assessment task 3- oracy and writing skills using my place ... · web viewinformation narratives...

EDLA309369 Literacy Education 2_2016 Diana Nicoli, S00171791

Assessment Task 3- Oracy and Writing Skills using My Place by Nadia Wheatley and Donna RawlinsRATIONALE

The literacy unit planner attached is based on chapter ‘1988’ in the book My Place by Nadia Wheatley and Donna Rawlins, 1987. This chapter will also be

compared with Episode 3/1988: Lily, Episode clip: First day. Focusing on the year: 1988.

This unit focuses on developing an information narrative based on the year 1988. Information narratives enables opportunities for students to share their prior

knowledge (Wing Jan, 2009) that can be relatable to others. Over the five sessions, students will hopefully apply skills that are essential to planning, writing and

constructing information narratives using the appropriate structure and language features.

Word count: (100 words).

Page

https://leo.acu.edu.au/course/view.php?id=20394


LESSON PLANNING

Literacy Unit learning intentions: In this unit, we are learning to develop our own information narrative based on the year 1988 through editing, drafting and publishing what we have explored.

In this unit we are learning to ... write our own information narratives and using language to discuss the structure, language features and purpose of information narratives.

Learning behaviours

I need to ... make educated guesses while working collaboratively and respectfully while listening and discussing with my peers.

LESSON 1

Learning Intentions Structure Resources Assessment Criteria and Success Criteria

In this lesson, we are learning about information narratives through exploring its structure and descriptive language feature.

WHOLE CLASS FOCUS: Build topic knowledge Orally discuss the way language is used within both

texts. There will be a major focus on what words best suit the context (Wing Jan, 2009).

TASK: Students use the think-pair-share strategy to predict

what the 1988 is about in both the book and video. Compare and explore the descriptive language between

both narratives using a top-level structure. Discuss the significance of key points and what they

are. Students in groups of 4 will use the lotus diagram with

the terms 1988, clothing, customs, other and lifestyle as the topics (Appendix two).

At conclusion, students will produce listening, speaking, and viewing.

DIFFERENTIATION STRATEGY:

My Place, Wheatley N. andRawlins, D.(1987). Australia:Collins Dove Publishers, 1-2.

My Place. (2016). First day. Retrieved from http://www.myplace.edu.au/teaching_activities/1988/1/first_day.html

Lotus diagram

Wing Jan, L. (2009). Write ways: Modelling writing forms (3rd ed.). South Melbourne, Vic.: Oxford University Press.

Assessment Type Questions Anecdotal

record

Success criteria for whole classI am doing well if I …

Can identify relevant descriptive language information narratives use.

Language features of this text type examined in this lesson:

“Descriptive language to create vivid images” (for instance, using appropriate verbs, metaphors, adjectives, similes etc.)

Page

http://www.myplace.edu.au/teaching_activities/1988/1/first_day.html




(Wing Jan, 2009, p. 235).

For the think-pair-share strategy, students can be paired with others who speak the same language.

EALD students will re-read and re-watch both resources with a provided worksheet (Appendix three).

OUTCOMES REQUIRED: Listening to both texts and incorporating their

knowledge into discussions and answering questions.INSTRUCTIONAL STRATEGY/IES CHOSEN

Picture chat – focusing on visual questionsPROMPTING QUESTIONS:

What does immigration mean to you? What was your first day like?

Visit Appendix eleven for more.

LESSON 2


In this lesson, we are developing our vocabulary and text knowledge of information narratives.

WHOLE CLASS FOCUS: Guided activities to develop vocabulary and text knowledge. Orally discuss the way we use language for different purposes –

including the work of grammatical features, what words best suit the context, and how word choice affects the tone of the text (Wing Jan, 2009, p.22).

TASK: Re-read the chapter ‘1988’ and brainstorm why the key points

and vocabulary is important. Include a fictional narrative and discuss the differences between

this and an information narrative. Examine the adverbs within 1988 and why they are important in

information narratives. Develop a word cline as a whole class on the IWB. Create a word wall titled ‘Descriptive Language’, using words

gathered from the chapter, the clip and the word cline. Introduce ‘have a guess’ (Appendix Four)

My Place, Wheatley N. and Rawlins, D.(1987). Australia: Collins Dove Publishers, 1-2.

Word cline


KWL chart

Assessment Type Work sample Observation


Can identify language descriptors and grammar sentence structures in information narratives.


