Literacy Rotations Unit Plan:

Year level: 6
Number of lessons: 4 lessons a week (fortnightly rotations)

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Topic: Comprehension Strategies
Physical
Student - Students will be able to discuss and describe the selected theme within text.
Outcomes - Students will be able to identify signal words, blocker words, nouns, verbs

Cognitive
- Students will show the ability to reflect and think critically on individual and
group tasks
- Students will be able to distinguish cause and effect within text types
Behavioural
- Student will work respectfully with small groups and independently
- Students will demonstrate a positive attitude towards participation
YEAR 6
ACARA Strand(s): Literature and Literacy
Sub-strands
 Interpreting, analysing, evaluating
 Interacting with others
Curriculum Content Descriptors
Use comprehension strategies to interpret and analyse information and ideas,
comparing content from a variety of textual sources including media and digital texts
(ACELY1713)
 Using prior knowledge and textual information to make inferences and
predictions
 Finding the main idea

Participate in and contribute to discussions, clarifying and interrogating ideas,

developing and supporting arguments, sharing and evaluating information, experiences
and opinions (ACELY1709 )
 Using strategies, for example, pausing, questioning, rephrasing, repeating,
summarising, reviewing and asking clarifying questions

YEAR 7
Strand(s): Literature and Literacy
Sub-strands
 Responding to literature
 Interpreting, analysing, evaluating
Curriculum Content Descriptors
Reflect on ideas and opinions about characters, settings and events in literary texts,
identifying areas of agreement and difference with others and justifying a point of
view (ACELT1620)
 Comparing personal viewpoints on texts and justifying responses in
discussions.

Analyse and explain the ways text structures and language features shape meaning and

vary according to audience and purpose (ACELY1721)

Use comprehension strategies to interpret, analyse and synthesise ideas and

information, critiquing ideas and issues from a variety of textual sources (ACELY1723)

Achievement Standards
By the end of Year 6, students understand how the use of text structures can achieve
particular effects. They analyse and explain how language features represent ideas.
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Students compare and analyse information in different and complex texts, explaining
literal and implied meaning. They listen to discussions, clarifying content and
challenging others’ ideas. Students create detailed texts elaborating on key ideas for a
range of purposes and audiences. They use accurate spelling and punctuation for
clarity and make and explain editorial choices based on criteria.

By the end of Year 7, students understand how text structures can influence the

complexity of a text and demonstrate understanding of how the choice of language
features and vocabulary affects meaning. They select specific details from texts to
develop their own response, recognising that texts reflect different viewpoints.
They listen for and explain different perspectives in texts.

General capabilities 
 Literacy 
 Critical and creative thinking 
 Information and communication technology ICT Capability

Cross curricular priorities

n/a

Student Diversity
 Catering for a diverse range of learning styles 
 Catering for a range of prior knowledge 
 Every student is entitled to knowledge, understanding and skills that provide a
foundation for lifelong learning area

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Prior Learning Students will have had prior learning on different compression strategies and have had
explicit teaching on interpreting figurative language and recalling facts and detail.
Students have already developed a base understanding of; similes, metaphors,
hyperbole, personification , alliterations, idioms.

Topic Analysis Scope of the topic

Students will be introduced to literacy rotations over the duration of the week.
Students are placed into groups based on ability and overall behaviour expectations.
Students work collaboratively and as an individual to complete the set group tasks. This
allows students to experience 4 different activities relating to the topic -cause and
effect. Students will make use of different resources and learning styles to benefit their
learning and understanding. 4 categories for rotations include; work with teacher,
Technology, Reading and Writing. Each day the groups rotation, however the activities
remain similar.

General Overview
Introduction Lesson (Monday)
Students are introduced to the focus topic for the week. During this session, students
gain knowledge on what their rotation groups will be and what activities are included.
During this time, the teacher will explicitly teach the concepts and give a basic run
down of the theme. Over the week, students will have the opportunity to request
additional support. The following week, students focus on the same theme, however
tasks are changed to enhance learning.

Theme Structure
Week 1 – 2: Recognising Cause and Effect
Week 3 -4: Understanding Sequence
Week 5 - 6: Make predictions

Rotational Groups (Monday – Thursday)

Work with teacher: During this session, students work with the teacher to explicitly
learn the structure and base for the theme. Students will work with a range of
resources that focus on relating and linking the theme to their understanding. During
this session, activities will be based on the group’s ability and altered accordingly to
enhance their retention.
During this, the teacher will have ways to regress or progress the students/group
learning to ensure that they feel confident moving onto independent tasks.

Technology: This group focuses on understanding and relating the topic using ICT
(computers, iPad) to enhance their learning. Students will have a set task to complete
that requires them to research, analyse, interpret or read and demonstrate their
understanding of the theme. Students will use education programs like; Kids News and
IXL.
Regression – Students will be given a designated text to engage in
Progression – students will be able to select a topic they wish to engage in and share.

Reading: This group focuses on students reading and retaining information abilities.
Students will be required to read a class novel/book over the period of the rotation
groups and incorporate the theme by asking a set of instructions. This group will be set
up using a half/half structure – first half will be in a small group and the remaining will
be independently. During this session, students need to collaboratively express ideas
respectfully.
Regression – Students will be given a printed text to read independently and answer
questions by themselves.

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Progression – Students can have deeper discussions

Writing: This group focuses on a student’s ability to articulate the theme through
writing and comprehension. Students will focus on summarising selected texts using
comprehension strategies. During this session, students will work independently to
create work that supports their understanding.

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Specific skills, What MUST you teach this particular group of students?
Knowledge,
Understandings  Be able to identify blocker words within text
to be developed  Understand and recognise nouns, verbs, adverbs, pronouns
through the  Students will be able to explain comprehension strategies and the need for
topic them within texts
 Demonstrate what cause and effect is within text
 Differentiate between different structures and sequences
 Use imagination to make predictions.
 Understand the importance of independent and explicit teaching
 Use and identify correct meaning and terminology

What SHOULD you teach this particular group of students?

 Show respect to their learning and those of others

 Be honest in their learning
 Ask for help when required.
 Have responsibility towards their learning
 Be able to explain nouns, verbs, etc.

What COULD you teach this particular group of students?

 How to improve their writing skills using many forms of strategies.

Prior knowledge:
Assessment Students will engage in a group discussion with relatable questions on the board –
students will be asked to answer the questions using the focused comprehension
strategy.

Formative
Fortnightly post-test: Students will participate in a relaxed post testing after each
fortnight of the rotation. Students will either answer 1 focus question or demonstrate
their learning through exit slips.
Application: Students will be constantly assessed through their ability to apply their
learning into their dedicated tasks. Students will show the teacher how and what
strategies they have used throughout the activities.
Demonstration: Students will be asked to show their learning through simple
conversation with the teacher and weekly workbook checks.

Summative
Students are given the opportunity to select one comprehension strategy and create a
piece of work that reflect their learning over the term. Students can present their work
in any form (survey, poster, drama performance). Students will be assessed on an
outlined rubric.

Work with teacher

Resources  Workbook
 Rotation folder with task cards
Technology
 Rotation folder with task cards
 Laptops
 Workbook
 Task sheet

Reading
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  Rotation folder with task cards
 Class text
 Small whiteboards
 Task sheets
Writing
 Rotation folder with task cards
 Task sheet
 Workbook

As the educator, its important to ensure that proximity is used when students are
Managing the working outside the explicit teaching group. Students should be reminded on the
learning expectations and show respect to other students in their group. Students will be given
environment a timer on the board that will visually show the remaining time and also constant time
reminders. Students who disrespect the expectations will lose privileges (loss of ICT
time)

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