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EDLA309369 Literacy Education 2_2016 Jayde Cairns, S00159507
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
For the sequential five lessons, I have chosen to base all on the 1788 chapter of My Place regarding Aboriginal peoples history in Australia. Over
the development of the five lessons I aim to achieve success in creating a deep understanding about Aboriginal peoples history within Australia for
students as well as deepening their understanding of information reports, their structure and specific language features. I have selected information
reports to explore My Place as it allows students the opportunity to learn factual information regarding Australias history and present it in a format
that supports the idea of gaining knowledge that is relevant to both the curriculum and student needs (Wing Jan, 2015).
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Literacy Unit learning intentions

In this unit we are learning to ... create in-depth information reports about Aboriginal peoples history, based on the book My Place, using
the specific language features and structure for this text type.
Learning behaviours
I need to ...
- Develop content knowledge regarding Aboriginal peoples history.
- Develop a deep understanding of the chapter 1788 in My Place.
- Understand the language features associated with information reports.
- Understand the structure of information reports.
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LESSON 1
Learning Structure Resources Assessment Criteria
Intentions and Success Criteria
To develop WHOLE CLASS FOCUS: Wheatley N. and Rawlins, Assessment Type
content This lesson will have a shared oral language focus. D. (1987). My Place. Students will be
knowledge Students will develop oral language within this Australia: Collins Dove assessed based on
regarding lesson through participating within group discussion Publishers. their Think, Puzzle,
Aboriginal and expressing main ideas to the class. This lesson Explore graphic
peoples history. will focus on the building knowledge aspect of the organizer that they
Teaching and Learning Cycle with the lesson aiming create before the
Language to build students content knowledge about the text conclusion of the
features of this My Place. lesson.
text type
examined in this TASK: Success criteria for
lesson: Introduction: whole class
The introduction of the lesson is primarily teacher I am doing well if I
Building content directed learning.
- Teacher reads the book My - Am able to
knowledge.
Place to the students. understand the
- Throughout the reading teacher text My Place.
questions students - Am able to
knowledge/comprehension of the identify the
text. chapter of My
- What part of Australias history Place that
do you think My Place is focuses on
exploring here? Aboriginal
Middle: history.
The middle of the lesson is primarily students - Am able to
directed learning with a focus on developing discuss with
students content knowledge. my group 3
- Teacher rereads the 1788 elements of
chapter of My Place to Aboriginal
students. history that
- Teacher creates a list on the interest me the
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board of the aspects of most.

Aboriginal History that the - Am able to
students can recall, both from create a Think,
prior knowledge and insights Puzzle Explore
gained from My Place. graphic
- Students are grouped into 4 organizer
where they are to discuss 3 regarding
areas of Aboriginal history from Aboriginal
the teachers list. history.
- One student from each group is - Am able to
to voice to the rest of the class explore areas
key topic areas discussed by of Aboriginal
their group. history that
interest me
Conclusion: and use this
The conclusion of the lesson is primarily students information
directed learning. within my
- Students are to complete a graphic
Think, Puzzle, Explore graphic organizer.
organizer based on the content
knowledge about Aboriginal
history learned through My
Place and group discussion.
- Students are encouraged to
explore further questions that
they may have regarding
Aboriginal history.
DIFFERENTIATION STRATEGY:
EALD students will be accommodated within this
lesson through the use of visual aids on the board.
EALD students will also be assigned a buddy to
answer any questions that may arise throughout the
entire lesson.
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OUTCOMES REQUIRED:
Students are to complete a Think, Puzzle, Explore
graphic organizer to summarize their current
knowledge, things that would like to know, and
things that they are exploring.
INSTRUCTIONAL STRATEGY/IES CHOSEN PROMPTING QUESTIONS:

The instructional strategy that will be explored throughout this What is the name of the protagonist for this
lesson is read-to. Through the read-to students will be exposed chapter? (Literal)
to the book My Place with a particular focus on the 1788 What part of Australias history do you think
chapter regarding Aboriginal history. The read-to strategy My Place is exploring here? (Inferential)
allows the teacher to pose strong questions prompting What are some conclusions that we can make
thinking regarding Aboriginal and Australian history and also about the way that Aboriginal people lived in
allows for the teacher to monitor student comprehension. 1788? (Evaluative and critical)
LESSON 2
We are learning WHOLE CLASS FOCUS: Wheatley N. and Rawlins, Assessment Type
to identify the This lesson will have a shared oral language focus. D. (1987). My Place. Students ability to
structure of an Students will develop oral language within this Australia: Collins Dove identify the structure
information lesson through participating within group discussion Publishers. of an information
report and and expressing main ideas to the class. This lesson report as well as their
exploring will focus on the building knowledge and modeling ability to create
particular the text aspects of the Teaching and Learning Cycle sentences in third
language with the lesson aiming to continuing to build person.
features of this students content knowledge about the text My
text type. Place and also exposing students to information Success criteria for
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Language reports. whole class

features of this I am doing well if I
text type TASK: - I am familiar
examined in this Introduction: with the 1788
lesson: The introduction of this lesson is primarily teacher chapter of My
directed learning. Place.
- Written in - Teacher is to re-read the 1788 chapter of My - I am able to
third Place to the class. understand the
person. - Teacher and students co construct facts about annotated
- Structure Aboriginal people/history found in My Place information
of an on the whiteboard. report.
informatio - Teacher accesses students prior knowledge - If I am able to
n report. about information reports through identify the
questioning. structure of an
information
Middle: report.
- On a projector, teacher displays an - If I am able to
information report about Aboriginal peoples create
history. sentences
- Teacher reads the information report to the spoken in third
students. person.
- Teacher uses shared reading strategy with - If I am able to
students to re-read through the text. create a
- Teacher and students annotate the summary of
information report. any new
- Students create a list within their books information I
outlining the structure of an information have learned
report, EG; title, general opening statement, about
main body of the report, related information Aboriginal
in paragraphs, a topic sentence, paragraph peoples
content that support information and a history.
summary paragraph.
- Teacher highlights to students the particular
language feature of the lesson: Written in
third person.
- Teacher explores examples of pronouns that
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can be used within information reports.

- Students are to form groups of 4 and create
sentences that are spoken in third person
orally.
- Students are to pick their best sentence that
they have created and share with the class.
Conclusion:
- As a class, students and teacher are to co-
construct the structure of an information
report.
- Students are to write a summary about any
new information they have learned, from the
information report explored, regarding
Aboriginal peoples history.
answer any questions that may arise throughout the
entire lesson.
OUTCOMES REQUIRED:
Students are to complete a summary about the new
information they have learned, from the information
report explored, about Aboriginal peoples history.
Shared reading is the instructional strategy that will be When is Barangaroos story set? (Literal)
primarily used within this lesson. Through using shared Why does Barangarros grandmother say no
reading, students will develop deeper connections with the one stops in the same place? (Inferential)
information report provided. They will also be able understand What are some conclusions that we can make
the structure of the text on a greater level and will provide about the way that Aboriginal people lived in
students with the opportunity to engage with new knowledge 1788? (Evaluative and critical)
regarding Aboriginal peoples history.
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LESSON 3
to develop This lesson will have a shared oral language focus. D. (1987). My Place. Students ability to
sentences Students will develop oral language within this Australia: Collins Dove create oral sentences
containing one or lesson through participating within group discussion Publishers. containing one or
more facts and to and expressing main ideas to the class. This lesson more facts and
improve our will focus on the modeling the text and joint students ability to
descriptive construction aspects of the Teaching and Learning create oral sentences
language use. Cycle with the lesson aiming to expose students to using descriptive
Language information reports and their structure as well as language.
features of this implementing particular language features of the
text type text type into a co constructed information report Success criteria for
examined in this plan. whole class
lesson: I am doing well if I
TASK:
- Sentences Introduction: - Have an
containing The introduction of the lesson is primarily teacher understanding
one or directed learning. of the 1788
more facts. - Teacher to re-read the 1788 chapter of My chapter of My
- Use of Place whilst students summarize Place.
descriptive Barangaroos life in 1788. - Have learnt to
language. - Teacher lists on whiteboard students recall of create
the structure of information reports. descriptive
Middle: sentences.
- Teacher and students used shared reading to - Have learnt to
re-read annotated information report from create
prior lesson. sentences
- Teacher highlights to students the use of using one or
sentences containing one or more facts more facts.
within the annotated information report. - Understand
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- Teacher provides an example of a sentence the structure

