Meghan Walton

Assessment Task 3: Literacy Planning Year 5 Section 1: Focus and Rationale for Planning

Using the My Place website (http://myplace.edu.au/default.asp) and the information from the 1930s Episode 9| 1928: Bridie; Unit Focus: English Year levels 3 6, Episode Clip: Childrens Chores and Activity 5: 1928 Chores. Subthemes: Chores, business and employment I created a series of five literacy lessons. I chose this clip because children often discuss the responsibilities they have at home, and I believe it would be beneficial for them to see how responsibility has changed. Over the five sessions I hope students will develop an understanding of how to construct a persuasive argument text; drawing on appropriate topic specific language.
Make the content they teach accessible and relevant

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Section 2: LITERACY UNIT PLANNER Topic: My Place: Bridie 1928 Episode 9: Childrens Chores
GRAMMAR FOCUS: (3 levels) 1. Whole text structure of a persuasive argument
Opening statement of the issue A statement of opinion Background information Arguments and evidence to support opinion Sequentially ordered arguments from most to least persuasive Facts to support and elaborate argument A concluding statement summing up the argument, suggesting possible solution or action

Year Level: 5
Text type Persuasive Argument Listened to

Term: 3
Spoken

Week: 5
Written

Date: August 2012

Viewed Produced

Read

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

Emotive phrases used to persuade Passive voice Facts and opinions

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 Language Experience Approach (R/W) Read to Shared R/W Guided R/W Modelled writing Interactive writing Independent R/W Literature Circles Reciprocal Teaching Mini lesson Roving conferences Reading Interviews Cloze

3. Word level

Connectives to indicate sequence of points (firstly, secondly, finally) Conjunctions (so, because, therefore) Verbs - action verbs (run, ruin, drive) and mental verbs (hope, believe, think) Personal Pronouns (I, me, my, we) (Wing Jan, 2009, pp. 166 - 170).

Use a range of teaching approaches which foster independent and cooperative learning
Thinking Tools/techniques to support chns thinking before/during/after an activity: Graphic Organisers (GO) e.g. Venn Diagram, Y-Chart, T-chart, Semantic grid; Brainstorm; Mindmap; Think-Pair-Share; DOVE; Placemat; Graffiti Wall; Post-it Notes; Sunshine Wheel; A-Z proforma; Problem-solving; Reflective Learning Journals; Share time; Reflection Circles; Roleplay; Fish Bowl; Debate; Discussion; PNI; 5VIPs; Bundling; Comprehension Strategies: Predicting; Visualising; Making connections; Questioning; Inferring; Determining important ideas; Summarising; Finding evidence in the text; Understanding new vocabulary; Synthesising; Comparing and contrasting; Paraphrasing; Recognising cause and effect; Skimming and scanning; Question types: self-questioning; 3 levels; (literal, inferential, evaluative) QAR

Topic-specific vocabulary for the unit of work: chores, responsibility, expectations, aspirations, entitlements, history, equality, duties, routines, paragraphs, key words, plan, argument, evidence, proof, justify, support, reason, persuade, debate, opening statement, for and against, series of arguments, supporting reasons, evidence, summary, rebuttal, bias, gender roles, Prior Knowledge:

Students have had several building up their topic knowledge and vocabulary.
Resources:

Wing Jan, L. (2009). Write ways. South Melbourne: OUP. pp. 166 - 182; EPISODE 9 English teaching resources downloaded on 19 September 2010 from www.myplace.edu.au/. My Place website www.myplace.edu.au Video clip Episode 9; ABC3 MyPlace http://myplace.edu.au/teaching_activities/1928/1/childrens_chores.html?tabRank=2&idSubtheme= Sixth Grade Debate School Uniforms http://www.youtube.com/watch?v=A6zuLlii2jQ&feature=related
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

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TEACHING & LEARNING CYCLE (Identify step in the T & L cycle and the literacy learning intention or sessions focus )

WHOLE CLASS Tuning In (Identify a strategy or a tool to help activate prior knowledge and/or to introduce the topic.)

MINI LESSON (Explicitly model the use of a new strategy or a tool to assist with the literacy learning intention or focus of the session and to prepare students for successful completion of the set task. Reference to Wing Jan include page details)

INDEPENDENT LEARNING (Extended opportunity for students to work in pairs, small groups or individually on a set task. Time for teacher to probe students thinking or work with a small group for part of the time.)

SHARE TIME AND TEACHER SUMMARY (Focussed teacher questions and summary to draw out the knowledge, skills and processes used in the session)

ASSESSMENT STRATEGIES (should relate to literacy learning intention or focus of the session. Includes how & what you will use to make a judgment on students attempt/work)

Session 1 Building Topic Knowledge To compare and contrast childrens chores in 1928 and today.

Back to Back Viewing View Episode 9: Childrens Chores. What did you see/hear? T Chart Students identify what chores they saw and heard (Appendix A). Read To Read several persuasive arguments to the class (on IWB). What do all these texts have in common? Sunshine Wheel Students identify what they know about persuasive argument texts.

