EDLA309369 Literacy Education 2_2016

Assessment Task 3- Oracy and Writing Skills using My Place by Nadia Wheatley and Donna Rawlins

PART A: RATIONALE OF TEXT

During my lessons students will be looking at the text My Place written by Nadia Wheatley as the basis to explore
education which is an underlying theme of the book. Specifically students will be learning to research and discuss what
schooling was like for children in the late 1800s, hence will be focusing on chapters 1858-1898. Using their research
students will then select a character from one of these chapters writing from their perspective in order to create an
information narrative that describes an event which happened to them at school. I have selected this text type as it allows
students to discover and write about the rich factual content within the book while simultaneously allowing them to explore
their own imaginations and creativity.

Literacy Unit learning intentions

In this unit we are learning to..

Develop an understanding of what schooling was like in the late 1800s

Explore and use various language features specific to writing an information narrative
Research and incorporate factual information relevant to my writing
Engage in discussions with peers to improve writing process and product

Learning Behaviours
I need to ..

Research and present information on a specific aspect of education in the late 1800s
Use research to inform my writing
Develop fictional character profiles using inspiration from select character in My Place
Create a logical orientation, complication and resolution for my information narrative
Write from first person perspective of chosen My Place character
Edit my peers work to ensure use of logical writing structure and rich noun groups

Note: These will be visible to students each lesson

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LESSON 1
Learning Structure Resources Assessment Criteria
Intentions and Success Criteria
Explore and WHOLE CLASS FOCUS: My Place, Assessment Type
research Oracy Focus: Presentation skills, collaborative Wheatley N. and Presentations of
education in discussions Rawlins, D.(1987). information and
late 1800s Learning Cycle: Building text knowledge Australia: Collins relevance of
with Introduce students to My Place read 1878 Dove Publishers, research
inspiration chapter Pages 1878
from My Students watch Henrys life Success criteria for
Place Footage of school generates discussion on Henrys life whole class
Synthesise education in late 1800s http://www.mypla
and present ce.edu.au/teachin Inform audience on
research TASK: g_activities/1878_ aspects of
clearly Students work in 3 groups to research schooling - schooling in the
Language _before_time/187 late 1800s
in late 1800s
Features 8/1/henrys_life.ht Work
Each group explore a sub-topic:
ml collaboratively
School building & facilities
Factual Classroom materials & uniforms Present
information Ipads information clearly
Rules, expectation & punishment
Students use iPads to access resources & record
Butchers Paper
information on butchers paper
Refer Appendix 1.1
http://www.history
Students present information which together
australia.org.au/if
create a cluster diagram for future lessons haa/schools/evelu
Refer Appendix 1.3 tio.htm

DIFFERENTIATION STRATEGY: http://teacher.sch

Picture chat - facilitates discussion of 1800s olastic.com/lesson
education repro/lessonplans/
Refer Appendix 1.2

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STW oldendays.htm#s
Explore website with teacher to answer chool
wonderings and record
Word wall developed in books http://education.s
overeignhill.com.a
CURRICULUM OUTCOMES: u/media/uploads/
(VCELA333) SovHill-Schoollife-
notes-ps1.pdf

INSTRUCTIONAL STRATEGY/IES CHOSEN PROMPTING QUESTIONS:

Modelled reading teacher reads chapter demonstrating critical Appendix 1.4
questions about text purpose and factual information

LESSON 2
Learning Structure Resources Assessment
Intentions Criteria and
Success Criteria
Construct a WHOLE CLASS FOCUS: My Place, Wheatley Assessment Type
profile of a Oral language focus: Discussion of characters N. and Rawlins, D. Complete character
character Teaching Learning Cycle: Building the field (1987). Australia: profile and deep
featured Teacher reads chapter 1848 and as a class Collins Dove discussion of these
between practice creating character profile on Johanna Publishers, page
1858-1898 using template 1848 Success criteria for
of My Place Teacher has photo copies of decades 1858- whole class
Use 1898 for students to refer to once they select Butchers paper
descriptive one Establish at
words Photocopies of least 10

