order improve both Meg and Eleanor's reading, writing and
comprehension skills.
Learner Profiles
Student One: Meg
Strengths

Skill
Reading: A strength is
Meg's phrasing and
pronunciation of words.

Writing: A strength for

Meg is her three clear
arguments used to back up
her position. They are not
only stated clearly but
separated into paragraphs
creating a good, clear
structure to her writing.

Evidence
Pronounces
words very well
and uses correct
phrasing most of
the time
Corrects herself if
she
mispronounces a
word
Re-reading
sentences if not
phrasing correctly
Able to
pronounce more
difficult words
such as 'perched'
and 'squawked'
The concept map
showing Meg's
clear argument.
She also used the
concept map to
help separate her
writing into
paragraphs
The use of the
phrases 'my first
argument is' and
'well for my
second protest'
and 'finally'

Link to AusVELS
Level 4: Read different
types of texts by
combining contextual ,
semantic, grammatical and
phonic knowledge using
text processing strategies
for example monitoring
meaning, cross checking
and reviewing (ACELY1691)

Level 3: Understand that

paragraphs are a key
organisational feature of
written texts (ACELA1479)
Level 3: Plan, draft and
publish imaginative,
informative and persuasive
texts demonstrating
increasing control over text
structures and language
features and selecting
print, and multimodal
elements appropriate to

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Areas of Need

Reading: The rate and

speed at which Meg reads.

Writing: Meg needs

improvement with her
punctuation. More
specifically, her insertion of
commas, and apostrophes
on contraction words.

Clear
introduction,
body paragraphs
and conclusion
evident

the audience and purpose

(ACELY1682)

Reading too fast

at times
This is causing her
to miss words
from sentences or
change words
Made small
mistakes such as
'the parrot'
instead of 'my
parrot because
reading at a faster
pace
We're spelt as
were in the first
paragraph
Well for my
second protest it
is unfair that
were (comma
required after the
word 'protest' and
apostrophe
needed in 'were')

Level 2: Read less

predictable texts with
phrasing and fluency by
combining contextual,
semantic, grammatical and
phonic knowledge using
text processing strategies,
for example monitoring
meaning, predicting,
rereading and selfcorrecting (ACELY1669)

Level 4: Understand how

texts are made cohesive
through the use of linking
devices including pronoun
reference and text
connectives (ACELA1491)

LEVEL 1.5: Identify and use

punctuation, including full
stops, question marks,
exclamation marks,
commas and capital letters
(ACELA1465)
LEVEL 3: Know that word
contractions are a feature
of informal language and
that apostrophes of
contraction are used to
signal missing letters
(ACELA1480)

Student Two: Eleanor

Strengths

Skill
Reading: Eleanor's fluency
whilst reading can be
considered a strength.
More specifically, her use
of intonation and stress.

Evidence
Uses expression
and tone whilst
reading (varies
her voice in tone,
pitch and volume
very well to
reflect meaning)
Emphasises
particular words
using a louder
tone and a softer
tone for others
Loud and clear

Link to AusVELS
Level 6: Identify the
relationship between
words, sounds, imagery
and language patterns in
narratives and poetry such
as ballads, limericks and
free verse (ACELT1617)

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Writing: Eleanor's use of
techniques to persuade
the writer can be seen as
her strength. More
specifically, her use of
persuasive techniques such
as descriptive language,
exclamation marks and
questioning.

Areas of Need

Reading: The rate and

speed at which Eleanor
reads.