Think Aloud Model the construction of a Venn Diagram on IWB linking what students wrote in their T Charts (Refer to Wing Jan, 2009, p.26).

Students create Venn Students discuss their Diagrams to record chores; learning in Reflection Bridies and their own. Circles. Focus Group EAL: Shared Writing Students will create a Venn Diagram together recording their chores and comparing them against Bridies tasks.
Cater for different learning needs and respond flexibly to the dynamics of the classroom

Anecdotal Notes (Notebook) explore student understandings during Reflection. Assess comprehension of chores through discussion and Venn Diagrams of Focus Group.

Session 2 Building text knowledge/Model the genre To explore the structure and language features of a persuasive argument text.

Think Aloud Model how to annotate two persuasive argument texts. Clearly label the structure and language features (Refer to Wing Jan, 2009, p.167) using Post-It Notes.

Students annotate and label the structure and language features of persuasive texts using Post-It Notes. Focus Group EAL: Discussion Print a persuasive argument and deconstruct it, creating simple labels (Wing Jan, 2009, p.167). Students discuss which labels to use and justify, gluing into book when reconstructed.

Students do a Learning Walk throughout the classroom to consolidate the language features learnt. Students discuss what they noticed; including similarities and differences.

Explore Work Samples from paired work assessing comprehension across the class.

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Session 3 Guided activities to develop vocabulary and text knowledge To develop an understanding of for and against arguments.

Read To Reread a text from the previous Literacy class. How do you think the author began writing this text? Brainstorm Consider what the author did before they wrote the text.

Think Aloud On IWB list responses to the statement: Students shouldnt have to pick up their rubbish at lunchtime, in a For and Against Chart. Think-Pair-Share What do we need to include in a persuasive argument? What do we need to consider? Why? Think-Pair-Share Focus: Children should not have to do chores. Recap previous lessons arguments. Record ideas on IWB (Wing Jan, 2009, p.26).

Using a T Chart in small groups, list arguments for and against; Children should not have to do chores. Focus Group EAL: Guided Writing Students list arguments, discussing; Children should not have to do chores.

Share Time What did you enjoy/find challenging?

Collect T Charts in order to assess understanding of arguments, recording results as; misunderstood or understood in Notebook against a class list.

Session 4 Guided activities to develop vocabulary and text knowledge To explore debating and supporting arguments.

Students watch the Sixth Grade Debate School Uniforms. What did you notice during the debate? Students record what they see, hear and feel during the clip using a Y Chart (Appendix B).

Class Debate Students prepare for debate; opening statement and arguments are to be written and rehearsed. Students will debate topic in order to persuade the audience (Wing Jan, 2009, p.166).

5 VIPs Summarise 5 VIPs about debating in Learning Journal.

Record student participation, attitude and behaviour during Debate in Notebook. Collect Learning Journals to gain insight into student understandings.

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Session 5 Joint Construction of text To develop a persuasive argument text.

Discussion Reflect on a persuasive text and label the structure and features. What is the structure of an argument?

Modelled Writing Opening statement of issue to be argued (Wing Jan, 2009, p.166). Write a statement of opinion using Think Aloud.

Students outline their argumentative piece independently forming; opening statements and opinions using arguments from previous lessons. Focus Group EAL: Guided Writing Use statement of opinion written in Mini Lesson, and formulate text.

Reflection Circles Students reflect on their learning.

Work Samples from Focus Group to assess use of vocabulary. Independent Work Samples assessing comprehension of an argumentative text.

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Section 3: Justification In the modern classroom there are a multitude of students with a variety of needs. Students from non-English speaking backgrounds and those with special needs can be found alongside high achievers, requiring teachers to differentiate their teaching. Teachers can achieve differentiation through the use of Focus Groups to specifically target certain student learning, and through making tasks adaptable. As written English is recognized as the predominant medium of communication (Liu, 2011, p.2548), it is important that teachers give students the best possible chance of success through the differentiation of instruction.
Cater for different learning needs and respond flexibly to the dynamics of the classroom

In order to cater for the learning needs of the classroom, it is important to know your students (DuQuette, 2001, p.9). English as an Additional Language [EAL] students learn and develop literacy in the classroom through; speaking, reading and writing as well as through content-based lessons conducted in English (Multicultural Programs Unit, Learning Programs Branch, Department of Education, Victoria, 2007, p.8). With the ever increasing EAL student population teachers need to remain aware that The ability to write well is important for school success; it is a tool for thinking and learning (Moore & MacArthur, 2012, p.1450) and it is their responsibility to maintain educational and achievable lessons for all students.

Ho (2007) states that, commonly, EAL students will not contribute sufficiently or in some instances even at all to the talk that goes on in the language classroom (p.7). Caldern, Slavin and Snchez (2011) suggest this is due to the fear of being laughed at (p.113). Therefore, it is important to allow students time to work together in small groups in order to feel confident to participate, while learning from others (Caldern et. al, 2011, p.113). 6|Page

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Within the Unit Planner, there are several focus groups targeting EAL students. However, these groups could also assist students with learning difficulties including; dyslexia or ASD, or students with behavioural difficulties including; ADHD, as the teacher will be able to assist with the immediate needs of the students. As DeBono, Hosseini, Cairo, Ghelani, Tannock and Toplak (2012) acknowledge there is a reciprocal relationship between reading and writing (p.1405), and therefore the Unit Planner reveals a high amount of reading alongside the construction of a persuasive argument text.

