edla369- literacy planner for year...

EDLA369- Assessment Task 3 Jessica Asvestas (S00103884)

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EDLA369- Literacy Planner for Year 5

SECTION 1 Using the website http://myplace.edu.au/home.html and the information from 1920’s

Episode 9 |1928: Bridie Unit focus: English Year Levels 3-6 Episode clip: Children’s

Chores. Subthemes: Relationships, multiculturalism, chores, culture, business and

employment. Students (Grade 5) completing these 5 literacy sessions are developing their

informative writing skills. This episode was chosen because it shows the different chores

children in 1928 were expected to do and through discussion students will focus on the

purpose of the clip and what emotions and reactions did the director want to the viewer to

feel. Students will explore the purpose and structure of information reports. Students will

also collect and organize information and formulate their own information report by the end

of the unit.

Word count: 117 words


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SECTION 2

LITERACY / UNIT PLANNER

Topic: My Place: Bridie 1920 Episode 9: Children’s Chores Year Level: 5 Term: Week: Date:

Text type and mode

Listened to

Spoken Read Written Viewed Produced

GRAMMAR FOCUS: (levels) 1. Whole text structure of an information report

• General opening statement to introduce the topic • Main body of report includes a description of the aspects,

features or characteristics of the subject of the report. • Related information grouped in paragraphs • Topic sentence providing an indication of what is to follow • Paragraph content that elaborates on or supports the content

of the topic sentence • Concluding information or summary paragraph • Heading to signify structure, sections and content • List of resources and references (if appropriate)

Language features for the text-type: 2. Sentence level

• Sentences containing one or more facts

• Written in third person

3. Word level • Specialized vocabulary

(Wing Jan, 2009, pp. 122).

Steps in Teaching and Learning Cycle: (adapted Derewianka, 1990/2007) 1. Building topic knowledge 2. Building text knowledge/Model the genre 3. Guided activities to develop vocabulary and text knowledge 4. Joint construction of text 5. Independent construction of text 6. Reflecting on language choices

Frequently used Literacy Instructional Strategies: Think Aloud, Class discussions, Modeled writing, Guided writing, interactive writing, independent writing, Reciprocal Teaching, Mini lesson, Roving conferences, Interviews, read to.

Topic-specific vocabulary for the unit of work: chores, education, history, evidence, duties, Topic sentence, specialised vocabulary, visual text, information report, history,

Thinking Tools/techniques to support children’s thinking before/during/after an activity: Graphic Organisers (GO) e.g, Brainstorm; Mindmap; Think-Pair-Share, Proforma; Reflective Learning Journals; Share time; Reflection Circles; Discussion; PNI Comprehension Strategies: Visualising; Making connections; Questioning; Inferring; Determining important ideas; Summarising; Finding evidence in the text;


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Resources: Wing Jan, L. (2009). Write ways. South Melbourne: OUP.pp. 122 EPISODE 9|1928 Bridie English teaching resources downloaded on 8th of October from www.myplace.edu.au/. My Place website www.myplace.edu.au Video clip Episode 9; ABC3 MyPlace http://www.abc.net.au/abc3/myplace/

Understanding new vocabulary; Synthesising; Comparing and contrasting; Paraphrasing; Recognising cause and effect; Skimming and scanning; Question types: self-questioning; 3 levels; (literal, inferential, evaluative)

Analysing Checking Classifying Cooperating Considering options Designing Elaborating

Estimating Explaining Generalising Hypothesising Inferring Interpreting Justifying

Listening Locating information Making choices Note taking Observing Ordering events Organising

Performing Persuading Planning Predicting Presenting Providing feedback Questioning

Reading Recognising bias Reflecting Reporting Responding Restating Revising

Seeing patterns Selecting information Self-assessing Sharing ideas Summarising Synthesising

Testing Viewing Visually representing Working independently Working to a timetable

TEACHING & LEARNING

CYCLE

WHOLE CLASS

MINI LESSON INDEPENDENT LEARNING

SHARE TIME AND TEACHER SUMMARY

ASSESSMENT STRATEGIES

Session 1 Building topic knowledge

BRAINSTORM and DISCUSS What do you think the lives of children living in 1920 were like? Discuss areas such as chores, school, families, homes

MODELLING and INTERACTIVE WRITING Discuss information, and how to document out knowledge clearly. Model only using ‘what did I know before?’ side of Appendix 1 to document prior knowledge. Explain how to summaries main points into short and clear sentences. Explain to students that once they watch the clip, they are going to add their new knowledge on the other side in the same way ‘what do I know now?’

