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WALKING TALKING TEXTS: Grandfather’s Journey INDEPENDENT

WRITINGEXPLORING THE TEXT

ActivitiesEXPLOITING THE TEXT

Exercises

WALKING TALKING TEXTS…

COLUMN PLANNERfor

PRIMARY Grades

Unit Title: Grandfather’s Journey

Year/Class group:

Date:

© F. Murray 2005 with Murrupurtiyanuwu Catholic School WTT unit: Grandfather’s Journey; - 1 -




Exercises

The grammatical items are those planned to be explicitly taught at this level, that is through each activity and exercise.Tense

Simple past (ed endings)NB: American spelling eg ‘traveled’

Irregular past tense (shook, wore, began. brought, grew, thought, bought, fell, was

Past perfect – had crossed’ had remembered, had lived, had been

Past conditional: could wait no more; could not forget;

Infinitive: to see; to love; to marry;Verbal phrase: fell in love

Sentence form

Simple: the pacific ocean astonished him

Compound: He wore European clothes for the first time and began his journey on a steamship

Complex: When land finally appeared it was the new World; The more he travelled, the more he longed to see new places, and never thought of returning home

Person

Third person consistently until the last page where the ending is in First person

Negative forms

Never didDid not seeNever thought ofCould not forgetCould wait no moreWas not a There was nothing leftNever keptI can notI missEndlessNo longer

Pronouns/pronoun reference

Reference

Possessive

Personal

HimIt (land)There (city)

MyHisTheirHis own

HeThey Ime

Prepositions/prepositional phrasesIn JapanIn my heartOnInAtFor (days on end)

Ellipsis

Page 13 – omission of pronoun ‘he’Page 12 “he shook hands”9 ‘See California”Page 31 “the other country’

Expressions of qualityMarvelledYoung manEuropean clothesLike enormous sculpturesEndless farm fieldsHuge cities of factories and tall buildingsTowering mountainsRivers as clear as the skyBlack men, white men, yellow menNew placesLiked California BestStrong sunlightLonely seacoastNew countryBaby girlOld friendsNearly grownYoung womanFavourite weekend





Exercises

Small boyLike leaves in a storm (Imagery)Just as he had rememberedFunny thingNearbyLarge cityHouse (where) my grandparents livedBeach (where) they had been children

Expressions of quantity

The more he travelled the more he longedReturn now and thenOf all the placesMany storiesAnother songbirdOne more timeA steamshipThree weeksEndless farmfieldsNever endingThe more he travelled

Time markers/temporal wordsFor the first timeWhen he left homeFor three weeksAfter a timeThen he broughtAs his daughter grewFinally, whenOnce againSometime laterThe last timeOne more timeWhen land finallyOften walkedFor days on endOn and on until

Possessive forms

Our livesOf my ownHis my

ConjunctionsAnd yet…ButSoAs his daughterWhenUntil

NounsThe longing in my heart (noun phrase)

Proper nouns: Pacific Ocean; The New World; North America; Japan; California; Sierra Mountain; San Francisco Bay

Compounds: farmfields; riverboat; Steamship; seacoast; sweetheart; songbirds; homelands

Common nouns (unfamiliar): sculptures; deserts; The worldNoun groupsHuge cities of factories and tall buildings

GenreBiographical account through using Recount

Curriculum Investigations:





Exercises

SOSE – Time continuity and Change 3.1Investigate the past and how events have impacted on individuals and groups– mapping; tracking journey from Japan to California– history – WW11; aspects that denote historical change (clothing, buildings, travel); timelines– local biography of someone who lived and travelled at a similar time– investigate the change in clothing, transport and buildings over the time covered in the text– investigate WW11 stories from BI

Maths3.3 Measurement- tell time accurately, including 24 hr time, read timetables, timelines and calendars and use relationships between common time units.Create a timeline depicting the events of the text

MathsSS 3.3 locationInterpret and create maps and plans including giving and following directions for location and paths using simple coordinate systems, scales and major compass points.

- read map scales- Locate places using latitude and longitude- Recreate the map depicting the route travelled by the main character





Exercises

The following guide ma y be helpful in planning for development in the students’ independent writing.

Students need at least half an hour a day to develop independent writing skills.

For students who are not yet independent writers, follow the Scaffolding Independent Writing methodology.

Follow the sequence below for each genre of writing begun by the students who are able to begin writing independently.