Adverbs and related groups of words

Descriptive language

(Wing Jan, 2009).

Page


DIFFERENTIATION STRATEGY: Implement a thinking routine strategy using prompted questions. Examine what adverbs answer the questions: how, when and

where? Using the chapter 1988.

OUTCOMES REQUIRED: Listening and writing outcomes using graphic organisers and

discussions.INSTRUCTIONAL STRATEGY/IES CHOSEN

Thinking routine to cater for EALD students. Guided writing

PROMPTING QUESTIONS: do you know of any similar words (synonyms)

to the ones we spoke about? What other descriptive words can you think

of?

LESSON 3


In this lesson, we are learning to deconstruct and reconstruct information narratives.

WHOLE CLASS FOCUS: building text knowledge/model the genre required Pose questions during reading to enhance students’

comprehension of the purpose and work of information narratives grammatical structure (Wing Jan, 2009, p.21).

TASK: Develop a flow chart using chapter ‘1988’, discussing

orientation, complication and resolution (Appendix five). Discuss the concept of tenses. Discuss and extend on the structure.

I DO, WE DO, YOU DO Use the example of ‘1988’ and deconstruct it while thinking

aloud. Use KWL chart to summarise the key points discussed. Display


Assessment Type Questioning and

observing Work sample


Can build text knowledge on the year 1988 and identify the tenses involved in orientation, complication and resolution.


tense-changes

(Wing Jan, 2009).

Page


another information narrative on the interactive whiteboard (IWB) and deconstruct it with the whole class.

Provide another information narrative example which students will deconstruct independently.

DIFFERENTIATION STRATEGY: Students will work with the educator on an information

narrative. Language, purpose and structure will be discussed using the

KWL chart (Appendix Six).

OUTCOMES REQUIRED: Graphic Organiser – extending on the idea of orientation,

complication and resolution. Thinking aloud through deconstructing.

INSTRUCTIONAL STRATEGY/IES CHOSEN Modelled reading and writing through deconstructing text Graphic organiser – KWL chart

PROMPTING QUESTIONS: What common characteristics do information

narratives have?Visit Appendix eleven for more.

LESSON 4


In this lesson, we are learning to work collaboratively in constructing information narratives.

WHOLE CLASS FOCUS: Joint construction of the text. Focusing on oral writing conventions such as punctuation,

spelling, sentence and paragraph structure in both oral and writing (Wing Jan, 2009).

TASK: Orally recap the purpose, audience, structure and vocabulary to

use when creating an information narrative. Use google docs in pairs to construct an information narrative

based on the year 1988.


Wing Jan, L. (2009). Write ways: Modelling writing forms (3rd ed.).

Assessment Type Work sample


Can work collaboratively in developing an information narrative.


Page


First/third person pronouns

Adjectives and related groups of words that offer rich description of nouns. For instance, it can be characters and the setting

(Wing Jan, 2009, p. 236).

Students will use: Story map template (Appendix Seven) Plot summary template (Appendix Eight)

(Wing Jan, 2009, p.257).

DIFFERENTIATION STRATEGY: Students will work in groups and are provided with a worksheet

(Appendix Nine) that helps them develop a basic information narrative.

What-makes-you-say-that strategy to extend on their oral language and reasoning for their thinking.

OUTCOMES REQUIRED: Orally summarise knowledge Construct a written summary

South Melbourne, Vic.: Oxford University Press.

Story map

Plot summary template

worksheet

INSTRUCTIONAL STRATEGY/IES CHOSEN Interactive writing Guided and shared writing

PROMPTING QUESTIONS: What significance do language features have

in information narratives? What descriptive language can I use to capture

the audiences attention?

LESSON 5


In this lesson, we are learning to independently construct our own information narratives based on the year 1988.

WHOLE CLASS FOCUS: Independent construction of the text. Oral conventions such as punctuation, spelling, sentence and

paragraph structure in both oral and writing (Wing Jan, 2009, p.40).


Assessment Type Work sample Checklist

(appendix ten)

Success criteria for whole class

Page


TASK: Recap the purpose, audience, structure and vocabulary of

information narratives while referring to ‘1988’. Students will independently write an information narrative using

their plot summary in Appendix Eight. If time, allow students to edit, review, revise and publish. Students will orally reflect on their work using circle time.

DIFFERENTIATION STRATEGY: Advanced students can research a topic and write an information

narrative based on it.