containing one or more facts on the of an
whiteboard. information
- Students are put into groups of 4 and are to report.
create sentences that include one or more
facts orally.
- Students are to present their best sentence
to the class.
- Teacher highlights to students the use of
descriptive language within the annotated
information report.
- Teacher explores what descriptive language
consist of EG; Adjectives, verbs, nouns and
adverbs.
- Creates a list of these words on the
whiteboard.
- Teacher provides an example of a sentence
containing descriptive language on the
whiteboard.
- Students are put into groups of 4 and are to
create sentences that use descriptive
language orally.
- Students are to present their best sentences
to the class.
Conclusion:
- Teacher and students are to create a plan for
them to co-construct an information report.
This plan consists of facts that they wish to
include within their information report.
- Students are encouraged to use information
learned from My Place, information reports
explored and knowledge they have gained
from research.
- Students are to record plans in their literacy
books.
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answer any questions that may arise throughout
the entire lesson.
OUTCOMES REQUIRED:
Students are to complete a Think, Know, Wonder
organizer regarding developing their own
information reports. The Wonder aspect of the
organizer is aimed to be completed at the
conclusion of the lesson.
Shared reading is the instructional strategy that will be What is the structure of an information report?
primarily used within this lesson. Through using shared (Literal)
reading, students will develop deeper connections with the What facts might we use from My Place within
information report provided. They will also be able understand our information report? (Inferential)
the structure of the text and language features of the text type What are some conclusions that we can make
on a greater level. It will also provide students with the about the Aboriginal way of life? (Evaluative
opportunity to consolidate their knowledge regarding and critical)
Aboriginal peoples history.
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LESSON 4
to construct This lesson will have a shared oral language focus. D. (1987). My Place. Students ability to
information Students will develop oral language within this Australia: Collins Dove participate within the
reports using lesson through participating within group Publishers. co-construction of
specific language discussion and expressing main ideas to the class. the information
features learned. This lesson will focus on the joint construction My Place Website. (2016). report and their
aspect of the Teaching and Learning Cycle with the Abc.net.au. Retrieved 20 ability to plan their
Language lesson aiming to expose students in creating October 2016, from own independent
features of this information reports. http://www.abc.net.au/abc3/m report.
text type yplace/
examined in this TASK: Success criteria for
lesson: Introduction: whole class
- Using third - Individually on Ipads, students are to I am doing well if I
person. explore the My Place website paying
- Sentences particular attention to the 1788 link. - I understand
- Students are to collaborate in groups of 4 how to
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containing and discuss something they found out and incorporate