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Language chapter 1858-1898 words/sentence

features TASK: My Place s for each
Students develop own character profile on section of
First person template character
voice Refer Appendix 2.1 profile
Students describe their characters in groups Consider whose
of 5 or 6 perspective I
Students are encouraged to ask questions will take in my
and share thoughts story

DIFFERENTIATION STRATEGY:
Students draw image of Johanna
Teacher creates list of characteristics on post-
it notes
Through discussion students agree which
they feel suit the character
Selected words will be written out

CURRICULUM OUTCOMES:
(VCELA333)
INSTRUCTIONAL STRATEGY/IES CHOSEN PROMPTING QUESTIONS:
Independent writing students spend time independently Appendix 2.2
developing character of choice

LESSON 3
Learning Structure Resources Assessment
Intentions Criteria and
Success Criteria

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EDLA309369 Literacy Education 2_2016

Follow text- WHOLE CLASS FOCUS: My Place, Assessment Type

type Oral focus: Constructive feedback on story maps Wheatley N. Logical beginning,
structures Teaching Learning Cycle: Modelling the text type & and Rawlins, middle and end
as we plan Independent writing D.(1987). which reflects
for writing Teacher refers back to Johanna, using character profile Australia: research
Draw from and class research brainstorm ideas for story Collins Dove
factual Explicit show thinking and processes to create a Publishers p. Success criteria
information setting, complication & resolution for character 1848 for whole class
to assist in Butchers
writing TASK: paper Created a
Language Students create a setting, complication and resolution logical
Feature: for their story using template Cluster orientation,
Refer Appendix 3.1 Diagram (from complication
Text lesson 1) and resolution
Circle within a circle to conclude students share their
structure work with partner for a brief minute, inside circle will Include at
Wing Jan p. least 5 key
rotate so students have chance to share & listen to
286 details from
several different stories
cluster
DIFFERENTIATION STRATEGY: diagram
Continue focus on Johanna
Students brainstorm ideas for an orientation,
complication and resolution
Teacher writes ideas on board, students select one
from each and expand upon these
Continue word bank

CURRICULUM OUTCOMES:
(VCELA335)
INSTRUCTIONAL STRATEGY/IES CHOSEN PROMPTING QUESTIONS:
Modelled writing teacher creates outline for each 3 parts Refer Appendix 3.2
of story, modelling how to draw information from

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character profile and cluster diagram

LESSON 4
Learning Structure Resources Assessment
Intentions Criteria and
Success Criteria
Draft an WHOLE CLASS FOCUS: My Place, Wheatley N. Assessment Type
information and Rawlins, D.(1987).
narrative Oral Language: constructive feedback Australia: Collins Dove Cohesive story
using story Teaching Learning Cycle: Joint construction Publishers, p. 1848 board draft
board & Independent writing using first
format Refer back to My Place 1848 person
Consistently Teacher briefly demonstrates drafting a Butchers paper Sharing and
write from story board for Johanna explicitly showing discussion of
first person use of first person work
perspective
Use images TASK: Success criteria
to add for whole class
meaning Students begin drafting their stories in
and logical books using story board format Create a
order to our Students must expand upon structure number of
stories created in previous lesson scenes which

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Language Feature: Upon conclusion students meet in author expand on our

circles to discuss drafted stories orientation,
First person Students provide feedback to peers on complication
voice sense of events and well developed and resolution
Structure perspective Consistently
write from my
DIFFERENTIATION STRATEGY: characters
Guided writing students and teachers perspective
create a storyboard draft on butchers paper Draw image
Students have discussions and share ideas for each scene
to agree on logical series of events to add
Refer word bank for assistance descriptions to
people and
OUTCOMES REQUIRED: places in my
(VCELA335) story
INSTRUCTIONAL STRATEGY/IES CHOSEN PROMPTING QUESTIONS:
Modelled writing followed by independent writing students Refer Appendix 4.1
need explicit demonstration in order to complete the task