A. Have a meeting to brainstorm, talk about and list possible topics or aspects of the writing.

B. students begin first draft and continue writing this daily

C. teacher talks with individual students about their writing

D. Teacher leads a meeting to discuss the writing so far

E. Students begin to redraft and continue writing this each day

F. Teachers talks with individual students about their writing

G. Continue until this version is complete (final copy) or it is time to introduce a new writing task.

Teacher and students will need to spend from one half, up to two hours per day engaged with whole text activities:COMPOSING AND CONSTRUCTING

ORAL TEXTS THROUGH INTERACTION IN SHARED LEARNING EXPERIENCES LEADING TO THE CONSTRUCTION OF GROUP NEGOTIATED JOINTLY CONSTRUCTED WRITTEN TEXTS FOR STUDENTS TO USE AS A RESOURCE IN INDEPENDENT SPEAKING AND WRITING TASKS.

Learning and sharing information about reading and writing, using parts of the text.

Teacher and students read the original story/text and all the texts generated from the activities each day. Display all of these texts prominently around the room.

In examining the texts produced in the unit of work, tell the students about the conventions of reading and writing.

Use the texts as a basis for exercises to further develop students’ skills in English.

The language exercises in this column allow for practice by students in constructing and deconstructing parts of texts for themselves.

The teacher scaffolds each activity first, explaining the process to the students.

After this the students practise the activities themselves.





Exercises

Day1 1. Discover the TextTalk about the contents of the text. Discuss and record what the learners already know about the text in the form of a semantic web or notes. Use information from the title and illustrations to discuss what the text/story might be about.Prediction

Using the illustrations talk with students about what the characters look like, type of clothing, where they may live, who they may be, what they are doing, where they may be going, what may be happening, when the pictures may be set, the age of the people, and finally what they think the whole story might be about

Record students’ predictions in the form of semantic webs.

For students just beginning literacy in English, the teaching and learning of the English sounds and letter names needs to be organised in conjunction with the following exercises.

Day1 A shaping exercise2. Complete oral cloze exercises

a) teacher and student together

b) Individual student (one to one) with teacher.

Teacher makes notes, keep in folio.

Choose nouns to see if children are following the basic semantics of the story

Day13.

Teacher ( as a language model and scaffolder of learners’ English) and studentsa) discuss whether the text was as predictedb) exchange ideas, opinions and feelings about the content of the text

Take each page and talk about it in detail with the students, encouraging each student to give some information


Learning Written English and Learning About Written English for Informational Use (3b)

Assessment Choice




Exercises

What is the character wearing in both pictures? What do you know about these clothes? Have you seen these before?

Tell me what this man is doing? (Page 5) What does this page remind you of?

(page 6) Where is this man now? Do you think

this picture is of today’s times? (page 7) What does this remind you of? (page 8) Where is this man walking? (page 9) Resources – farming pictures Is this the same man? Where is he? Why is he here? How

does he look? Why? (page 10) Have you ever been to a place like this? Where is it? Why

are the mountains white? (Page 11 Who are these people? Where are they from? (Page 12) What is this? How do you think the motor works? What is

it carrying? Does it remind you of anything?(Page 13) Tell me about places you have been like this? (pages

14,15) Who are these people? What are they doing? Are they

related to each other? How do you know? (Page 15) What has happened? (page 16) What is the girl playing with? Is this happening now or in

the past? How do you know? (page 17) Who is this man? Is this the same man? What is he

thinking? Why does he have birds in cages? (page 18) Who are these people? Where are they going? (Page 19) What is growing in the fields (Page 20) Who are these people? Where are they from? How do you

know? Have you seen people like this? Where are they now? (Page 21) resources on Japan

Which country are these people in? How do you know? (Page 22,23)

Who is on this page? (Page 24)© F. Murray 2005 with Murrupurtiyanuwu Catholic School WTT unit: Grandfather’s Journey; - 7 -

Learning Spoken English and Learning Through Spoken English for Interpersonal Use (2)




Exercises

What is this man doing? What is he thinking? (Page 25) What is this boy doing?(Page 26) What has happened to this family?(Page 27) How old are these people (Page 29) Who is this boy? (Page 30) Where is this person (Page 31) What happened to this person’s father? His grandfather?

