EDLA309 Literacy Education2_2016 Sarah Contin

Assessment Task 3-
Oracy and Writing Skills using My Place by Nadia Wheatley and Donna Rawlins Commented [SC1]: Teacher needs to have an
understanding of the teaching strategies to use to apply
LESSON 1: Australian History for this content area(Oracy and Writing Skills).
Literacy Unit learning intentions: Commented [SC2]: Lesson 1. Applying teaching
Analyse the text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text. (VCELY320) (Victorian strategies of Oracy and Writing skills to create a series of
Curriculum, 2016) 5 lessons.
In this unit we are learning to: Commented [SC3]: Understanding of the content being
o Identify text themes- Transport in Australian History to create an information report. explored.
o Organise relating text themes in a collaborative environment through discussion and practice.
o Consider how these ideas meet the purpose of the text.
Learning behaviours:
I need to: Commented [SC4]: Know how to direct the task to
o Highlight the significance of the theme Transport within the text. Ensure students are able to discuss and locate visual elements. enhance student learning for all.
o Use prompts discovered by students to generate further ideas relating to Transport.

Learning Intentions Structure Resources Assessment Criteria and Success Criteria

WHOLE CLASS FOCUS: My Place, Wheatley N. Assessment Type
o Discuss and analyse visual elements, which highlight and Rawlins, D.(1987). o Students are able use oracy skills to share, Commented [SC5]: Teaching strategy.
Australian History in My Place to build topic Australia: Collins Dove discuss and compare ideas with one and other
knowledge. Publishers. and share prior knowledge relating to
o Use modelled writing to practice generating relating Australian History. Commented [SC6]: Teaching strategy
to the ideas to model the genre required. Pages: 1 and Chapters o Students are able to use a graphic organiser to
1788 and 1988. generate information.
o Students are able to create a 5 sentenced
 EDLA309 Literacy Education2_2016 Sarah Contin

Language features of this TASK: paragraph based on report structure.

text type examined in this o Teacher directs a shared reading session using text
lesson: resource My Place to highlight Australian History
o Structure referring to selected chapters.
o Technical language o Students Think, pair, share ideas with each other
o Linking verbs and create an individual Positive, Negative and
o Images Interesting (PNI) thinking routine in relation to
Australian History and the text based on selected
themes. (Appendix 1)
o Teacher directs whole class to create a graphic
organiser to develop structure, linking verbs,
technical language and images.
o Teacher models a a plan for an information report.
o Students then choose one specific topic and follow
the information report plan to write a 5 sentenced
report of their own.
Students are producing Speaking, Reading, writing,
viewing and producing in this lesson.
Success criteria for whole class Commented [SC8]: Applying skills to specific teaching
I am doing well if I … areas.
o Can create my own PNI thinking routine
highlighting important elements and
features.
o Can contribute to class discussion to
create a graphic organiser including
linking verbs, technical language and
links to images.
o Can create a plan for an information
report.

DIFFERENTIATION STRATEGY: Commented [SC7]: Catering for different needs.

Teacher can give EALD students another graphic
organiser that applies to the ability of students. Eg:
different linking verbs, simplified text structure. Teacher
directs the lesson using the language experience
approach to encourage students to discuss oral
language and personal experiences to make
connections.

OUTCOMES REQUIRED:
Students should be able to use Oracy to discuss their
ideas with each other and successfully complete their
own PNI thinking routine relating topic ideas.
Students should be able to refer to class graphic
 EDLA309 Literacy Education2_2016 Sarah Contin

organiser to generate ideas that can be resourceful for

their information reports.

INSTRUCTIONAL STRATEGY/IES CHOSEN: PROMPTING QUESTIONS: Commented [SC9]: Teaching strategy

Shared reading: Teacher reads selected pages from My Place to allow students to
brainstorm ideas and contrast Australian life in 1788 up until 1988.
Graphic organiser: Design a concept map to visually display ideas generated by the
class in reference to the text and students prior knowledge.
 What do you already know about transport in Australian History?
 How do you think settlers arrived to Australia?
 Has transport improved for the better?
 Looking at the map in 1988, what links to transport can you see
here?
 EDLA309 Literacy Education2_2016 Sarah Contin

LESSON 2: Australian History- Transport.