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LESSON 5
Learning Structure Resources Assessment
Intentions Criteria and
Success Criteria
WHOLE CLASS FOCUS: My Place, Wheatley N. Assessment Type
Edit draft and Rawlins, D.(1987).
to Oral language: Communication to edit Australia: Collins Dove Thorough editing of
enhance work Publishers, 1848 peers work using red
descriptiv Teaching Learning Cycle: Modelling text pen
eness of type & independent writing Butchers Paper (teacher
language Explanation of nouns and creating rich has pre-written sentences Success criteria
Identify noun groups with nouns) for whole class
rich noun Identify sentences with nouns in chapter
groups in 1848 and those written by teacher in her I have located
writing draft Wing Jan p. 46 + 47 at least 15
Teacher has students discuss and nouns to build
Language demonstrate ways they would add upon
Features description to the noun in their writing Worked in
using these examples collaboration
Rich noun to re-write
groups TASK: sentences for
Students locate nouns within their work these nouns
With a partner write different ways to add
descriptions to noun
Re-write in a sentence underlining new
noun group

DIFFERENTIATION STRATEGY:
Students identify nouns in drafted
storyboard with teacher assistance
Students select words from super

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adjectives template to create more

descriptive sentences
Continue word bank
Refer Appendix 5.1

OUTCOMES REQUIRED:
(VCELA333)

INSTRUCTIONAL STRATEGY/IES CHOSEN PROMPTING QUESTIONS:

Shared writing - students gets up and edits My Place Refer Appendix 5.2
sentences and teachers work to find different and effective
ways to incorporate rich noun groups in writing

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JUSTIFICATION 1200

Evidence of your reading of research for your instruction strategies

In creating a series of lessons which explore information narrative writing using the text My Place written by Nadia
Wheatley I have selected a variety of instructional strategies suited to the language features of text being developed. The
overall aim of these strategies are to offer opportunities for students to extend their knowledge and skills for planning,
writing and editing an information narrative through whole-class explicit teaching consolidated through independent or
group practice. In my first lesson I will conduct a modelled reading session whereby a chapter of the text is read to
students. Wing Jan (2015) notes this is useful for directing students focus towards specific aspects of the text, which in this
lesson will be on purpose of the text, information reflected in the text and first person perspectives. In lesson 2 students will
engage in independent writing where they will develop their selected My Place characters while considering knowledge
gained in the previous lesson. This tasks requires little teacher instruction since it is more so about affording children with
opportunity to use their own imagination to develop a main character which will be key to establishing a thorough writing
perspective. This strategy allows students to use literary skills and apply them in context (Wing Jan, 2015). Modelled writing
will be used in lesson 3 and 4 as teacher provides explicit demonstration of the kind of thinking which should be involved in
the drafting process (Flint, Kitson, Lowe and Shaw, 2014; Wing, Jan, 2015). Specifically the teacher uses modelling to
introduce students to the structure of information narrative and the usefulness of creating story maps to develop a logical
storyline. In my final lesson I will employ shared writing whereby students and I will examine sentences from within a
specific chapter of the text to explore ways we can develop skills in creating rich noun groups. As Wing Jan (2015) mentions
this strategy requires questioning and teacher guidance in order to encourage critical contributions from students. It is also
important to mention that I chose to consistently use one specific chapter (1848) in my explicit teaching in order for
students to take part in authentic stages of creating an information narrative.