THINK –PAIR –SHARE Students begin by writing their know prior knowledge using Appendix 1. In Pairs students watch at PC’s watch video clip Episode 9. Students then individually document new things they have learnt, in ‘What I know now?’ using the same technique as modelled. Students then share with partner. Together they are going to answer the ‘how did the clip add to my knowledge section?’ Teacher group with six

REFELCTION CIRCLE Revise key features of note taking by sharing three students work. Model how to provide constructive feedback on work. -How did these students summaries their points? -What language did they use? Discuss the importance of organising and documenting knowledge. -Why is it important to organise our knowledge? -Why is it important to document it? -How can we document

Anecdotal notes document the starting point of the child while also recording “information about observed changes in an individual student’s learning over a period of time” (Wing Jan, 2009, p 83 appendix 2


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EAL:GUIDED WRITING Students watch video clip, each shares something new they have learnt and together formulate what to write.

our knowledge?

Session 2 Purpose and structure An adaptation version by Jessica Asvestas of Scott. A (2012) Sample Planner: Session 4.

READ TO… Display large copies of various information reports. What do all these information reports have in common? Students add labels to the graphic organiser SUNSHINE WHEEL (Appendix 3) to show what they know about features.

THINK ALOUD Model how to annotate and deconstruct features of a information report. Clearly label and name the different features. (refer to example Wing Jan, 2009, p 123)

In pairs, students annotate and deconstruct two information reports. Encourage students to use correct labels for different features. (eg. Topic sentence, specialised vocabulary, visual text) Teaching group with small group of EAL: GUIDED WRITING Read through an information report together. Cut out labels and ask students to put them where they think they go. Ask to justify.

SHARE WITH ANOTHER PAIR As a group of four students discuss what are the different of an information report and how is it effect. As a group formulate 5 most important points about information reports. Each group shares their point with class and all are documented.

Observation rubric (appendix 4)

Session 3 Collection and organisation

DISCUSSION Display whole class work form previous lessons (5 important points from each group) and discuss with the class how to organise all the information we have. Use a mind map to organise information with student participation.

MODELLING Display the mind map. And ask students, what else do we want to know about children in the 1920’s? E.G what do they eat? What did they wear? What did they do for fun? Ask students how they could find information? Model finding information through a book. Talk about contents page and intext.

SMALL GROUPS In small groups students will be given one question to research (using both a book and the internet). Students also have to summaries their point to put on the mind map and presenting their answer to the class. Teaching group with small groups (divided into pairs) of EAL:GUIDED Teacher will guide students through the process of

REFLECTION CIRCLES Each group will share their question and the information (summarized answer) and each group add their information to the class mind map. As a class we revisit the importance of organising our information.

Anecdotal notes document the starting point of the child while also recording “information about observed changes in an individual student’s learning over a period of time” (Wing Jan, 2009, p 83 (Appendix 2)


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Model finding information for the internet, on interactive whiteboard.

researching and writing their summary sentence that they will share with the class.

Session 4 Expanding information using Data Chart

BRAINSTORM and DISCUSS How do you think life for children has changed? Has children’s chores changed? Has children’s education changed? Has what children do for fun changed?

THINK ALOUD Using a proforma Data chart (Appendix 4). Show children how to display their information in order to prepare for writing an information report. Model using clear concise sentences to summaries points. And also how to reference ideas that are not our own.

INPEPENDENT WORK on PROFORMA Students will independently to fill their proforma with information for through their research. Students can research together, however they must fill out their own proforma. Teaching group with small group of EAL: GUIDED WRITING Encourage students to research together to find information to write in the proforma. Model and guide writing in the proforma with whole group.

REFLECTION CIRCLES Revise key features of documentation by sharing three students work. Model how to provide constructive feedback on work. -How did these students summaries their points? -What language did they use? Discuss the importance of documenting knowledge. -Why is it important to document it? - How is this document going to help us write an information report?

