Section 2:

DESCRIPTION OF FOCUS CHILD/CHILDREN

The year level I will be focusing on is Level 3 students. These students have been introduced to
comprehension strategies before, such as graphic organisers and story maps. The lesson will be
conducted as a whole class activity. Within the class there is two EAL/D students.

STRAND/ Sub Strand /Content Descriptor/Elaboration (including Curriculum Code) from the
Victorian Curriculum English
Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by
drawing on a growing knowledge of context, text structures and language features (VCELY257)

• determining important ideas, events or details in texts, commenting on things learned or

questions raised by reading, referring explicitly to the text for verification

Text name: Feathers and Fools. Author: Mem Fox

Genre: Fiction
Materials: Text, whiteboard, graphic organiser
LITERACY LEARNING INTENTIONS Theoretical support/links
We are learning to point out important ideas of
the text, answer questions and generate
questions about the text.
Learning plan for activities

Teacher: Today we will be reading “Feathers and

Fools” by Mem Fox.

Our learning intention for today is to point out

important ideas of the text, answer questions
and generate questions about the text.

Read the text

We are going to be doing a ‘turn and talk’. Turn and talk strategy is oral language
Discuss with the person sitting next to you what strategy that guides students to develop and
you remember from the text. share their ideas with another student (New
Teacher Centre, 2012).

Discuss what students remembered with the

class and write this up on the board. Word wall assist students as there may be
words that they don’t know the meaning to
Ask students what words they found difficult and and will inhibit them from understanding the
make add these words to a word wall. meaning of the text (PETAA, 2019)

Show students the graphic organiser and model
an example of answer for the question on the
graphic organiser – Refer to appendix 1
Then as a class answer the first question
collaboratively.
Gradual Release of Responsibility
• The teacher begins modelling how to
fill out the graphic organizer
• The teacher will provide an example
so that students have a clear

Then get students to go off and answer questions
independently.
Then bring students back as class and model how
to generate a question about the text. Then get
students will create their own questions and get
other students to answer.
understanding of what is expected of
them
• Then there is a joint responsibility
between the student and teacher to
fill out the graphic organizer
• Then students fill out the graphic
organizer independently
(Frey & Fisher, 2013)

Success criteria
I am doing well when I point out the important
details of the text, answer questions about the
text and make up my own questions about the
text.
Assessment.
The assessment for this activity will be a graphic
organiser that student will fill out. As well as
observation of their responses to answering
questions and generating questions.

Reference list
Fisher, D., & Frey, N. (2013). Better learning
through structured teaching: A framework for the
gradual release of responsibility. ASCD.

New teacher Centre (2012). Oral Language

Development. Turn and Talk Procedures and
Routines. Retrieved from
https://old.newteachercenter.org/sites/default/fi
les/global/documents/participation_structures/t
urn_talk_overview.pdf

Primary English Teaching Association Australia

(PETAA) (2019). Teaching EAL/D learners in
Australian classrooms. Retrieved from
http://www.petaa.edu.au/imis_prod/w/Teaching
_Resources/PPs/PETAA_PAPER_183.aspx
Meeting the needs of diverse learners
This has been done through the
implementation the turn and talk strategy as
some students are able to articulate what
they have comprehended better through oral
language. Furthermore, the use of modelling
and Gradual Release of Responsibility
ensured that all students fully understood
what was expected of them. In addition, the
word wall strategy caters for EAL/D students
as it s important to identify the meaning of
words so that the meaning of the text can be
accurately understood.