Explain what you understand about the needs of this grade level

According to the Victorian Curriculum Assessment Authority (2011) students who are in year 5 students need opportunities
to engage with a variety of texts for enjoyment. When introducing new genres to year 5 students it is beneficial for learning
to include multimodal texts (Flint et al, 2014) which is why I chose to incorporate the My Place website into my lesson.
Flint et al. (2014) further notes that teachers should also structure lessons around topics which students are interested in

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order to increase students engagement and enjoyment. I selected the theme of schooling as I felt it was a topic students
would be keen to learn more about as it is something which they experience majority of their young lives and something
they already possess some knowledge about. The curriculum also identifies that students need to explore non-stereotypical
characters which I have aimed to encourage through having children explore characters who experienced lifestyles which
are very different to their own. Students also need opportunity engage in authentic language and to explore writing in a
real-world context (VCAA, 2011) which they are able to do in this type of text writing. In order to develop speaking and
listening requirements students must be provided with ample opportunities to have discussion and share ideas in both
whole class group and partner settings. This ensures that shyer children are also given opportunities to be an active
member in the learning space.

How are you supporting the development of oral and written language

Throughout each of my lessons I have allotted a large portion of time for classroom talk to occur (Hertzberg, 2011). The
reason for this is that providing opportunities for discussion is a critical factor in supporting both oral language development
and writing success (Whorrall & Cabell, 2016).
Within the whole-class focus of each of my lessons I aim to engage children in purposeful conversation through use of open-
ended questions. Students are also encouraged to share ideas and questions with the class. Whorrall & Cabell (2016)
further note that while teacher-directed settings do allow for rich conversations those without teacher intervention may
offer an even greater opportunity to develop oracy skills. Students often feel more comfortable interacting with peers that
with teachers due to equality of speaker status (Hertzberg, 2011). Therefore each of my lessons has included partner or
small group work so that students are afforded every opportunity to engage in communicative practices. Since oracy
denotes both talking and listening (Hertzberg, 2011) I have developed lessons which require students to provide feedback
to their peers thereby necessitating use and development of listening skills.

Supporting development of written language can be a little more complex as teachers must consider how to incorporate
Vygotskys (1978) theory of scaffolding in learning. The idea behind scaffolding is that through sequencing of teaching
activities and quality of guidance teachers are able to challenge and extend what students abilities (Hammond, 2001). For
this reason each of my lessons begins with explicit teaching of some sort and follows the curriculum cycle (Gibbons, 2002)
In order to assist in writing development each stage of the cycle is gradually introduced and built upon in my lessons as
students first develop knowledge, experience modelling of text type and are then able to both jointly and independently
plan and draft text. Writing development is facilitated through providing instruction for students which assist them to

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develop challenging literacy skills they will later be able to practice on their information narrative. Creenaune & Rowles
(1996) identify that representing information graphically and structurally is essential in developing writing as it allows
students to have affective access to information, which is why I have used charts, profiles and story boards within my
lessons.

Evidence of your understanding of differentiation and EALD issues and how they are reflected in your
plans.

Within my classroom students of EAL backgrounds are between the middle and high functioning end of the spectrum. Most
of these children were born in Australia and have satisfactory English skills however skills are not greatly developed as a
result of speaking a different language at home. The main way I plan to provide differentiated instruction for these children
is through small group session post whole class instruction. This will allow these students to engage more explicit teacher
instruction targeted for their needs which will allow students to work towards the same learning outcomes as the class only
through differentiated activities. Improvement of speaking and writing skills are most effective for EAL students when
lessons offer opportunities to develop their range of vocabulary (Simons, 2011). During each lesson students will build a
word bank whereby any words unfamiliar to them will be recorded and defined (with teacher support) to assist in this. Focus
on developing childrens oral language is an essential step in the process of improving literacy outcomes, therefore
differentiation strategies will be centered on speaking opportunities. Effective teachers orchestrate EAL students
participation in classroom discourse by providing a more detailed instructional strategy which is specified to support the
needs and engagement of these children (Simons, 2007). In order to achieve class learning outcomes students will
complete the same or similar task as the whole class, for example creating a character profile however it will be done as an
entire group in order to generate continuous flow of discussion and peer/teacher assistance. Teachers will continue to
implement the 4 stage curriculum learning cycle identified by Gibbons (2002) however will create simplified activities so
these students are still able to analyse the same text structures and language features as the class (Hammond, 2001). For
example in the first lesson when students are building content knowledge the teacher will help students navigate the
website and identify information as doing this independently would be beyond their current capabilities. Most importantly,
the teacher should aim to create a classroom environment where students feel confident to experiment with language and
explore their abilities in contributing to a product of work thereby raising self-confidence (Simmons, 2007)