Writing: Eleanor needs to

improve on her
punctuation. More
specifically, her use of
apostrophes in contraction
words and insertion of
comma's to improve her
sentence structure.

voice
A lot of accuracy
when reading
Descriptive
language used
such as
'horrendous'
Exclamation
marks on strong,
emotional
statements: 'Its
like the school is
dictating our lives
and taking away
our voices and
freedom!'
Questioning
examples: 'We
know what we
need and want so
why cant we say
so?'
Reading at a fast
pace and speed
Was specifically
told to slow down
at one point
Mispronouncing
words such as
'voyage' and
'civilisation'
because not
giving herself
enough time to
comprehend
word
Difficult to
understand
certain sentences
due to fast speed
Can't, we're, isn't
written with no
use of
apostrophes
Commas: 'The
macs hardly ever
work, the frog bog
is a flop and the
running track has
been torn up so
many times that
there is hardly any
left' (could have
inserted a comma
here)

LEVEL 4: Creating richer,

more specific descriptions
through the use of noun
groups/phrases (for
example, in narrative texts,
their very old Siamese
cat; in reports, 'its
extremely high mountain
ranges')
Level 5: Understand how
noun groups/phrases and
adjective groups/phrases
can be expanded in a
variety of ways to provide
a fuller description of the
person, place, thing or idea
(ACELA1508)
Level 2: Read less
predictable texts with
phrasing and fluency by
combining contextual,
semantic, grammatical and
phonic knowledge using
text processing strategies,
for example monitoring
meaning, predicting,
rereading and selfcorrecting (ACELY1669)

LEVEL 3: Know that word

contractions are a feature
of informal language and
that apostrophes of
contraction are used to
signal missing letters
(ACELA1480)

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Based upon these strengths and areas of need, it was noticed that Meg and Eleanor would both
benefit from a focus on punctuation, although they are both at two different levels. They would also
benefit from reading the same level of text because the main focus needs to be on lowering their
rate/speed. Both students to show strengths in different aspects of fluency, and Eleanor is at a
higher reading level than Meg but the focus and will help to improve both their reading skills and
comprehension.
Mini-Lessons
Reading
Lesson Focus:
The lesson focus for this mini-lesson will be on rate/speed. The lesson will be highly focused on
helping both Meg and Eleanor to read at a slower rate, so that they are able to improve in
comprehension and fluency. Meg is at a lower reading level than Eleanor, but her rate is at a slightly
more advanced level than Eleanor from the Probe test. Eleanor is at a higher reading level, but she
struggles more than Meg does to read at a correct speed (not too fast and not too slow). Both
students are still at the stage where they are still learning to 'read less predictable texts with
phrasing and fluency by combining contextual, semantic, grammatical and phonic knowledge using
text processing strategies' (AusVELS, Level 2). Their overall reading ability is at a much higher
AusVELS level, but when specifically focusing on rate/speed, further improvement is still required.
Therefore, this mini-lesson will benefit the both of them and will be highly educative.
Resources:

Interactive Whiteboard

Pencils

Sticky Notes

The Rain Flower (2005) by Mary Duroux

2 x short theatre play scripts

Highlighters (so students can highlight their characters parts on the script)

Introduction:

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The lesson will be introduced to students through a brainstorming activity where the students will
be given a sticky note each, and will be given 2-3 minutes to answer the question 'What makes a
good reader?' The students will write their points on a poster created by the teacher (See Reading
Appendix A). The teacher will write down and explain any other skills that make a good reader
(focusing heavily on fluency). The teacher can ask questions to guide students thinking such as 'does
a good reader read at an extremely fast pace, a clear, medium pace, or an extremely slow pace?'.
The teacher will then notify students that the focus of the lesson will be on reading fluency.
Elaboration:
To demonstrate the focus, the teacher will use the technique of modelled reading. A simple, not to
complex text will be used for this titled The Rain Flower (2005) by Mary Duroux. The teacher will
display pages from this text on the interactive whiteboard for students to see clearly (See Reading
Appendix B). The teacher will read one page at a really fast pace/speed with a few mistakes and the
next at a normal speed with no mistakes. The students will then identify which one was an example
of a good reader and why. Students will then read one page each, and after they finish reading the
students will critique each others reading, specifying what they did well and what they could
improve on. The teacher will guide the students here if they are unsure. This technique is known as
peer evaluation, and is a form of formative assessment as the teacher is monitoring student
learning.
Practice:
Student's will complete the 'Readers Theatre' activity (derived from Myread, 2002) together,
although they will be assessed individually by the teacher through observation. This activity involves
students taking the part of a certain character in a role play, and reading the script aloud (See
Reading Appendix C). This will allow them to use the knowledge they have just gained from the
introduction and elaboration, and further enhance their reading skills. They have the opportunity to
build on their fluency skills and focus on their rate/speed, as well as other fluency skills such as
expression, phrasing, intonation, pausing and stress. After a few rehearsals, the students will have
the opportunity to perform their role play to the teacher (summative assessment although not
graded). It is their choice whether they wish to just simply read the script allowed, or incorporate
acting.