Literacy Unit learning intentions:
Analyse the text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text. (VCELY320) (Victorian
Curriculum, 2016)
In this unit we are learning to:
o Identify text themes- Transport in Australian History to create an information report.
o Organise relating text themes in a collaborative environment through discussion and practice.
o Consider how these ideas meet the purpose of the text.
Learning behaviour
I need to:
o Highlight the significance of the theme Transport within the text. Ensure students are able to discuss and locate visual elements.
o Use prompts discovered by students to generate further ideas relating to Transport.

Learning Intentions Structure Resources Assessment Criteria and Success Criteria

WHOLE CLASS FOCUS:
o Analyse selected chapters My Place
through shared reading, highlighting
Transport as the main focus.
o Brainstorm text ideas through group
collaboration.
TASK:
Language features of this o Shared reading: Analyse selected chapters in My
text type examined in Place to emphasises change in Transport over
this lesson: decades.
o Linking verbs o Teacher creates a graphic organiser to highlight
o Images themes of transport and questions to featured in
o Technical an information report (Appendix 2).
language o In literacy groups, students Think, Pair, Share
prior knowledge and new knowledge explored.
o Jigsaw activity: Each literacy group is required to
create their own graphic organiser based on the
topic they are given (Appendix 2) Must include
My Place, Wheatley N. Assessment Type Commented [SC11]: Knowing and understanding the
and Rawlins, D.(1987). o Students are able to work cooperatively content to formally assess students achievement.
Australia: Collins Dove and use Oracy to discuss Australian history
Publishers, of transport using prior knowledge and
experiences to share their ideas.
Pages:1 and Chapters o Students are able to read and produce a
1888, 1898 and 1908. graphic organiser and share found
information.
o Students are able to use ICT devices to
research information.
Success criteria for whole class
I am doing well if I …
o Can engage in-group discussions to
complete an informative graphic
organiser.
o Can identity key themes of Transport
in Australian History.
EDLA309 Literacy Education2_2016 Sarah Contin

information discussed in Appendix 2a.

o Use of ICT to research these themes.
o Groups present their graphic organiser to the
whole class.

Students are producing Listening, Speaking, Reading,

writing, viewing and producing in this lesson.

DIFFERENTIATION STRATEGY:
Teacher can give EALD students a their own pre
made graphic design, students are to research
selected questions relating to the topic.

OUTCOMES REQUIRED: Commented [SC10]: Application to teaching areas

Students should be able to confidently use Oracy addressed from these outcomes.
skills to discuss important features relevant to
“transport” and discuss main ideas that should be
included in an information report using a graphic
organiser to generate ideas.
INSTRUCTIONAL STRATEGY/IES CHOSEN: PROMPTING QUESTIONS:
Shared Reading: Provides opportunity for teacher and students to collaborate to  Using the maps present in each decade, what specific features
generate ideas and themes examined in text through a reading process (Pialbass, can you identify in relation to transport?
2016). Teacher reads selected chapters ‘1888, 1898 and 1908’, whole class  What impact do you think transport had on the people during
discussion to highlight the important themes related to transport. these decades?
Jigsaw activity: Is a research-based activity that involves students working  Can you compare your experience of traveling on transport to
collaboratively to explore learning intentions (Social Psychology Network, 2016). how you think may have been back in 1888?
Students work collaboratively within their literacy groups to answer set questions
about their researched topic, which they will further develop into a written
information report.
Literature circles: Students work in their literature circles to share information as
they are familiar with working together and can collaborate in a professional
manner.
 EDLA309 Literacy Education2_2016 Sarah Contin

LESSON 3:Topic sentence and introduction structuring

Literacy Unit learning intentions:
Analyse the text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text. (VCELY320) (Victorian Curriculum,
2016) In this unit we are learning to:
o Identify text themes- Transport in Australian History to create an information report.
o Organise relating text themes in a collaborative environment through discussion and practice.
o Consider how these ideas meet the purpose of the text.
Learning behaviours:
I need to:
o Highlight the significance of the theme Transport within the text. Ensure students are able to discuss and locate visual elements.
o Use prompts discovered by students to generate further ideas relating to Transport.