one or something the found interesting. third person
more - One student from each group is to share into my
facts. responses with the whole class. writing.
- Use of Middle: - I understand
descriptive - On the whiteboard, teacher and students are how to use
language. to co-construct an information report based sentences
on information about Aboriginal peoples containing one
history found in My Place, through or more facts.
independent research or from other - I understand
information reports explored in class. how to use
- Teachers focus is on topic sentences and descriptive
ensuring the students understand how to language.
construct these independently EG; clear - I understand
explanation of what the paragraph is going how to
to be about. construct an
- Students present facts based on Aboriginal information
history and take it in turns to add to the report.
class information report.
- Teacher must ensure to model the language
features of the text type within the class
information report.
Conclusion:
- Students are to create a plan for their
independent information report. Focus on
how they are going to include the language
features of the text type as well as selecting
the information they are going to present.
- Teacher and students co-construct a list of
the language features that have been
explored previously regarding information
reports.
- Teacher to ask students for oral examples of
these language features.
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the entire lesson. Within this lesson, EALD students
will work in a focus group with the teacher to
construct their plan for their independent
information report.
OUTCOMES REQUIRED:
Students will participate within an oral summary of
the language features that they need to use within
their individual information reports. Students will
have the opportunity to hear and discuss with their
classmates.
Modelled writing is the instructional strategy that will be What food did Barangaroo eat at the barbecue?
primarily used within this lesson. Through the use of modelled (Literal)
writing, students are given the opportunity to see how an What facts might we use from My Place within
information report to constructed. The use of this strategy our information report? (Inferential)
also allows for the teacher to communicate explicitly the What are some conclusions that we can make
language features that the students will need to incorporate about the Aboriginal way of life that we can
into their information reports as well as how they can do this back up with research we have found?
effectively. (Evaluative and critical)
LESSON 5
Learning Intentions Structure Resources Assessment Criteria
and Success Criteria
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We are learning to use WHOLE CLASS FOCUS: Wheatley N. and Assessment Type
the structure and This lesson will have a shared oral language focus. Rawlins, D. (1987). My Students final
language features Students will develop oral language within this Place. Australia: Collins information report.
learned in pervious lesson through participating within group Dove Publishers.
lessons to construct an discussion and expressing main ideas to the class. Success criteria for
information report. This lesson will focus on the independent whole class
construction aspect of the Teaching and Learning I am doing well if I
Language features of Cycle with the lesson aiming for students to
this text type examined develop their own information report about - Can use the
in this lesson: Aboriginal history. language
features
- Using third TASK: learned
person. Introduction: through the
- Sentences - Teacher to re-read to students the 1788 previous
containing one chapter of My Place. lessons within
or more facts. - Teacher to use guided reading to re-visit the my
- Use of co-constructed class information report. information
descriptive - Students to name the language features report.
language. that they must include within their - Can construct
- Specialized information report in groups of 4. an
vocabulary. - Each group must orally present one information
(Previous example to the class. report.
knowledge) Middle:
- Variety of - Students are to independently construct
sentence types. their information reports, following the
(Previous plans that they created in the previous
knowledge) lesson.
- Generalizations. - Teacher to display co-constructed report to
(Previous assist struggling students.
knowledge) - Teacher to display on whiteboard the
- Formal writing language features and the structure of the
style. (Previous information report that he/she will be
knowledge) looking for.
Conclusion:
- Students to create groups of four and read
out loud their information reports to their
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group.
- Students are to verbally discuss the aspects
of My Place that assisted them in writing
their information report.
the entire lesson. Within this lesson, EALD
students will work in a focus group with the
teacher to construct their individual information
reports.
OUTCOMES REQUIRED:
Students will create a summary of their
information report and collaborate with other
classmates to add information that they may be
missing from their report.
Independent writing is the instructional strategy that will be What aspects of My Place assisted you in
primarily used throughout this lesson. Through this instructional writing your information report? (Literal)
strategy, students are able to use their knowledge gained from Where might I have gained more knowledge