(Page 31) Can you find this person father in the book?(Page 31) Can you find this person’s Grandfather in the book? (page

31)

Day 2

4. Read the text with the students: students begin to ‘read along’ with the teacher. Explore the text by planning together to role-play the texts and/or parts of it (if appropriate).

Concentrate on the modes of travel/movementAt appropriate times as the story is read- rocking on the boat- rattling on the train- stomping through the fields- walking and walking- gliding on the riverboat- bombing of planes

Day 3

5. Read the text again and discuss the content of the text. Make links between the written text and the real world experiences of the students – talk about similarities and differences

Brainstorm what chn already know about - Japan and links with Nguiu (our community)- WW11 and Tiwi (local) stories- Travel and trips children or relations have been on- Children, parents, grandparents(link to relevant parts of the book as each is discussed)

Day A shaping exercise© F. Murray 2005 with Murrupurtiyanuwu Catholic School WTT unit: Grandfather’s Journey; - 8 -

Learning English and Learning Spoken Through Spoken English for Interpersonal (2) and Aesthetic Use (5)

Learning through Spoken and written English Interpersonal Use (1,2)




Exercises

3 6. Teacher tells students about the genre and the features of this genre so students learn how different genres are constructed. Do this by deconstructing the structure of the stimulus text and discussing how the different parts make up the whole structure of the text.(Biographical account using a recurring narrative structure) SETTING THE SCENE

- orientation giving who, where and what (Page 4)

- orientation continues with a series of events during his travels (Pages 5 – 14)

- series of events related to his marriage and family life - from SF to Japan back to SF (pages 15 – 19)

SERIES OF COMPLICATIONS/RESOLUTIONS- return to Japan (Page 20)- complication (daughter unhappy) (page 22)- resolution – marriage (page 23)- complication – war (page 24)- resolution – back to village) (page 28)- but a complication remained – Grandfather

loves two worlds.CODA

- loving two worlds is repeated in the grandson’s story on the last page

Day 4

7.

The students retell the text: the story line, the sequence of the events/information etc. Use the illustrations as memory joggers. Students may like to retell the story in small groups of two or three. (Make use of the tape recorder to keep records for assessment).

Using the pages in the book, have the whole group tell what is happening on each page, tchr


Assessment Choice Learning Spoken English and Learning Through Spoken English for Informational Use (4)




Exercises

can expand children’s talk and scaffold their English.Day 4

A shaping exercise8. Teacher and students make a list of words (vocabulary expansion) which describe characters or events in the text. Display this list and add to it as the unit progresses, Make semantic webs using these words.Ask the students to give you words from the book; then add, with the children’s participation, the targeted words – temporal words/time markers and expressions of quality, and . Aim for about 30 words.

Day 5

A shaping exercise9. Organise this list and other words from the unit of work in alphabetical order. For students who are beginning literacy, do exercise 10.

- (sort alphabetically to the third and fourth letters)

– whole group together– in pairs– individually

Continue this exercise for a 10 minutes or so every day for a couple of weeks.

Day 5

A shaping exercise10.For students who are beginning literacy, introduce the English

alphabet and display along a wall. Teach sound and letter names. List words under the appropriate letter name. Teach the sound/letter names of single sounds, blends, word endings etc.

A focusing exerciseFor students who are developing literacy, create a wall dictionary (words with meanings) or semantic webs.

Add to the dictionary or semantic webs as unfamiliar words are encountered.





Exercises

Use the lists from no. 8.

Teach the students how to use this as a resource for their personal writing. Use the growing list of words on these wall resources for the study of words including spelling, rules and irregularities in rules.For example, students, in pairs discuss and sort the words on cards into categories:

- word families- same endings/beginnings- sound patterns- letter patterns- rhyming words- plurals etc

Children who don’t know the alphabet, take separately, in small group and using words from the word list to teach initial alphabet sounds. (Target individual sounds).

With the others make a wall dictionary using the words in the list.