OUTCOMES REQUIRED: Incorporating what-makes-you-say-that routine Extending on successfully writing information narratives


I am doing well if I … Can independently

construct my own information narrative using facts from the year 1988.


INSTRUCTIONAL STRATEGY/IES CHOSEN Independent reading and writing – students will independently construct their own information

narratives based on the year 1988.

PROMPTING QUESTIONS:Literal

Who are the main characters?Visit Appendix eleven for more.

JUSTIFICATION

This literacy planner is set on the learning intention of analysing information narrative’s text structure and language features to meet its purpose (VCELY320)

(VCAA, 2012). It focuses on teaching this text-type to grade five students who have a range of capabilities and needs. Information narratives are utilised to

“convey factual information within a narrative structure” (Wing Jan, 2009, p.255). It usually serves the purpose of amusing and entertaining its audience. This text-

type is also intertwined around an event, character, issue, setting or thing (Wing Jan, 2009). This unit has a focus on oral language as it is crucial for literacy

development. This is as it is a key foundation to learner’s capacity to learn, while also being a great indicator of their reading ability (OLSEL, 2016). This unit

targets students’ underlining needs such as explaining how text structures assist in understanding the text, and how language features influence readers’ Page


perspectives of characters, events and settings (VCAA, 2012). It will also target students’ needs of creating different text-types and using language features to

demonstrate how to extend ideas (VCAA, 2012). This unit will focus on teaching these students to apply comprehension strategies to help them understand how to

create and write information narratives according to its structure and language features. Students will be exposed to a variety of instructional strategies, graphic

charts, thinking routines, oral activities and techniques to deconstruct and reconstruct texts to further help them with individually developing an information

narrative. The unit also provides various sessions that aide English as Additional Language (EALD) students in constructing their own information narratives. In

addition, assessments such as questioning, overserving, work samples, checklist, discussions and anecdotal notes will be utilised.

Furthermore, it is essential for educators to consider diversity within the classroom when it comes to planning lessons. In classrooms, diversity manifests itself in

numerous ways, such as through EALD learners, or having different learning styles, disabilities, aptitudes etc. (Berry, 2008). It is significant for educators to

understand and cater for student diversity needs as it helps students “achieve their potential and have a sense of competence, self-esteem and wellness” (Berry,

2008, p. 106). Hence, numerous instructional strategies, learning styles and activities have been incorporated into the five lessons. Small group sessions are also

provided to target the specific needs of the students involved (Wing Jan, 2009). These sessions include the educator conducting explicit teaching, students working

independently on similar tasks to the whole class, and working on different tasks that has the same literacy focus within the lesson (Wing Jan, 2009). With a major

focus being on EALD students, it was deemed necessary to research what their needs are in regards to language. Research states that the most challenging aspect

of language for EALD learners is speaking (Huang, 2012). With this in mind, majority of the lessons provided encourage educator-led discussions before engaging

in any process. This is as it provides EALD learners with the opportunity to practice their oral skills in English (Scott, 2009).

Kirkland and Patterson (2005) states how developing oral language is known to be vital to children’s literacy development, including the ability to write, listen,

speak and read. With this in mind, there will be a focus on two key language features for information narratives: descriptive language and adverbs. The reason for

this is due to both being key language features in information narratives (Wing Jan, 2009). Moreover, using certain strategies such as the top-level structure, helps

writers write cohesive and clear texts, and readers to easily comprehend and “recall the meaning in text” (Turner, 1992, as cited in Wing Jan, 2009, p.22). Creating

lists of descriptive words with their descriptions helps students gain a deeper understanding of why it is essential to use when developing information narratives. In

addition, this strategy also helps text users to think about, organise and gain information (Wing Jan, 2009, p.22). Other activities involved is comparing the

descriptive language through both the ‘1988’ chapter and then ‘1988 – My first day’ episode, and analysing the descriptive language through annotating another

information narrative while using the thinking aloud strategy. Within these activities, students will orally discuss their thoughts and reasons for the words chosen.