previous lessons to construct their own independent information about Aboriginal history? (Inferential)
report. Through this, students will learn to work with this particular What are some conclusions that we can
text type and develop their writing skills. make about the Aboriginal way of life that
we can back up with research we have
found? (Evaluative and critical)
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JUSTIFICATION
The diverse class of grade five students that I have designed my lessons for were the focus and the root of all aspects within the
planning stages of the lesson. Their interests, needs and preferred learning styles where a major influence within my lessons to
promote engagement and to maximise student learning outcomes.
Furthermore, a teaching strategy that I choose to incorporate within my lessons to promote engagement and learning was a
read-to approach. The primary use for this teaching strategy within my lesson was to expose the students to the informational
narrative, My Place. Through using the read-to approach, I was able to reveal the story that would be the basis of the students
work for the following five consecutive lessons. Flint, Kitson, Lowe and Shaw, 2014, highlight that through a read to approach to
teaching, students develop knowledge about how a texts works, authors craft and are able to extend their vocabulary and
knowledge of different genres of texts. Through this teaching strategy, students are also able to understand how an experienced
reader reads a text with fluency and phrasing, pausing and intonation (Flint et al, 2014). Thus, the read-to teaching strategy that
was implemented within the first of the five consecutive lessons served as an exposure tool as well as a strategy that benefits
students reading comprehension and diversity.
Additionally, shared reading was another teaching strategy that I choose to incorporate within my lessons to maximise learning
and student engagement. The primary reason for the use of this teaching strategy within my lesson was to promote student
involvement with the informational narrative, My Place. The objective for encouraging student involvement with the text was to
help students develop connections and begin to comprehend the meaning of the text. Kesler, 2010, discusses that through
shared reading experiences, students are able to build strong connections with a text and are able to extend comprehension
beyond the point of individual reading. It is through the shared reading experience that teachers have the opportunity to monitor
student understanding and are able to use promoting questions to promote higher order thinking or understanding. Flint et al,
2014, highlights that through shared reading, a greater interaction between student and teacher is developed. This allows
teachers to monitor and assess student learning and permits them to intervene when misconceptions are formed.
Moreover, modelled writing was another teaching strategy that I choose to incorporate within my lessons to engage students and
promote learning. The primary use for this teaching strategy within my lesson was to expose the students to the particular text
type that would be the focus of the following lessons, information reports. It is through the use of modelled writing that the
teacher is able to explicitly teach specific text types and is able to demonstrate the particular language features of that text type.
It is through the use of modelled writing that the grade five students are exposed to information reports and begin to develop an
understanding regarding the process of developing their own. Flint et al, 2014, discusses modelled writing as a process in which
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teachers are able to demonstrate writing behaviours and vocalise the thinking involved with those behaviours. Wing Jan, 1996,
emphasises that modelled writing is a key element in students ability to comprehend text types.
The final teaching strategy that I implemented within the last of the consecutive lessons to promote comprehension and student
engagement was independent writing. The purpose of incorporating this teaching strategy within my lesson was to provide
students with the opportunity to create their own individual information report that they have been working towards for the
previous lessons. Independent writing provides students with the opportunity to work individually with a text type, and explore
the possibilities with each. This teaching strategy allows students to develop connections with text types, for these lessons,
information reports, and allows them to work on specific language features that are prominent to particular text types. Richards
and Lassonade, 2011, highlight that independent writing allows students to improve their writing capabilities through correcting
misconceptions and exploring beyond perceived capabilities. Flint et al, acknowledges independent writing as an important time
for students to practise and consolidate literacy skills.
Considering and acting upon the needs of students is a crucial element in ensuring that positive and appropriate learning occurs.
The individual needs of all students within a classroom can differ greatly, although three central needs of all students within the
classroom, particularly grade five students are, engaging learning opportunities, challenging activities and finally relevant
curriculum. Creating engaging learning opportunities for students within the classroom is a critical element of teaching. It ensures
