Holly Turner

Reading Program

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Assessment item 2 Balanced

EML210: Primary English Curriculum: Reading Process and Pedagogy

Holly Turner
Reading Program

11521803

Assessment item 2 Balanced

StudentNameHollyTurner
StudentNumber11521803

SubjectNamePrimaryEnglishCurriculum:Reading
ProcessandPedagogy
SubjectCodeEML210
LecturerSimonGoss

AssessmentItem2

EML210: Primary English Curriculum: Reading Process and Pedagogy

Holly Turner
Reading Program

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Assessment item 2 Balanced

BalancedReadingProgram

Table of Contents
Part A: Balanced Literacy Lesson4
Part B: Report on ESL/EAL Students12
References..14

EML210: Primary English Curriculum: Reading Process and Pedagogy

Holly Turner
Reading Program

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Assessment item 2 Balanced

EML210: Primary English Curriculum: Reading Process and Pedagogy

Holly Turner

11521803

Assessment item 2 Balanced Reading Program

Part A: Balanced Literacy Program

Stage: 2

Grade: 4

Purpose: Students will grasp a better understanding of

Australian colonisation by working in their reading groups to
analyse and make meaning from the text The Rabbits. This
lesson will focus on encouraging students to discuss how the
lives and cultures of Indigenous Australians, and the British
aboard the First Fleet, were affected by Australian colonisation.

Name of unit: Australian Colonisation

Student Orientation: The students in this year 4 class are aged between nine and
ten, and have begun working through the unit of Australian colonisation, now
looking at the impact that this event had on Indigenous Australians culture, and the
British peoples way of life. In the previous literacy lesson, the teacher modeled the
reading of the book The Rabbits, by John Marsden and Shaun Tan, to the whole
class in a shared reading, before holding a discussion about the books analogy.
The students are split into four literacy groups for these lessons, with each being
comprised of students with similar levels of literacy ability.
Group 1 The ten students in this group are very strong readers, using a range of
skills, strategies, and knowledge to fluently read texts. This group is working
towards being able to analyse texts to find a deeper meaning, looking at both the
written text as well as visuals, and are beginning to learn how to skim and scan
longer texts.
Group 2 The six students in this group are good readers, but are still developing
their ability to solve an unknown word through different strategies so as to be able
to read fluently to make meaning from the text.
Group 3 This group of four students are beginning readers who have a refugee
background. They know many words in isolation, but tend to read word by word,
not being able to comprehend what the story is saying. They are familiar with the
sounding-out the letter technique to solve new words, but they need to learn other
strategies as well, so as to be able to make meaning from texts.
Group 4 This group contains students who are advanced readers, and only take
part in reading activities for one day a week. When not taking part in the activities,
they go on with other set tasks.

EML210: Primary English Curriculum: Reading Process and Pedagogy

Holly Turner

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Assessment item 2 Balanced Reading Program

Three aids are offered to the class during literacy lessons, so as to ensure each group
is offered help and guidance if needed. The students are familiar with their literacy
groups and activity tubs, and have the ability to operate technology.

Outcomes and Indicators:

Reading and viewing 1:
EN2-4A: Uses an increasing range of skills, strategies and
knowledge to fluently read, view and comprehend a range of
texts on increasingly challenging topics in different media and
technologies.
-Identify and explain language features of texts from earlier
times and compare with the vocabulary, images, layout and
content of contemporary texts (ACELY1686)

Resources:
Buttigieg, P. (2007). Aboriginal Land. Retrieved from
http://www.paolospoems.com/aboriginal-poems/aboriginal-land/
Guile, M. (2010). Stories from Australias History: Captain Arthur Phillip and the
First Fleet. Sydney: Macmillan Education Australia.
Marsden, J. & Tan, S. (1998). The Rabbits. Sydney: Hachette Australia Pty Ltd.

-Recognise high frequency sight words (ACELA1486)

Reading and viewing 2:

Twajvodaful [User name]. (2011, April 25). Reading of The Rabbits By: John

EN2-8B: Identifies and compares different kinds of texts when

reading and viewing and shows an understanding of purpose,
audience and subject matter.