Over the subsequent daysOrganise the words into word verb groups Irregular past tense (shook, wore, began. brought, grew, thought, bought, fell, was

Past perfect – had crossed’ had remembered, had lived, had been

Past conditional: could wait no more; could not forget;

Infinitive: to see; to love; to marry;Verbal phrase: fell in love

Also develop groups of words that represent mental processes (marveled, amazed, bewildered, excited reminded, longed, loved, thought)





Exercises

Day 6

11. Read the text again with the students. Teacher and students write a group negotiated text of the original (a written retelling). Students illustrate the text. Sequence the pages and display these as a wall story.The genre of this text is: Biographical account using narrative genre

Day 7

A shaping exercise12. Create a wall thesaurus, Begin with the words from the previous list. Add to the thesaurus to expand vocabulary. Have students use this in their independent writingSemantic webs- take less well known words from the lists developed in 8 and 10 and make semantic webs and develop/introduce new words for the same concept –,eg marvelled, bewildered

(Continue this each day for about 10 minutes for a few weeks)

13. Students begin writing a text modelled on the stimulus text used for this unit of work.

Children rewrite the text.Use scaffolding independent writing methodology. After introducing, put this into the daily writing time until students have finished this piece of writing

Day 8910

Day 11

A shaping exercise14. Sort scrambled text, use longer chunks of text such as paragraphs/ the contents of a page.


Learning Spoken and Written English and Learning about Written English for Interpersonal (2) and Informational use (4)




Exercises

a) whole group with teacherb) cooperatively in groups of two or threec) individually

Keep individual sample for student folioThe text from each page

Continue practising this exercise 10 mins each day for about four days





Exercises

Day 12

A shaping exercise15. Teacher and students produce a written text in the form of a story map or graph to depict the main events.Story mapUse the pictures from exercise 6 as the basis of the map.Write key words/phrases under each picture to represent the meaning on each page, eg “ childhood Sweetheart” Page 15

- whole group first with teacher

- in pairs- individually

Continue for 15 minutes each day until finished.

Day 13

A shaping exercise

16. a) Sort scrambled sentences into a paragraph to a page of meaningful

text.b) Sort scrambled text into appropriately structured sentences:


Assessment Choice

TEACHERAND STUDENTS

GO ON A PRINT WALK AROUND THE CLASSROOM.

Read the print

Discuss the text, concepts of print, graphophonic relationships, words, used, use of punctuation etc

Recall the activity in which each text was written.

Discuss what else may be written and displayed in this unit of work




Exercises

- whole group with teacher- cooperatively in groups of two or three- individually

Keep individual work for student folioSort scrambled sentences at

- sentence level- word level

(type targeted word in another colour for scrambled words)Continue in for 10 minutes each day for about 6 days

Day 13

17. A shaping exercise

Create alternative endings and beginnings for sentences and larger chunks of text.


Keep individual work for student folioTake every sentence, and create new ways of saying the same thing

- whole group together first- in pairs- individually

EG “ Of all the places he visited he liked California best”Could become“Given everywhere he visited he liked……”Continue in for 10 minutes each day for about 6 days

Day 14

18. A shaping exercise

Complete written cloze exercises:- whole group with teacher





Exercises

- cooperatively in groups of two or three- individually

Keep individual work for student folio

Written clozeomit temporal words/ expressions of quality

Continue in for 10 minutes each day for about 6 days

Day 14

19. Explore the text through poetry and/or music. Identify and list known poems or songs/rhymes/music related to the text. Recite, sing, dance, mime as appropriate.Name of song/poems:Known New

Music/songs, rhymes:Choose 3 or 4 poems, songs linked to the topics of world travel, Japan,Or alternatively, make up a song as a class to represent this story.

Day 14

20. Teacher and students produce a written text of the words of the poetry and/or music. Students illustrate, sequence the pages and display.

Group negotiated writing – words of song/poem

Day 15

21.

Practise listening skills. Once these listening exercises have been introduced, do some of them for 10 minutes every day. Many other listening exercises can be chosen from resource books.Listening exercises should cover the areas of stress, intonation and rhythm


Assessment Choice

Assessment Choice

Learning Spoken English and Learning About Spoken English Aesthetic Use (6)

Learning Spoken and Written English and Learning About Written English for Informational Use (4)




Exercises

and pronunciation of English.Following are some examples:Focusing exercises:

- Listen for specific words, phrases, sounds in spoken texts. Choose a group of words, a word, a sound that the students need to listen to and learn to pronounce. When the students hear the target sound/word they indicate in some way – playing a musical instrument, standing up etc.

- Read a part of any of the texts with which the students are familiar substituting incorrect words. Allow the students to correct the words and supply the appropriate ones

- Choose target sounds from the text. Play games which require the students to discriminate between the sounds

A shaping exercise Choose a repetitive part of the text to use as a chant, while the students follow the rhythm and stress of the language using body movements, musical instruments etc.