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Rationale + Lesson: 1025

Justification: 1237
WORD COUNT TOTAL: 2262

APPENDICES:
Appendix 1.1
Topic Information Answer

Appendix 1.2

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Classroom School Building &

Materials & Facilities
Uniforms

SCHOOL IN
THE LATE
1800S

Rules,
Expectations &
Punishments

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Appendix 1.4

What was school like for children like Henry?

Who produced this text? Why?
How is factual information included in the text?
What have you learnt from the text?

Appendix 2.1

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Appendix 2.2

How might children in this time be the same/different to you?

Whose point of view is presented in these stories

Appendix 3.1
Summary Facts Included

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Orientation

Complication and series of events

Resolution

Appendix 3.2

Are themes of setting or place important in the stories of My Place?

Have I developed a descriptive setting in the orientation for my narrative?
Why am I creating this text?
What will I include to make my text effective?
What will readers/viewers learn?
What was the main complication or problem in the story and how was it resolved?

Appendix 4

Why is drafting important?

Have I thought about my story from the characters perspective
What do images in the story help audience understand?

Appendix 5.1

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Appendix 5.2

How can I add description to my writing?

Have I created new sentences which are clear?
Can I think of a better way expand upon my noun?
REFERENCES:

Creenaune, Tish. Rowles, Lorraine. (1996). Whats your purpose? Writing strategies for non-fiction texts. Primary English
Teaching Association, Newton, N.S.W., pp 49-94 https://leo.acu.edu.au/mod/equella/view.php?id=1370135

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Flint, Amy S., Lisbeth Kitson, Kaye Lowe, Kylie Shaw. Literacy in Australia: Pedagogies for Engagement. John Wiley & Sons
Australia, 2014.

VitalBook file.

Gibbons, P. (2002) Scaffolding language, scaffolding learning: teaching second language learners in the mainstream
classroom. Heinemann, Portsmouth, pp. 60-67. Retrieved from https://leo.acu.edu.au/mod/equella/view.php?id=1370144

Hammond, J. (2001) Scaffolding: Teaching and Learning Language and Literacy Education. Primary English Teaching
Association. NSW. p. 1-127 Retrieved from 0http://eric.ed.gov/?id=ED456447

Hertzberg, M. (2011). Focus on oracy in teaching English language learners in mainstream classes. Newtown: Primary
Englsih Teaching Association Australia (PETAA), pp. 48-75. Retrieved https://leo.acu.edu.au/mod/equella/view.php?id=1370138

Simons, Nicole (2007). Promoting oral language in young aboriginal children. Practically Primary (2007). Academic
OneFile. Retrieved from http://go.galegroup.com/ps/i.do?p=AONE&sw=w&u=acuni&v=2.1&id=GALE
%7CA166201106&it=r&asid=67e0340d0a946ca2f1573c019d9f8a8e

Victorian Curriculum and Assessment Authority (2016). Foundation to Year 10 Curriculum: English
http://victoriancurriculum.vcaa.vic.edu.au/the-humanities/history/curriculum/f-10#level=5-6

Wing Jan, L. (2015). Write ways: Modelling writing forms (4th ed.). South Melbourne, Vic.: Oxford University Press

Whorrall, Jennifer. & Cabell, Sonia. Supporting Childrens Oral Language Development in the Classroom. Early
Childhood Education Journal (2016) 44: 335. doi:10.1007/s10643-015-0719-0

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