Learning Intentions Structure Resources Assessment Criteria and Success Criteria

Language features of this
text type examined in this
lesson:
o Technical language
o Linking verbs
o Structure
WHOLE CLASS FOCUS: My Place, Wheatley N. Assessment Type
o Discuss and create topic sentences and and Rawlins, D.(1987). o Students are able to successfully
introduction to be used to produce an information Australia: Collins Dove create 3 topic sentences relevant to
report. Publishers, their selected theme of ‘transport’
o Analyse graphic organiser to model writing ides to Pages: 1 and that they will be creating an
produce structure of an information report. Chapters 1888, 1898 information report on.
TASK: and 1908. o Students are able to use graphic
o Teacher models class to create a graphic organiser organiser to generate ideas for their
(concept map) to share ideas relating to themes of topic.
‘transport’. These ideas will be used to create topic o Students are able to draft an
sentences and an introduction. introduction using topic sentences
o Students use information gathered from prior lesson and researched information.
to select a theme relating to ‘transport’.
o Whole class models a topic sentence and
introduction together. Refer to text for ideas My
Place.
 EDLA309 Literacy Education2_2016 Sarah Contin

o Students create 5 individual Very important points Success criteria for whole class
(VIP’s) to include in their writing. I am doing well if I …
o Modelled writing session of creating 3 individual o Can create 3 topic sentences for my
topic sentences to be used in featured Information information report related to my
report. specific topic.
o Students select a drafted topic sentence and draft o Can use my topic sentence and
an introduction based on their selected theme. researched information to draft an
Students are producing Speaking, Reading, writing, informative introduction.
viewing and producing in this lesson.

DIFFERENTIATION STRATEGY:
Teacher can work with a small group of EALD students
to simplify, break down and work together to produce
topic sentences. Create a simplified version of a step-by-
step plan of elements to be included in an introduction
draft to ensure students have a clear understanding of
their task.
OUTCOMES REQUIRED:
Students should be able to use their oracy skills to
allocate key components found in the graphic organiser
that are relevant to their specific topic. Locate this
information within their research and produce it in their
informative writing.
INSTRUCTIONAL STRATEGY/IES CHOSEN: PROMPTING QUESTIONS:
Shared writing: Teacher models the lesson by introducing elements included in both  What key words should be used in a topic sentence?
starting a topic sentence and creating an introduction to be included in an information  How can you justify your drafted topic sentence?
report.  Does your research link to your topic sentence structure?
Guided writing: Teacher guides students to write their own topic sentences and  What key points will you make in your introduction?
introductions based on the information and feedback given by the teacher.
Mini lesson: Students in EALD work in a mini lesson with the teacher to reinforce
lesson procedure and text understanding.
 EDLA309 Literacy Education2_2016 Sarah Contin

LESSON 4: Structuring and producing paragraphs

Literacy Unit learning intentions:
Analyse the text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text. (VCELY320) (Victorian
Curriculum, 2016)
In this unit we are learning to:
o Identify text themes- Transport in Australian History to create an information report.
o Organise relating text themes in a collaborative environment through discussion and practice.
o Consider how these ideas meet the purpose of the text.
Learning behaviours:
I need to:
o Highlight the significance of the theme Transport within the text. Ensure students are able to discuss and locate visual elements.
o Use prompts discovered by students to generate further ideas relating to Transport.

Learning Intentions Structure Resources Assessment Criteria and Success Criteria

WHOLE CLASS FOCUS: My Place, Wheatley N. Assessment Type
o Discuss and select key ideas to be included in and Rawlins, D.(1987). o Students are able to use key ideas explored
paragraphs to structure of an information report. Australia: Collins Dove from a graphic organiser and researched
o Analyse elements from whole class graphic Publishers, information to construct ideas and write a first
organiser to develop ideas and use text My Place paragraph.
as a reference. Pages: 1 and Chapters o Students are able to make reference to text My
TASK: 1888, 1898 and 1908. Place throughout their academic writing.
o Teacher directs a shared and guided writing class on Success criteria for whole class
Language features of this how to construct a first paragraph. Refer to graphic I am doing well if I …
organiser from previous lessons to prompt ideas o Can use my research and current
text type examined in
gathered from teacher and students. referenced points to construct an
this lesson: o Teacher refers to text My Place to highlight text informative paragraph.
o Structure examples used by author. o Can refer my new knowledge to share
o Technical o Students create 5 VIP points to include for each my ideas found in text My Place.
language topic structure.
o Linking Verbs o Students create their draft through modelled
writing.
o Students share their drafts within their literacy
circles.
 EDLA309 Literacy Education2_2016 Sarah Contin

Students are producing Speaking, Listening, Reading,

writing, viewing and producing in this lesson.