Annotated checklist checklist provides teachers with a useful, clear “overview of the students’ progress”(Wing Jan, 2009, p 81), while also allowing teachers to make notes or comments if needed (appendix 5)

Session 5 Writing draft of information report

DISCUSS As a class discuss the benefits of writing an information report and revisit what the features are (SESSION 2)

THINK ALOUD Using the data chart created as a class last session, teacher models how to write an information report, explaining all the features and how to write it. Ask students what they think the key features are of the report; write up the features as a guide for when they write their own draft in pairs.

In pairs, students use their data chart to assist them in writing an information report draft on How children have changed over time? Teaching group with small group of EAL: GUIDED WRITING Teacher guides students through the writing process of an information report draft. They write one as a group.

ROVING Allow student to rove to other groups to share their draft information reports. Bring students together and discuss what they found in their information report and discuss how they felt they went with writing an information report.

Anecdotal notes document the starting point of the child while also recording “information about observed changes in an individual student’s learning over a period of time” (Wing Jan, 2009, p 83 (appendix 2)


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SECTION 3

Each and every student has different needs and abilities with literacy, and in the classroom those

need to be accommodated by the teacher formulating contextual and rich literacy lessons that all

students can engage in. There is more ESL, gifted and students who have difficulties in

classrooms and there are teaching strategies and techniques that a teacher can use to make

teaching literacy effective and efficient.

In Session 1 (Building Topic Knowledge) of the five lessons sequence, the teaching strategies

modelling, interactive writing and guided writing are used with the ESL students. During the lesson

these students are able to both observer and are part of a class discussion and are also watching

the teacher model the writing process. The teacher is explaining their thought process, so the

students are able to make those connections between the thoughts and ideas they have when

they are writing with the ones the teacher is sharing. The ESL students then move to a smaller

group where they are able to share their idea orally with other students. This process of

articulating their ideas is very important and will help them when they start to write them down.

This small group also has the teacher to go through the writing process again with them as a

slower pace. This small group setting allows the students to participate in the writing process and

the teacher is able to see what skills the students need more assistance on and also the skills they

have strengthened. This type of teaching is Philosophy-Based Language Teaching (PBLT) where

students use their language skills and the language skills of their peers to learn (Shahini and Riazi,

2011). This teaching style is supported by Vygotsky’s (1978) view, which holds great importance

on social activity and interactions develops language capacity. By providing these students with

the opportunity to interact and share their ideas with their peers will strengthen both the students

literacy abilities in particular in articulating ideas and also their confidence towards literacy. This

type of interactive learning also allows the students to have an active role in their learning an

development because these small groups are focusing on the students needs rather then the

needs of the whole class (Liyanage, 2004). This means the teacher can move at a slower pace

making sure that all students understand the writing format before moving on. Rodriguez, Manner

and Darcy (2010) discuss that the use of multiple techniques can be very beneficial for ESL

students because they are able to use a number of different strategies in order to strengthen and

practise their writing skills for example in this lesson there is modelling, interactive writing and

guided writing.

In Session 3 (Collection and organisation) of the five lesson sequence, the teaching strategies

modelling, pair work and guided writing are used with the ESL students. During the lesson thes


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students are both able to observe and are part of a class discussion where students are able to

share their ideas about children in the 1920’s. The teacher then models to students how to

research by collect information from two different sources, and then documenting the information

that was found. The teacher then focuses on the small ESL students and allows the students to

work together in pairs/small groups to research and document their findings. The students may

need more guidance and assistance, which is why the process of researching and writing is

modelled again. However, allowing the students to work in these groups can be beneficial

because ESL students through a study conducted by Rodriguez, Manner and Darcy (2010) tend to

prefer to work in groups where they are able to share an discuss ideas before attempting to write

them down. These discussions allow students to practise their oral skills while also expanding

vocabulary and developing social skills. In an article by Frydman (1996) she discusses the

benefits of having that small group ESL group because they are able to discuss and focus on the

area’s they do not understand and the teacher is able remodel the researching or writing

technique and explain in more detail the area’s they are unsure of. By working in pairs ESL

students cooperatively negotiate meaning and share their ideas and strengths which builds a

students confidence in learning. Adesope, Lavin, Thompson and Ungerleider (2011) discuss the

importance of ESL students having that time to share ideas as it is during this time that they are

able to make strong connections with what they are learning.