List the listening activities chosen for this unit of work…- - whole group with teacher- cooperatively in groups of two or three- individually

Keep individual work for student folioListening linked to the songs target sounds: “ed’ endings; difference between ‘s’ endless and ‘z’ amazed; consonant clusters eg ‘pl’ ‘bl’ ‘ld’ (bewildered and childhood)

22. Students begin writing a text in the form of a poem or song.

Children write one of the songs as their own text – use scaffolding writing methodology – change some words to make it their own

Day 151617





Exercises

Day 18

23.

Explore the text through art and craft. Brainstorm ideas for construction, mural making, 2D art etc with the students. List the ideas. Teacher and students discuss each idea and decide on those to be done. Teacher and students together produce art/craft related resources, talking about the process. Label the products/parts of products.

Make masks depicting the characters as children; as middle aged people; as old people.Use origami to make a boat (front page)

Day 19

24. Teacher and students write jointly constructed texts associated with the art and/or craftwork eg procedural or descriptive texts.Discuss

- what we made- what we needed- the sequence of making- how we made the product

b)Make notesConstruct whole textWrite a group negotiated text describing the process of mask making and features.Write a group negotiated text describing the practice of origami.


Assessment Choice

TEACHERAND STUDENTS


Learning Spoken English and Learning Through Spoken English for Interpersonal (2), Informational (3a) and Aesthetic Use (6)

Learning Spoken and Written English and Learning About Written English for Informational Use (4)




Exercises

25. Students begin to write a procedural text or descriptive text based on the art/craft work.

Children begin writing a text describing the

Day 202123

26. A focusing exercise Practise English pronunciation. Use any of the texts from this unit of work to concentrate on particular aspects of English pronunciation. Include sounds, words, phrases, whole sentences incorporating intonation and rhythm. Use tape and keep cassette in student folio.



Day 24252627

27 A SCIENCE

Explore curriculum outcomes through science activities which extend the themes of the text: DO:

TALK:

RECORD:


Read the printDiscuss the text, concepts of print, graphophonic relationships, words, used, use of punctuation etc

Recall the activity in which each text was written.Discuss what else may be written and displayed in this unit of work

Assessment ChoiceLearning Through Spoken and Written English for Informational Use (3a, 3b)




Exercises

Day 28

27 B

Teacher and students write a group-negotiated/jointly constructed text that reflects the science activities. This could be functional, expository, procedural, report, explanatory etc. Students illustrate the text; sequence the completed parts and display.Type of text (genre): Title of text:

(Tchr tapes her/himself giving a verbal information report on this)

27C Students write a text that is related to the activities in Science.Children begin to write own information report on their own animal/plant

Day 2930

28A MATHS

Maths3.3 Measurement- tell time accurately, including 24 hr time, read timetables, timelines and calendars and use relationships between common time units.Create a timeline depicting the events of the text

MathsSS 3.3 locationInterpret and create maps and plans including giving and following directions for locations and paths using simple coordinate systems, scales and major compass points.

- read map scales- Locate places using latitude and longitude- Recreate the map depicting the route travelled by the main

character

Explore curriculum outcomes through Maths activities that extend the themes of the text.DO: Locate places on a map.


Assessment Choice

Assessment Choice

Learning Written English and Learning About Written English for Interpersonal (2) and Informational Use (4)




Exercises

Find out where Japan and California are on a world map and trace the Grandfather’s journey

Introduce latitude and longitude Use the index on the Atlas Make games up to find other places using

latitude and longitude Share stories of other people’s travels and trace

these on a map.

TALK: about how we locate places on a mapWhat language is used to tell people about locationsHow we can use an index and latitude and longitude

RECORD:A number of places with their latitude and longitude from the story and from travels children/their families have done.

How far did the Grandfather travel on his journey?DO: Measure distances on the map. TALK: use subject specific language relating to distances, features on the world map – eg equator, names of oceans and seas, lines of longitude as well as distances. RECORD: Use a map of the world to draw the Grandfather’s journey showing distances travelled.


Learning Through Spoken and Written English for Informational Use (3a, 3b)




Exercises

28B

Teacher and students write a group-negotiated/jointly constructed text that reflects the Maths activities. This could be functional, expository, procedural, report, explanatory etc. Students illustrate the text; sequence the completed parts and display.Type of text (genre): Report Title of text: The countries/places the Grandfather would have crossed on his journey form Japan to CaliforniaOrExplanation: How to use an index in an Atlas

28C Students write a text that is related to the activities in Maths.