Zhang (2009) expresses how discussions actually enhance students’ “motivation and engagement, perceived benefits of discussions, and attitudes toward English

learning” (p.ii). Page


Using the think aloud strategy benefits students as educators can successfully model orally how to use adverbs. This can be through looking at when, where and

how events take place (Wing Jan, 2009). Incorporating the what-makes-you-say-that routine, helps students dig deeper into their responses. This strategy fosters

opportunities for other students listening to consider multiple viewpoints and perspectives of the year 1988 (Church, Morrison & Ritchhart, 2011). Another activity

incorporated is a graphic organiser that has students utilising a worksheet. This encourages them to write their own information narrative using the images and

facts provided in an organised way. Graphic organisers complement the class discussions and is a useful strategy to use (Fisher, Frey & Williams, 2002). In

addition, lesson two provides a worksheet for EALD students that encourages them to find adverbs within ‘1988’ that answer the questions how, when and where?

Using a think-aloud strategy will benefit these learners as they may be able to recall the educators voice when working on the task independently (Sanders &

Welk, 2005).

Furthermore, the lessons build on students’ zone of proximal development as it takes a learner’s actual level of development (without assistance), and aides them

in achieving their potential level of development, with assistance (Rutland & Campbell, 1996). This is used as a tool to scaffold learning for EALD learners as it

involves modelling, instructing and questioning to assist their needs (Sanders & Welk, 2005). This unit also provides environments that promote authentic, rich

and thoughtful opportunities to engage students in conversations, facilitating the development of oral language (Kirkland & Patterson, 2005). This also gives

educators the possibility to model effective oral development by rephrasing and correcting students when they mispronounce words or speak. Lesson one, and four

encourages immersion as two quality information narratives have been provided. This is in addition to providing opportunities for learners to “create texts in

shared, guided and independent situations” (Wing Jan, 2009, p.11). Another strategy used in catering for EALD students within the lessons is using a KWL chart

to explore the language, purpose and structure of information narratives. KWL charts are known to be effective in helping students organise their inquiring and

even drawing out their prior knowledge on a topic (Fisher, Frey & Williams, 2002). Wing Jan (2009) states the importance of helping students “activate their prior

knowledge and use this to help their learning”. This is as they need to be supported in various degrees during their learning process (p.14).

Various lessons utilise the gradual release of responsibility model as it is considered to be effective in improving literacy development (Fisher, 2008). Thus, it is

used to scaffold learning for EALD learners in hopes that they, along with the whole class, can understand and apply their knowledge when constructing

information narratives. Assessments such as work samples, observing, questioning, anecdotal notes and oral discussions will be undertaken.

Through utilising a range of instructional strategies, techniques, activities and routines, the five lessons fostered students’ understanding of information narratives

and the language features included. It extended on students’ development of oral and written language, while catering for a range of learners such as the EALD.

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Furthermore, it is through the process of developing oral and written language that has enabled students to gain a deeper understanding of information narratives,

the language features and the structure involved.

WORD COUNT TOTAL: 1266

APPENDICES:

Appendix One - text

Page


References: My Place, Wheatley N. and Rawlins, D.(1987). Australia: Collins Dove Publishers, 1-2.

My place website: http://www.myplace.edu.au/teaching_activities/1988/1/first_day.html

Appendix Two – Lotus Diagram

Page



Please fill in either your prior knowledge of the year 1988 in regards to the topics, or what you have learnt so far.

Appendix Three – worksheet for EALD

Page

1988

Customs Lifestyle

Clothing Other


Appendix Four – Have a guess

This activity requires students to write a description of an animal, event or object without using any title or name to identify it. Once everyone has finished, the student will then share their description with their peer/s to see if they are able to identify the name or title from their description.

Page

Write the main difference between a narrative and an information narrative

Write a language feature used from the clip

Write a language feature used from the chapter

Write a language feature used from the clip

Write a language feature used from the chapter


This activity helps students to “observe and record detailed descriptions using literary devices rather than concise factual information” (Wing Jan, 2009, p.260).

Appendix Five – Flow Chart

PageOrientation Complication Resolution19881988 1988


Appendix Six – KWL chart

PageK W L


Appendix Seven – Story Map Template

Summary Facts IncludedOrientation

Page

What I know What I wonder What I learned


Complication and series of events

Resolution

(Wing Jan, 2009, p.257).

Appendix Eight - Plot Summary Template

Name: ………………………………………………………………………………………………………………

Title of story: ………………………………………………………………………………………………………

Author: …………………………………………………………………………………………………………….

Page


Based on the year 1988 Factual information included in the written text

Factual information included in the visual text

Main character

Setting

Other characters

Complication and series of events

Resolution

Other

(Wing Jan, 2009, p.257).

Appendix Nine – A3 Worksheet for EALD learners (Wing Jan, 2009, p.240).