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Review:
To finish the lesson, the teacher will provide feedback to both students, and students will discuss
things they believe they did well and things they may still need to improve on. The teacher will reenforce the topic of the lesson, things that make a good reader and that good writing also helps us
to become good readers (linking to next lesson on writing).
Writing
Lesson Focus:
The lesson focus for this mini-lesson will be on punctuation. More specifically, the focus for both
Meg and Eleanor will be on insertion of comma's and apostrophes in contraction words. Both
students need to 'Know that word contractions are a feature of informal language and that
apostrophes of contraction are used to signal missing letters' (AusVELS, Level 3). Meg also needs to
focus on identifying and using 'punctuation, including full stops, question marks, exclamation marks,
commas and capital letters' (AusVELS, Level 1.5). Although Eleanor is far more developed than Meg
in this aspect, she will still benefit from developing these skills as it was noticed that sometimes she
did not insert comma's when they were necessary in her writing piece.
Resources:

Interactive Whiteboard

Butcher Paper for the Concept Map

Whiteboard Markers

'Punctuation Flash Cards'

'Fill in the punctuation worksheet' for use on interactive whiteboard

'Punctuating a paragraph' worksheet

Pencils

Rubbers

Introduction:
The lesson and chosen focus will be introduced to the students through the completion of a concept
map. Before the concept map is created, the teacher will specifically notify students that the lesson
focus will be on punctuation. On butcher's paper, with the word 'punctuation' written in the middle,

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and the teacher will write down the ideas from the two students. Questions will be used to prompt
the students and guide their thinking, if it is noticed that the students need assistance. See Writing
Appendix A for a concept map example.
Elaboration:
In order to demonstrate the focus, together Meg and Eleanor will complete the 'Punctuation Flash
Cards' activity (See Writing Appendix B) where they will be given two sets of flash cards. One set will
have the names of the different types of punctuation, while the other set will have the meaning of
those types of punctuation. Whilst sitting on the floor, the students will have to match the correct
meanings to the names and lay them out for the teacher to see. After this is completed, the
students will share this with the teacher, and if it it noticed by the teacher that certain meanings do
not match up, the teacher will guide the students to the correct meaning through the strategy of
questioning. Followed by this, the teacher will display a 'Fill In A Punctuation' worksheet (See
Writing Appendix C) on an interactive whiteboard, and through the technique of modelled writing,
the teacher will fill out this worksheet with the help of the students, deliberately making a few
mistakes for Meg and Eleanor's benefit (not putting an apostrophe on a contraction word and not
inserting a comma). The teacher will then go through each sentence in the paragraph and discuss
with the students whether the punctuation has been filled out correctly, and identifying the
mistakes whilst guiding them if required. These activities are both forms of formative assessment as
they are both used by the teacher to monitor the students' learning and identify their individual
strengths/weaknesses.
Practice:
Individually, students will complete a 'Punctuating a Paragraph' worksheet using pencil (See
Appendix D). This is a form of summative assessment as the teacher will be evaluating what the
students have learnt, if they have improved and what still needs to be worked on. Meg and Eleanor
will both receive the same paragraph. Although they are at different learning levels, they show the
same weakness. Although it is not necessarily a test, students will complete this task on their own
with no help from one another or the teacher. The teacher will assess the worksheets after the
lesson.
Review:

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Lastly, a there will be a short reflection on the lesson where the teacher will re-enforce the topic of
the lesson and the main points that the teacher wants the students to know (referring back to the
concept map). To finish, students will be asked to share one thing they have learnt, one thing they
found easy and one thing they found difficult in the lesson.
Rationale:
Both Meg and Eleanor's reading were assessed through AusVELS (2014) as well as the Assessing
Fluency Scale by Pinnell & Fountas (See Reading Appendix D). Meg and Eleanor's area of need is
rate/speed. This was evident as both students were reading at a fast pace, causing their reading to
be unclear at times, and causing them to make mistakes or change words. They were placed at an
AusVELS (2014) level 2 (see table for description), but should already be passed this stage. Their
rate should be around a level 3-4. On the fluency scale, they seemed to be at higher levels in all
aspects of fluency except rate. They were again on a level 2, while their phrasing, intonation,
pausing and stress averaged from levels 3-4. This analysis determined the focus of the mini-lesson.
The chosen focus of the lesson will improve not only the students rate, but also other aspects of
fluency making it highly educative. A key element in learning how to read is oral language and both
students areas of need relate to oral language, and their understanding of phonology, morphology,
syntax and pragmatics. According to Winch et. al. (2010, p. 50), oral language is important in literacy
learning as it is developmental, and 'involves learning how to use language in different contexts'.
The particular teaching approaches used are modelled reading, using prior knowledge and
questioning. These are known to improve the quality of the lesson and its pedagogical value.
Effective teachers use modelled reading to 'model the way effective readers read, using phrasing
and expression, and pausing at difficult or unfamiliar words to demonstrate the strategies needed
to work out the word' (Winch et. al., 2010, p. 151). The activities were specifically chosen so the
students can expand their reading skills (improving on their rate will improve on their overall skills).
The brainstorming activity will allow students to use their prior knowledge to determine skills that
good readers display. It is also a form of formative assessment as the teacher is able to determine
the knowledge each student has on reading and what they find important. The use of modelled
reading was chosen so student's could hear a clear example of what a good reader sounds like, and
they can follow this. They will also hear what a reader shouldn't sound like, which will help them to
improve. The formative assessment of peer evaluation when students read a page each from the

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text is a great way for not only the students to learn, but also for the teacher to identify students
knowledge on reading and their skills. Evaluating and critiquing assist the students in understanding
what they do well, and what they still need to work on in the future.
The 'Readers Theatre' activity was chosen based on the information displayed on the MyRead
(2002) website. It not only 'reinforces the importance of expression, projection, intonation, pace
and rhythm in oral reading' but also allows the students to gain understanding in the meaning of
the story, oral expression and the role of characters in an engaging and interesting way (MyRead,
2002). Meg and Eleanor can also listen to each other improve, which can be a guide for them in
becoming better readers. The formative assessment of observation was chosen over summative
assessment because students may feel pressured and less likely to read at their best if they knew
they were being graded. The teacher is able to assess the students this way without them knowing.
Providing feedback at the end of the lesson allows the teacher as well as the students to evaluate
their reading.
The reading lesson can be an extension from the writing lesson as improvement in punctuation
skills will assist in the development of Meg and Eleanor's reading fluency (although they are not
directly related activities). Both students writing were assessed through AusVELS (2014) along with
a writing assessment form by Winch et. al. (2010, p. 380). It can be viewed in Writing Appendix E.
Their common area of need was on punctuation. This was evident as they both were not placing
apostrophes (on contraction words) when required, along with commas. They were both placed at
an AusVELS (2014) Level 3, although Meg had a slightly lower level standard of 1.5 (see table for
descriptions). On the writing assessment form, they seemed to be at higher levels in all aspects of
writing except punctuation (known as correct, accurate copy on the form). Their content,
organisation, word choice and style & grammar averaged from levels 3-4, while their punctuation
was lower at levels 2-3. This assessment determined the focus of the mini-lesson. The chosen focus
of punctuation will help to improve the students overall writing skills, and will help to build their
level of knowledge. McCarrier, Pinnell & Fountas (2000, p. 102) states that punctuation 'assists the
reader in gaining meaning from the text' and that writers must be able to use punctuation
conventions in order to become an effective writer. Also, according to Winch et. al. (2010, p. 315),
punctuation 'allows the writer to show expression, to communicate rhythm and tone. It shows the