DIFFERENTIATION STRATEGY:
Teacher can work with a small group of EALD students
to construct a simplified learning outcome for students.
Together teacher and students create a list of three key
points for students to discuss and include within their
writing.
OUTCOMES REQUIRED:
Students should be able to use oracy skills to respond to
their research and connect ideas within their topic
sentences and introductions to create a structured
paragraph. Students should be able to use key linking
verbs and technical language to express their knowledge
of text.
INSTRUCTIONAL STRATEGY/IES CHOSEN: PROMPTING QUESTIONS:
Modelled writing: Teacher models students writing at the beginning of the lesson to  What will you key idea be in your first paragraph?
ensure students are focused and have a clear idea of the elements to be included in  Refer to the text My Place, what key points has Wheatley included
constructing paragraphs for an information report. in her opening paragraph in 1908?
Literacy Circles: Students share their finial drafts with their literacy circles to develop  How does your topic sentence link to your paragraph?
confidence and findings within their work. Peer support and discussion through
collaboration.
 EDLA309 Literacy Education2_2016 Sarah Contin

LESSON 5: Producing Paragraphs

Literacy Unit learning intentions:
Analyse the text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text. (VCELY320) (Victorian
Curriculum, 2016)
In this unit we are learning to:
o Identify text themes- Transport in Australian History to create an information report.
o Organise relating text themes in a collaborative environment through discussion and practice.
o Consider how these ideas meet the purpose of the text.
Learning behaviours:
I need to:
o Highlight the significance of the theme Transport within the text. Ensure students are able to discuss and locate visual elements.
o Use prompts discovered by students to generate further ideas relating to Transport.

Learning Intentions Structure Resources Assessment Criteria and Success Criteria

Language features of this
text type examined in this
lesson:
o Structure
o Technical language
o Linking verbs
WHOLE CLASS FOCUS:
o Discuss and produce key ideas to be used to
construct second and third paragraph drafts.
o Analyse elements from whole class graphic
organiser, researched information and text My
Place to develop ideas for modelled writing
session.
TASK:
o Teacher directs a shared reading lesson to re-visit
addressed themes in My Place (Pgs: 1888,1898 and
1908)
o Students produce a three-word summary comparing
transport from selected decades to time now.
o Teacher models students writing in creating drafts
for their second and third paragraphs.
o Refer to graphic organiser and text My Place to
prompt ideas gathered from teacher and students.
My Place, Wheatley N. Assessment Type
and Rawlins, D.(1987). o Students are able to work independently and
Australia: Collins Dove collaboratively to communicate ideas and
Publishers, produce a clear written text type.
o Students are bale to share their ideas and
Pages: 1 and Chapters justify responses through points made in their
1888, 1898 and 1908. texts.
Success criteria for whole class Commented [SC12]: Application of knowledge and
I am doing well if I … understanding.
o Can produce a three-word summary
comparing transport from selected
decades in text My Place to now.
o Can use researched knowledge to draft
two informative paragraphs.
EDLA309 Literacy Education2_2016 Sarah Contin

o Students use research and topic sentences to

construct second and third drafted paragraphs.
o Students gather into literacy groups to share their
work and discuss ideas.
o Students reflect and discuss each other’s work
through oral discussion.