Marsden and Shaun Tan (Read By Stephen) [Video file]. Retrieved from

-Identify characteristic features used in imaginative,

informative and persuasive texts to meet the purpose of the text
(ACELY1690)

Activity tubs Plastic tubs filled with materials needed for each activity

-Understand how different types of texts vary in use of

language choices, depending on their purpose and context (for
example, tense and types of sentences) (ACELA1478)
Thinking imaginatively, creatively and interpretively:
EN2-10C: Thinks imaginatively, creatively and interpretively
about information, ideas and texts when responding to and
composing texts.

https://www.youtube.com/watch?v=FOssx3CFMVk

Group 1, Activity 1 Instruction card, 10x The Rabbits book, 10x A3

Aboriginal Land poem, 1x A1 butchers paper, 10x coloured textas

Group 2, Activity 1 Instruction card, 6x The Rabbits book, 6x solving

unknown word strategy cards, 3x iPads

Group 3, Activity 1 Instruction card, 4x The Rabbits book, 4x iPads, 4x

headphones, 6x solving unknown word strategy cards, pens and paper

Group 1, Activity 2 Instruction card, 10x iPads.

EML210: Primary English Curriculum: Reading Process and Pedagogy

Holly Turner

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Assessment item 2 Balanced Reading Program

- Create literary texts that explore students' own experiences

and imagining (ACELT1607)

Expressing themselves:

Group 2, Activity 2 Group 1, Activity 1 tub.

Group 3, Activity 3 Instruction card, 4x Stories from Australias History:
Captain Arthur Phillip and the First Fleet book, 6x solving unknown word

EN2-11D: Responds to and composes a range of texts that

express viewpoints of the world similar to and different from
their own.

strategy cards, 5x reciprocal reading directions.

Group 4 Access to computers and library

-Draw connections between personal experiences and the

worlds of texts, and share responses with others (ACELT1596)
Reflecting on learning:
EN2-12E: Recognises and uses an increasing range of
strategies to reflect on their own and others learning.
-Develop criteria for establishing personal preferences for
literature (ACELT1598)
(NSW Board of Studies, 2012)
Outcomes
and Indicator
(Codes)

Time

Learning Opportunities

EML210: Primary English Curriculum: Reading Process and Pedagogy

Teaching Strategies

Holly Turner

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Assessment item 2 Balanced Reading Program

Introduction:
5min

Begin the lesson by welcoming students to the classroom, and instructing them to
take a seat on the floor in front of the whiteboard. When seated, inform the students
that they will be splitting into their literacy groups to continue their work on The
Rabbits (Marsden & Tan, 1998). Re-establish the expectations of literacy groups,
outlined on the Expectations for the classroom poster beside the whiteboard. Hand
each group the tub of materials they will need for the first activity, specify their
allocated time (two activities, each taking 20 minutes), and allow students to find a
space in the room to work. Inform the aids of the group you wish to work with first
(Group 1), and briefly explain what the other groups are doing, allowing them to
assist any of the other three groups.
Body:

EN2-8D

(ACELA1478
)
(ACELY1690
)

20min

Group 1 This group will begin their first activity by reading the book The
Rabbits (Marsden & Tan, 1998), in a guided reading, with the teacher calling upon
students to read to demonstrate their abilities. When finished reading the book, the
students will hold a group discussion, analysing what happened in the text, and the
meaning it is trying to convey to readers through both the words and the
illustrations. The teacher should then direct the groups attention to the print outs of
the poem titled Aboriginal Land by Paul Buttigieg. Instruct each student to read the
poem independently, before discussing the poem with the group. Direct the
conversation to now having students compare and contrast the poem to The
Rabbits (Marsden & Tan, 1998). When analysing and comparing both works,
instruct the group to write their ideas down on an A1 piece of butchers paper with
textas, prompting them to consider the content and structure of both texts, how the
words and illustrations convey meaning, and to analyse both texts to find their
purpose, and how the author wants the reader to feel.
Group 2 This group will begin the activity by reading The Rabbits (Marsden &
Tan, 1998), in a guided reading, with the teacher calling upon students. So as to
allow students the opportunity to use different strategies when trying to solve an

EML210: Primary English Curriculum: Reading Process and Pedagogy

Prompts and questions

- Informing whole class of what will
happen in the lesson, before allowing them
to organise themselves and their learning.