29A HEALTH/PHYSICAL EDUCATIONNA for this text

Explore curriculum outcomes through Health/Physical education activities that extend the themes of the text.DO:

TALK:

RECORD:

29B Teacher and students write a group-negotiated/jointly constructed text that reflects the Health/Physical Education activities. This could be functional, expository, procedural, report, explanatory etc. Students illustrate the text; sequence the completed parts and display.Type of text (genre): Title of text:

29 C Students write a text that is related to the activities in Health/Physical education.


Assessment Choice

Assessment Choice







Exercises

30A SOCIAL EDUCATION

SOSE – Time continuity and Change 3.1Investigate the past and how events have impacted on individuals and groups– mapping; tracking journey from Japan to California– history – WW11; aspects that denote historical change

(clothing, buildings, travel); timelines– local biography of someone who lived and travelled at a similar

time– investigate the change in clothing, transport and buildings over

the time covered in the text– investigate WW11 stories from BI

Explore curriculum outcomes through Social Education activities that extend the themes of the text.DO: Visit the museum and listen to local people tell stories about WW11 experiences (locally). Collect pictures and audio/video tape the stories or find out about the life of a person who (lived locally) at the time of the war.

TALK: The key information the children have heard – who, what, when, where, what happened

RECORD: Draw a timeline of events that occurred in the story or through the biography


Assessment Choice





Exercises

30 BTeacher and students write a group-negotiated/jointly constructed text that reflects the science activities. This could be functional, expository, procedural, report, explanatory etc. Students illustrate the text; sequence the completed parts and display.Type of text (genre): Biography or Historical ReportTitle of text:

30C Students write a text that is related to the activities in Social Education.Biography or Historical Report

Day 31

31. A shaping exercise Examine the difference between written and spoken language. Tape students (or teacher) telling how to make/do something from one of the curriculum areas covered in this unit. Compare the spoken language on the tape (transcribed) with the written language of the group negotiated text (activities 27B – 30 B).Using the oral transcript of the report in activity 27A, compare this to the group negotiated text, 27B, of the procedure, explaining to children that writing is not just talk written down.

Day 32

32. A shaping exercise Decide about true/false statements based on the information from the curriculum areas studied in this unit.



Make up T/F statements from the SOSE area studied.


Day 33

33. A shaping exerciseMake judgements about multiple-choice answers, given questions based on






Exercises

the original text and the curriculum areas studied in this unit.- whole group with teacher- cooperatively in groups of two or three- individually



Day 34

34 A shaping exerciseRecognise and correct substitutions/lies in the text





TEACHERAND STUDENTS


Read the printDiscuss the text, concepts of print, graphophonic relationships, words, used, use of punctuation etc

Recall the activity in which each text was written.Discuss what else may be written and displayed in this unit of work




Exercises

Day 35

35. Improvise on the text by using the original text as a model to write a group negotiated text in the same genre, which differs from the original text in language items, setting, plot, topic, purpose etc.Discuss with the students:Type of text: NarrativeTitle: “ My ……..’s Journey”

36. Students begin to write a text by improvising on the original text in one of the following ways: language items, plot, setting, content.

Children begin to write their own innovation on the text. Children come up with own idea – begin by brainstorming and use the scaffolding independent writing methodology.

Day 3637

Day 38

37. A shaping exerciseIdentify and use questions and statements. Students give verbal and written answers to questions based on the areas studied and any of the text produced in the unit of work.





Learning Spoken and Written English and Learning About Written English for Interpersonal (2) and Informational Use (3b)




Exercises

Day 39

38. Explore the text through an oral presentation. Discuss, decide one and plan the presentation. Make group notes, use headings eg what, who, where, when, how.

Present class information text to a younger class/parent group

Day 40

39. Write a group negotiated text to support the presentation eg a script for a play, a report to present, a statement etc for a talk.. Write a group text to support the oral presentation:A plan for the sequence of presenters – who will say what and when.

40. Students write a text to support the oral presentation for example, a dialogue, a talk, a poster. Children begin to write own notes to support them in the presentation

Day 41


Invite some students and teachers from another class and organise for the students to take them on a Print Walk around the room.

Learning Spoken English and Learning Through Spoken English for Interpersonal Use (2)

Learning Spoken and Written English and Learning About Written English for Interpersonal (2) and Informational Use (4)




Exercises

Day 42

41.