Page

Structure

Plot

Information Narrative

How are you going to begin your story? What is the complication (problem)? How will the problem be resolved? How will it end?

What is going to happen? What is going to happen first, next, last? Why will that happen? Which words will you use to describe


Appendix Ten – checklist assessment

Yes No CommentWrites a well-structured information narrativeIncludes an orientation

Includes a complication and series of eventsIncludes a resolution

Writes logically sequenced, cohesive narrativeUses appropriate visual text

Uses appropriate language featuresUses descriptive language

Uses adverbs

Uses appropriate grammatical featuresMaintains appropriate tense

Uses appropriate strategies to plan and writeArranges events in a logical sequenceExpands on the plot summary

Proofreads and edits text carefully

(Wing Jan, 2009, p.252).

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What is going to happen? What is going to happen first, next, last? Why will that happen? Which words will you use to describe


Appendix Eleven – Unit Outline

Structure

Orientation (introduction) – this is where the characters, time and setting of the story are established. It answers who, when and where (Wing Jan, 2009).

Complication and series of events (middle) – expands on the main character’s situations, activities and events they are involved with. The events are written in “a fluent and cohesive sequence” (Wing Jan, 2009, p.235).

Resolution (ending) – “the complication is resolved satisfactorily bu6 not necessarily happy” (Wing Jan, 2009, p.235).

Language features for information narratives

Descriptive language to create vivid images Adjectives and related groups of words Adverbs and related groups of words First or third person pronouns Dialogue Tense changes

(Wing Jan, 2009, p.236).

Prompting questions

Lesson one:

What did you find out about Lily and/or Laura? (literal question) What descriptive language did you see and why are they important to use in information narratives? (evaluative question)

Lesson three:

How did the author begin this? (literal) How was the problem resolved? (literal) what did the author have to research to write this? (evaluative)

(Wing Jan, 2009, p.256)

Lesson five:

Where is the events taking place?

Page


How will you reflect the purpose of your work? Is there an orientation, complication and resolution?

REFERENCES:Page


Berry, R. (2008). Assessment for learning. Hong Kong: Hong Kong University Press.

Fisher, D. (2008). Effective Use of the Gradual Release of Responsibility Model. Macmillan McGraw-Hill.

Fisher, D., Frey, N., & Williams, D. (2002). Seven literacy strategies that work. Educational

Leadership, 60(3), 70.

Huang, L. (2012). Use of oral reflection in facilitating graduate EAL students’ oral-

language production and strategy use: An empirical action research study. International Journal For The Scholarship Of Teaching And

Learning, 6(2). Doi:10.20429/ijsotl.2012.060227

Kirkland, L. & Patterson, J. (2005). Developing Oral Language in Primary Classrooms. Early Childhood Education Journal, 32(6), 391-395.

Doi:10.1007/s10643-005-0009-3


Oral language supporting early literacy OLSEL. (2016). Oral language. Retrieved from

http://www.olsel.catholic.edu.au/literacy-resources/index.cfm?loadref=4 Page

http://www.olsel.catholic.edu.au/literacy-resources/index.cfm?loadref=4


Ritchhart, R., Church, M., & Morrison, K. (2011). Making Thinking Visible: How to Promote Engagement, Understanding, and Independence for All

Learners. San Francisco, CA: Jossey-Bass.

Rutland, A. & Campbell, R. (1996). The relevance of vygotsky's theory of the 'zone of

proximal development' to the assessment of children with intellectual disabilities. Journal Of Intellectual Disability Research, 40(2), 151-158.

Doi:10.1111/j.1365-2788.1996.tb00616.x

Sanders, D. & Welk, D. (2005). Strategies to scaffold student learning. Nurse

Educator, 30(5), 203-207. Doi:10.1097/00006223-200509000-00007

Scott, C. (2009). Teaching children english as an additional language. Abington: Routledge

Victorian Curriculum and Assessment Authority [VCAA] (2012). Victorian Curriculum. Retrieved from http://victoriancurriculum.vcaa.vic.edu.au/

Zhang, J. (2009). Improving english language learners' oral and written language through

collaborative discussions. Retrieved from http://search.proquest.com.ezproxy1.acu.edu.au/docview/304895503?accountid=8194

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http://search.proquest.com.ezproxy1.acu.edu.au/docview/304895503?accountid=8194

http://www.australiancurriculum.edu.au/


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assessment task 3- oracy and writing skills using my place ... · web viewinformation narratives...

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