Students are producing Speaking, Listening Reading,

writing, listening, viewing and producing in this lesson.
DIFFERENTIATION STRATEGY:
Teacher assembles EALD students in a small group. Use
text My Place to direct the lesson and revisit key verbs
and language use throughout the text. Students refer to
prior notes to develop ideas to construct their
paragraphs.
OUTCOMES REQUIRED:
Students can use oracy to discuss their researched
points in reference to current themes and text My place.
Students can produce structured written work using
linking verbs and technical language to produce three
drafted paragraphs.
INSTRUCTIONAL STRATEGY/IES CHOSEN: PROMPTING QUESTIONS:
Shared reading: Teacher re-visits text My Place. Engages students to expand their  What is the next main idea I want to address in my information
thinking process to direct their learning and discover new ideas for their writing. report?
Literature circles: Students use oracy skills to communicate, engage and provide  What vocabulary words should I be focusing on predominately?
feedback of each others working progress. Students are working relatively on the same  How can I link my research with what I already know and what I
level, therefore this process is reasonably engaging. have gathered from the text My Place?
 EDLA309 Literacy Education2_2016 Sarah Contin

APPENDICES:
Appendix 1:
Australian History- Text: Wheatley, N., & Rawlins, D.. (2008). My Place. Walker Books Australia Pty Ltd NSW.
Themes to be explored:
o Transport
o Trains
o Trams
o Horse and cart
o Cars
o Lifestyles
o Jobs
o Families
o Food
o Pets
o Housing
o Structure
o Location
o Number of people living there
o Facilities

Appendix 2:
Themes: Train, Trams, Horse and cart, cars
Questions:
o When was this form of transport first invented?
o Who invented it?
o What was the main purpose?
o How did it operate?
o How has this form of transport developed over time?
 EDLA309 Literacy Education2_2016 Sarah Contin

References:
Australian Curriculum. (2014). Who are EAL/D students? Student Diversity. Retrieved from
http://www.australiancurriculum.edu.au/studentdiversity/who-are-eal-d-students

Bonnie Campbell Hill, Katerine L. Schlick Noe & Nancy J. Johnson. (2001) The Literature Circles resource Guide. Retrieved from
http://www.litcircles.org/Overview/overview.html

Centre for adult English language acquisition (CAELA). (1992). The Language Experience Appraoch. ESL Resources. Retrieved from
http://www.cal.org/caela/esl_resources/digests/LEA.html

Department of Health Government of Western Australia. (2016) Growing and developing healthy relationships. Learning, PNI. Retrieved from
https://gdhr.wa.gov.au/learning/teaching-strategies/making-decisions/pni

Pialbass,2016., A balanced Reading Program, Classroom reading strategies.

https://pialbass.eq.edu.au/Supportandresources/Formsanddocuments/Documents/Reading_Strategies.pdf

Reading A-Z. (2016) Shared reading books. Retrieved from https://www.readinga-z.com/books/shared-reading/

Reading Rockers. (2015). Shared Reading. Retrieved from http://www.readingrockets.org/strategies/shared_reading

Seely Flint., A., Kitson, L., Lowe, K., & Shaw, K. (2015), Literacy in Australia: Pedagogies for engagemen. Milton, QLD: John Wiley & Sons
Australia Ltd.

Social Psychology Network, 2016., The Jigsaw Classroom

https://www.jigsaw.org/information/

Sushree Mishra.(2012).Shared writing. Published presentation. Retrieved from http://www.slideshare.net/sushreejayakrishnan/shared-writing

 EDLA309 Literacy Education2_2016 Sarah Contin

Terri Sigueza, (2009). Using Graphic Organisers with ELLs. WETA, iColorin Colorado, A bilingual site for educators and families for English
language learners. Retrieved from http://www.colorincolorado.org/article/using-graphic-organizers-ells

The Glossary of Education Reform. (2015). Scaffolding. For Journalists, parents and community members. Retrieved from
http://edglossary.org/scaffolding/

Unilearning, 2000,. Report writing, purpose. https://unilearning.uow.edu.au/report/

Victorian Curriculum, 2016,. Year 5, English, Content Descriptors. http://victoriancurriculum.vcaa.vic.edu.au/level5?layout=1&d=E

Victorian State Government, Education and Training. (2014). Writing Strategies: Scaffolding Learning at Level 5 Achievement Standard.
Retrieved from
http://www.education.vic.gov.au/school/teachers/teachingresources/discipline/english/continuum/Pages/350writestrategy.aspx

Wing Jan, L. (2015). Write ways: Modelling writing forms (4tf ed.). South Melbourne, Vic: Oxford University Press

Wheatley, N., & Rawlins, D.. (2008). My Place. Walker Books Australia Pty Ltd NSW.