These different teaching strategies can be applied to every classroom and it is not only ESL

student will benefit from their techniques. All students learn through discussion, interactions and at

their own pace. By allowing students those opportunities to explore idea, you are allowing them to

form greater bonds with what they are learning and also with each other.

Word count: 806 words


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References

Adesope. O, Lavin. T, Thompson. T and Ungerleider. C (2011) Pedagogical strategies for teaching

literacy to ESL immigrant students: A Meta-analaysis. British Journal of Education

Psychology, 81, p 629-653

EPISODE 9|1928 Bridie English teaching resources downloaded on 8th of October from

www.myplace.edu.au/. My Place website www.myplace.edu.au Video clip Episode 9; ABC3

MyPlace http://www.abc.net.au/abc3/myplace/

Frydman. G (1996) A New approach to teaching ESL, Independence, 21(2) p30-33

Liyanage. I (2004) An exploration of language learning strategies and learner variables of sri

lankan learners of English as a second language with special reference to their personality

types. Griffith University

Rodriguez. D, Manner. J and Darcy. S (2010) Evolution of teachers perception regarding effective

instruction for English language learners. Journal of Hispanic Higher education, 9 (2) p 130-

144

Scott. A (2012) Sample Planner. Melbourne: Anne Scott.

Shahini. G and Riazi. M (2010) A PBLT approach to teaching ESL speaking, writing and thinking

skills. ELT Journal, 65 (2 April), p 170- 179 Wing Jan, L. (2009). Write ways: Modelling writing forms. South Melbourne: Oxford University Press


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Appendix 1

What do I know about the people in 1920’s?

What did I know before?

What do I know now?

How did the clip add to my knowledge?


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Appendix 2

Anecdotal Notes

STUDENT: ___________________________

Date

Stage

Writing skills

Comments

An adapted version By Jessica Asvestas of Wing Jan, L. (2009). Chapter 5: Assessment

procedures and record keeping. Table 5.5 (p 83)


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Appendix 3 (An adaptation version by Jessica Asvestas of Scott. A (2012) Teaching and Learning

Strategies )

What do I know about….

INFORMATION

REPORTS


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Appendix 4 (An adapted version By Jessica Asvestas of Wing Jan, L. (2009) Table 8.3: Data Chart (p 129))

DATA CHART Topic:

Time period Children’s chores Children’s education Children’s did for fun Interesting Facts

My research headings

and questions

What I already know

Reference 1:

Book/Internet

Author:

Title:

Reference 2:

Book/Internet

Author:

Title:

Reference 3

Book/Internet

Author:


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Title:


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Appendix 4

Observational Rubric

An adapted version By Jessica Asvestas of Victorian Curriculum and Assessment Authority (2012).

Developing Rubrics. Retrieved 2nd of October from

http://vels.vcaa.vic.edu.au/support/tla/rubrics.html#ShowAll

Name:

Criteria Towards the Level At the Level Beyond the level

Able to annotate

the features of an

information report.

Students need

assistance in

finding all the

features of an

information report.

Student is able to

label most the

feature of an

information report.

However, still

needs assistance in

discussing the

impact

Student is able to

label an information

report and discuss

how the features

impact readers.

Able to work

effectively and

efficiently with a

partner.

Student is unable to

effectively work with

their pair

Student is able to

work in their pair.

However, at times

was a little side-

tracked.

Student is able to

effectively work in

their pair

Participation in

class discussion

and feedback

session

Student is engaged

in discussion,

however, does not

contribute

Student is engaged

in discussion and

makes small

contributions and

when prompted

gives positive

feedback to peers.

Student is involved

in discussion,

making comments

and also providing

positive feedback to

peers.


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Appendix 5

Annotated Checklist

Worked

well in a

group

Students were

able to

formulate their

own questions

to research

Students were able to

research and collect

information from both a book

and the internet.

Students

were able to

summaries

information

into clear

sentences

Comments

Book Internet

Student 1

Student 2

Student 3

Student 4

An adapted version By Jessica Asvestas of Wing Jan, L. (2009). Chapter 5: Assessment procedures

and record keeping. Table 5.3 (p 81)

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