Organise the time and venue, invitations etc and give the oral presentations. Do the presentations

42. AssessmentHow do I assess students’ Oral English language development? For each unit of work, assess oral language based on five activities from the list below. Make notes about the student’s knowledge, understandings and use of language. A group of students should be targeted for assessment in each unit of work. Engage the targeted students in talk during the activities marked ‘Assessment Choice’ in this column. Tape the students using Standard Australian English and write anecdotal notes about the student’s use of English as observed.

See Page 203.

As the following activities are done or through the revisiting of these activities:

EITHERTape the student as s/he:

3. Gives her/his ideas, opinions, and feelings about the stimulus textOR

7. She/he retells the stimulus text.

AS WELL ASMake notes and/or tape about the student’s

21. Responses to the listening, oral cloze and intonation exercises

OR26. Pronunciation of the target sounds/words/phrases for the unit

AND19. Have the whole group sing songs, recite poems or say rhymes from the unit of

work; observe and note student’s level of participation, confidence and clarity of words, socio-cultural understandings, in talking about texts produced, activities done etc.

OR


Assessment Choice Learning Spoken English and Learning About Spoken English for Interpersonal Use (2) and Informational Use (4)




Exercises

41. During the group oral presentation, observe and note student’s level of participation, confidence, clarity of words and socio-cultural understandings, indicated by using English language appropriately in this context.





Exercises

Teacher rubric for ……………… task

Expected Qualities

Indicators of student performance

High Medium LowContent and understanding of relevant concepts: ………………………………………………

Independently identifies …………………and demonstrates an ability to ……………………………

With some guidance, identifies ………………………….and demonstrates an ability to …………………………………………..

Experiences difficulty in identifying …………………………… and demonstrate………………………………

Demonstrates ability to make informed generalisations linked to the subject matter

Independently generalises ……………………………………….. based on learned knowledge when giving information about the topic

Attempt to generalise some aspects of the features, characteristics, and interactions of …………………………… based on learned knowledge when giving informationo about the topic

Needs scaffolding support to generalise features, characteristics, and interactions of ………………………….. based on learned knowledge when giving informationo about the topic

Uses ideas generated in modelled writing and planning, and makes further links and connections relevant to the topic, in a text with several different related ideas.

Is able to transfer main ideas generated in modelled writing and planning by writing a text with some related ideas.

Requires assistance in generating and transferring ideas to write short texts.

Effective organisation:

a. Process

Shows evidence of being able to use graphic organisers effectively to plan and organise ideas prior to writing.

Attempts to use graphic organisers to plan and organise ideas prior to writing but might not do so effectively.

Requires assistance to use graphic organisers to plan and organise ideas prior to writing.

Or (if graphic organisers were not used)

Or Or





Exercises

Expected Qualities

Indicators of student performance

High Medium LowShows evidence of being able to effectively plan and organise ideas prior to writing by eg using headings or grouping information.

Attempts to plan and organise ideas although does not do so consistently.

Requires assistance in planning and organising ideas prior to writing.

b. Product Demonstrates an ability to organise the subject matter in a manner appropriate to an information report

Attempts to achieve organisation of the subject matter appropriate to an information report.

Shows little understanding of how to achieve organisation of the subject matter appropriate to an information report.

Control of language Produces texts using the basic conventional grammatical features and appropriate punctuation.

Produces texts using some basic grammatical features and punctuation.

Provides no clear idea of how to use the basic grammatical features and punctuation.

Uses knowledge of sight words and letter–sound correspondences and a variety of strategies to spell familiar words.

Uses knowledge of sight words and letter–sound correspondences to spell familiar words.

Uses limited knowledge of sight words and letter–sound correspondences.





Exercises

Student rubric for mangroves taskStudent name Date

How well do you think you did your work?

means you think you did very well.

means you think you did quite well.

? means you think you need to do better.





Exercises

Something is written in the table about your work. Choose which symbol you think matches your work the best. Draw it in the space on the right-hand side.

My work How I didI wrote information about a mangrove animal and included all the details.

I planned what I was going to write using the support material in the classroom and my research on the animal.

I wrote an information report and redrafted it to make sure that all the information that could be was included, was included.

This is how I felt about my finished work.


planning outline - charles darwin university€¦ · web viewchoose a group of words, a word, a...

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