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reader how a text should be read aloud'. Therefore, punctuation is a very important aspect for Meg
and Eleanor to learn and improve on.
The teaching approaches used in this lesson were using prior knowledge, questioning, and modelled
writing. Using prior knowledge helps to make connections with their past experiences and what
they are currently learning, building their comprehension of the topic. Questioning is also an
important strategy as it keeps the students engaged, and guides their thinking. Modelled writing is
similar to modelled reading as it assists leaners in becoming effective writers through modelling by
a professional. The activities were specifically chosen to improve Meg and Eleanor's punctuation.
The concept map allows students to predict and use their prior knowledge with the guidance of the
teacher to determine the meaning of punctuation, types of punctuation, and why punctuation is
useful in writing and reading. The flash cards activity, allows students to be actively involved in the
learning process as they are the ones giving meaning to terms with the help of the teacher. The 'Fill
in the Punctuation' worksheet activity was chosen so the teacher can model how to both punctuate
correctly and incorrectly, and see if students notice this. This is a form of formative assessment as
the teacher is assessing their knowledge throughout the lesson.
The 'Punctuate a Paragraph' worksheet was chosen so students could participate in a session of
independent writing. It is handed to the teacher and is a form of summative assessment as the
teacher can evaluate their knowledge on the topic. Independent writing enables both students to
'take responsibility for their own work' and to concentrate on the particular focus given ( Winch et.
al., 2010, p. 226). It is a time for them to apply the knowledge they have learnt and a time to
improve. The short review at the end of the lesson gives students the chance to express what they
learnt, anything they are struggling with and any questions they may have on the topic.
Furthermore, the explicit reading technique followed in the planning of these lessons has been
'highlighted as an effective approach to literacy pedagogy that directly influences literacy learning'
(MyRead, 2002).

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References
Duroux, A. (2005). The Rain Flower, Aboriginal Studies Press, Canberra, Australian Capital Territory.

Jumpstart, 2007, 'Punctuate the Paragraph', Knowledge Adventure Inc., retrieved 8th August 2014,
<http://www.jumpstart.com/common/punctuate-the-paragraph-1>.

Kids Incorporation, 2008, 'It's My Looks!', Kids Inc., retrieved 8th August 2014,
<http://www.kidsinco.com/2009/06/its-my-looks/>.
McCarrier, A., Pinnell, G. & Fountas, I. (2000), Interactive Writing, Heinemann, Portsmouth, New
Hampshire.
MyRead. (2002). 'MyRead: Strategies for Teaching Reading in the Middle Years', Commonwealth of
Australia, retrieved 6th August 2014, <http://www.myread.org/>.
Teaching Ideas, 1998, 'Fill In The Punctuation', Teaching Websites, retrieved 6th August 2014,
<'http://www.teachingideas.co.uk/english/punct.htm>.
Victorian Curriculum and Assessment Authority (AusVELS), 2014, 'AusVELS English Curriculum', State
Government of Victoria, retrieved 6th August 2014,
<http://ausvels.vcaa.vic.edu.au/English/Curriculum/F-10>.
Winch, G., Johnston, R., March, P., Ljungdahl, L. & Holliday, M. (2010), Literacy Reading, Writing and
Childrens Literature (4th edition), Oxford University Press, South Melbourne, Victoria.

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