The Tuning In activity within the First Session relies on students actively listening and watching. As EAL students lack an extensive vocabulary this activity allows them to not only to record what was heard, but what was seen by drawing images. As a teacher it is important to provide EAL students with less language dependent options, therefore this activity focuses on the use of a T Chart. This activity also uses peer mentors, as they are partnered up in order to listen and watch independently. Peer mentoring has been shown to be effective across various year levels as student self-esteem increases (Wilkins, 2008, p.26). Carrier (2006) suggests a range of activities including videos and graphic organisers assist EAL students to learn content while relying on listening to and presenting information in more suitable ways (p.131). This activity allows EAL students to participate with their peers and ensures they are not always singled out in favour of a Focus Group, although this is an effective way to assess EAL student comprehension.

The Focus Group within Session Two encourages students to reconstruct a persuasive argument text using simple labels that have been provided. The Focus Group was developed in order for EAL students and those with learning difficulties to explore the structure and vocabulary used within the piece. As Ogle and Correa-Kovtun (2010) 7|Page

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suggest, students often struggle with content-specific vocabulary (p.532) and this will allow them to explore the vocabulary of persuasive pieces with a focus on structure. These students work with the teacher in order to reconstruct a text, while their peers are working in pairs labelling persuasive pieces with Post-It Notes. The aim of the Focus Group is to ensure all students understand how to structure a text and can identify vocabulary using labels, while gaining an understanding of what the words mean. As Wessels (2011) suggests academic success and vocabulary knowledge go hand-in-hand because students need to make sense of the meaning, to ensure the content will make sense (p.46). However, students require assistance in doing so, particularly when words are decontextualised as stated by McKeown and Beck (cited in Kesler, 2010, p.272).

There are a variety of ways to differentiate teaching instruction to cater for diversity within the classroom as demonstrated above, however, it is most important to understand your students; their strengths, weaknesses, and interests (DuQuette, 2001, p.9). Coelho and Rivers (2004) imply that the most beneficial way to assist EAL students in the classroom is through exploration, modelled and shared writing, guided practice, and finally, independent work (p.137), therefore, the Unit Planner reveals student exploration, modelled and shared writing sessions along with guided practice for EAL students.

Total Word Count: 1573

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References

Caldern, M., Slavin, R. & Snchez, M. (2011). Effective Instruction for English Learners. The Future of Children, 21(1), 103- 127.

Carrier, K.A. (2006). Improving Comprehension and Assessment of English Language Learners using MMIO. The Clearing House, 79(3), 131-136.

Coelho, E. & Rivers, D. (2004). Adding English: A guide to teaching in Multilingual classrooms. Toronto, Ontario: Pippin Publishing.

DeBono, T., Hosseini, A., Cairo, C., Ghelani, K., Tannock, R., & Toplak, M.E. (2012). Written expression performance in adolescents with attention-deficit/hyperactivity disorder (ADHD). Reading and Writing, 25(6), 1403 1426.

DuQuette, C. (2001). Students at Risk: Solutions to classroom challenges. Ontario, Canada: Pembroke Publishers.

Ho, D.G.E. (2007). Classroom Talk: Exploring the Sociocultural Structure of formal ESL Learning (2nd ed). Germany: Peter Lang AG, International Academic Publishers.

Kesler, T. (2010). Shared Reading to build vocabulary and comprehension. The Reading Teacher, 64(4), 272-277.

Liu, P. (2011). A study on the use of computerized concept mapping to assist ESL Learners writing. Computers and Education, 57(4), 2548 2558.

Multicultural Programs Unit, Learning Programs Branch, Department of Education, Victoria. (2007). The ESL Handbook: Advice to schools on programs for supporting students learning English as a second language [PDF]. Retrieved from http://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/eslhandbook.pdf

Moore, N.S. & MacArthur, C.A. (2012). The effects of being a reader and of observing readers on fifth-grade students argumentative writing and revising. Reading and Writing, 25(6), 1449-1478. 9|Page

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Ogle, D. & Correa-Kovtun, A. (2010). Supporting English-Language Learners and Struggling Readers in Content Literacy with the Partner Reading and Content, Too Routine. The Reading Teacher, 63(7), 532-542.

Wessels, S. (2011). Promoting Vocabulary Learning for English Learners. The Reading Teacher, 65(1), 46 50. Wilkins, V. (2008). Effective School-based Peer Mentoring: The participants perspective. Ohio, USA: Union Institute & University. Wing Jan, L. (2009). Write ways: Modelling writing forms (3rd ed.). South Melbourne, Vic: Oxford University Press.

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Appendix A Name:_________________________ Episode 9: Childrens Chores Chores can I See Chores I can Hear

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Appendix B Y Chart: What I See, Hear and Feel Name:

What I See

What I Hear

What I Feel

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