Models
-Guided Reading, independent reading
-Four resource model: Text participant,
code breaker, text user, text analyst
-Using semantic, syntactic, graphophonic
and visual/ pictorials to make meaning
Prompts and questions
-What kind of tone do you think the
author has created? How?
-Why do you think the illustrator has
shown a flag on every page? What could
it mean?
-What do you think the word rape could
mean in this poem. What is the author
saying?
-Whose point of view are these texts
from?
-What events are described in both texts?
Models
-Guided reading
-Developing grammatical and
graphophonic information so as to make
meaning

Holly Turner
EN2-4A
(ACELA1486
)

EN2-10C
(ACELT1607)

EN2-4A

(ACELA1486
)

EN2-10C

EN2-8B

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Assessment item 2 Balanced Reading Program

unknown word, small cards outlining these strategies will be available for students
to choose from, selecting the approach that will be most effective in solving the
word. Strategies outlined on the cards include sounding out the word, finishing the
sentence and replacing the word with one that makes sense, re-read the sentence to
find what word would fit, look at illustrations for clues, think about what is
happening in the text and use that as help, and look for little words inside the word
for help. When students have read through the book, direct them to the instruction
card to view that they are now going to split into pairs within the group to orally
retell the story in their own words. Using iPads, students are to record what
happens in the story, the meaning behind it, and their thoughts on the book,
demonstrating their comprehension. Each pair will then share their recording with
the rest of the group.

-Developing skills to become a code

breaker, text participant, and text analyst
Prompts and questions
-Strategy cards used to help and remind
students of how they can independently
solve unknown words
- How did the book make you feel?
How? Why do you think the author
would want you to feel that way?
Models
-Modelled reading, Independent reading
-Developing grammatical and
graphophonic information so as to make
meaning
Prompts and questions
-Hearing the reading of the text modeled
to them to understand how the book
should be read
-Strategy cards used to help and remind
students of how they can independently
solve unknown words
-Word wall that allows the students to
place an English word beside a word
from their first language that has the
same meaning.
-An example of a quiz question could be
Why do you think the author wrote this
book? or Why do you think the British
are portrayed as rabbits?

Group 3 This group will work through a similar activity as Group 2, whereby
they are focusing on developing their ability to solve unknown words, and
demonstrate their comprehension of the text, however, this group will be receiving
more modelling than Group 2. To begin the activity, the group will listen to the
book read aloud in a Youtube video; Reading of The Rabbits By: John Marsden
and Shaun Tan (Read By Stephen) (Twajvodaful, 2011, April 25). Each student will
use an iPad and headphones to listen to the book independently while following
along with their hard copy. When finished listening to the recording, the aid should
ask the students to read through the book again independently, and state any words
they are unsure of how to pronounce, using the 6 strategy cards to assist them to
select which strategy to use to solve the word. The newly learnt words can be
added to the students word wall alongside a word from their first language that has
a similar meaning. When each student learns to solve some unknown words,
inform students that they are to write three questions about the book that they will
ask to the rest of the group. The teacher / aid should model some examples of
Prompts and questions
questions, and work closely with the students as they construct their own. This quiz -How is the culture of Indigenous
Australians different to the Europeans?
will allow students to demonstrate their comprehension of the text.
Group 4 During literacy groups, Group 4 will continue on independently with
their research task about how Australian colonisation affected the cultures, and
way of life for the British, and Indigenous Australians. These students are able to

EML210: Primary English Curriculum: Reading Process and Pedagogy

How did bringing these two cultures

together affect their lives?