connections are made between the student and the learning that is taking place, and confirms that the learning will be used and
remembered. Moreover, developing challenging activities within the lesson is a crucial need of students as it allows for them to
push the boundaries of their knowledge, and provides them with opportunities to extend themselves beyond perceived
capabilities. Finally, presenting students with relevant curriculum is another major need of students within the classroom. It is
essential for students to be offered a curriculum that is relatable and relevant to both their personal lives and the wider world in
order for them to make personal and real connections with their tasks.
Throughout all five of the consecutive lessons, a focus has been apparent on students oral and written language development. All
of the lessons are designed to support students oral and written language through providing students with both verbal and
written opportunities in all five lessons. Throughout all lessons, students are provided with the opportunity to participate in rich
discussion with peers about relevant material. These discussions allow students to develop their oral language abilities and also
provide opportunities for them to extend their learning through exposure to peers ideas. The rich discussion that is developed
throughout all lessons also allows students to verbally practice using specialised vocab, a language feature of the text type being
studied, information reports. Within each lesson, the discussion topics for students relate directly to the learning that is taking
place and allow students to further their content knowledge. Deboer, 1955, highlights that students must participate within oral
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language experiences frequently to consolidate and further their learning opportunities. Furthermore, all of the five lessons have
also incorporated a written component in order to further students written language development. Again, the written tasks that
are set for students relate directly to the learning taking place as well as the oral discussions. The written tasks are designed to
gradually build students capabilities with the particular text type therefore support language development. Deboer, 1955,
discusses that written tasks need to progressively increase in difficulty in order for written development to occur.
All students within the classroom come with mixed abilities, interests and needs. It is critical for teachers to ensure that they
cater for the diverse range of learners within their classroom to confirm learning opportunities for all students. Within the five
consecutive lessons, I have catered for the diverse learners within the classroom through providing opportunities for students to
use their preferred learning styles wherever possible. At all times, students are provided with visual aids and are also exposed to
auditory learning through rich group discussions. Kinaesthetic learners are also catered for within all lessons as opportunities to
deconstruct information reports are readily available. Students who use English as an additional language or dialect (EALD) have
also been considered within all elements of the lessons. Flint et al, discuss that EALD students may struggle with comprehension
and oral understandings. Within all of the five lessons, I have provided visual aids to assist EALD students with comprehension
and understanding. Furthermore, within the lessons, EALD students have been paired with a buddy to answer questions when
they may arise during whole class and teacher directed learning. Additionally, EALD students are the centre of the class focus
group when individual writing is taking place. This is aimed to assist these students with comprehension, understanding and
engagement. Glasgow and Skinner, 2009, confirm that EALD students may require additional student-teacher assistance when
completing individual tasks.
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REFERENCES:
Deboer, J. (1955). Oral and Written Language. Review Of Educational Research, 25(2), 107.
Flint, A., & Kitson, L., & Lowe, K., & Shaw, K. (2014). Literacy in Australia. Milton, Qld.: John Wiley and Sons Australia.
Glasgow, J. & Skinner, B. (2009). Teaching Children English as an Additional Language: Meeting the Challenge in the Classroom *
Teaching English as an Additional Language: A Programme for 7-11 Year Olds * Introducing English as an Additional Language
to Young Children. ELT Journal,63(4), 425-429.
Kesler, T. (2010). Shared Reading to Build Vocabulary and Comprehension. The Reading Teacher,64(4), 272-277.
Richards, J. & Lassonde, C. (2011). Writing Strategies for All Primary Students. San Francisco, CA: Jossey-Bass.
Wing Jan, L. (1996). Modelled writing in the early years of schooling. East Melbourne, Vic.: Catholic Education Commission of
Victoria.
Wing Jan, L. (2015). Write ways. Oxford: Oxford.
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EDLA309369 Literacy Education 2_2016 Jayde Cairns, S00159507

Literacy Unit learning intentions

board of the aspects of most.

INSTRUCTIONAL STRATEGY/IES CHOSEN PROMPTING QUESTIONS:

Language reports. whole class

can be used within information reports.

- Teacher provides an example of a sentence the structure

containing and discuss something they found out and incorporate

EALD students will be accommodated within this

Wing Jan, L. (2015). Write ways. Oxford: Oxford.

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