Holly Turner
EN2-10C

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5mins

20min
s

EN2-4A

(ACELY1686
)
EN2-12E

EN2-8D
(ACELA1478
)
(ACELY1690
)

EN2-4A
(ACELA1486

Assessment item 2 Balanced Reading Program

use the internet, and library resources to find information, and can present their
findings in any manner they choose.
Instruct students to finish off what they are doing, pack all the equipment back into
their activity tub, and collect materials needed for their second activity. Inform the
aids that you will now be working with Group 3, and they are welcome to work
with any of the other three groups.
Group 1 This group will now move on to looking at another text that relates to
Australian colonisation, but focuses on detailing how the British were affected by
this event. The students in this group will each use an iPad to visit the website
State Library of NSW and look at Published Accounts, where they can
demonstrate their ability to skim and scan the journals of Watkin Tench, Arthur
Phillip and John White, attempting to gain an insight into what they endured, how
they were feeling on the arrival of the First Fleet, and the language of that time.
The aid assisting this group should first model how to read a paragraph of this text,
scaffolding how to pronounce unfamiliar words, and demonstrating how to skim
and scan a text. In the last five minutes of the activity, students should discuss what
they learnt from this reading with their group.

Models
-Modelling reading, independent reading
-Using all three cueing systems together
to make meaning
-Being a text user and text participant
Prompts and questions
-Modelling how to read some of the
journal entries to the group so they are
aware of how to pronounce certain
words, and understand how to read the
text
-Instructing students to focus on
skimming and scanning the text to find
relevant information.
Models
-Four resource model: Text participant,
code breaker, text user, text analyst
-Using semantic, syntactic, graphophonic
and visual/ pictorials to make meaning
Prompts and questions
-Whose point of view are these texts
from? What events are described in both
texts?

Group 2 This group will now use the activity tub used by Group 1 during the first
activity, to compare The Rabbits (Marsden &Tan, 1998) with the poem Aboriginal
Land (Buttigieg, 2007). As this group has just read The Rabbits (Marsden and Tan,
1998), in the previous activity, they will not need to read it again. Instead, this
group can briefly discuss the story and its meaning, before turning their attention to Models
the poem, and comparing both texts, writing their thoughts on a piece of A1
-Reciprocal reading working through
butchers paper.
each step all together (predict, read,

Group 3 This group will now work on an activity similar to Group 1, whereby
they will look at another text on its own, that relates to the topic of Australian
colonisation, and how it impacted those involved. Students will follow the
reciprocal reading steps when reading the book Stories from Australias History:
Captain Arthur Phillip and the First Fleet (Guile, 2010) looking at the section

EML210: Primary English Curriculum: Reading Process and Pedagogy

clarify, discuss, sum up)

-Using semantic, syntactic, graphophonic
and visual/ pictorials to make meaning
Prompts and questions
-Reciprocal reading instruction cards,
ensuring the group is aware of what they
are to do in what order.
-Strategy cards used to help and remind
students of how they can independently

Holly Turner

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titled The effects of the First Fleet. In this activity, the group will use the
reciprocal reading cards provided that inform the students what they need to do all
together, in the order of predict, read, clarify unknown terms, and discuss this
section of the book, talking about how this historic event affected the different
cultures involved. These students can use their own experiences of being in a
county where their culture is not the majority, to discuss how both the British and
Indigenous Australians may have been feeling during this time.

EN2-11D
(ACELT1596)
(ACELT1607)

EN2-8B
EN2-10C

Assessment item 2 Balanced Reading Program

10min
s

Group 4 This group will continue working on their research project, and by the
end of the lesson, should have found all of their information, and be putting
together their presentation.

Closure/ Reflection
EN2-12E
(ACELT1598)

Instruct students to finish what they are doing, and pack all of their equipment
back into the activity tubs. When all groups are finished, ask each student to share
one thing they learnt from either of their two activities or research task,
encouraging each student to say something different. Continue asking students
reflective questions, such as asking students what activities they found most
engaging, or what activities they would like to do in the future that would best help
their reading development.

EML210: Primary English Curriculum: Reading Process and Pedagogy

solve unknown words

Prompts and questions

-What form of presentation would allow
you to best show how Australian
colonisation affected Indigenous
Australians, and Europeans?
Prompts and questions
-What is one thing you learnt during this
lesson? What activity did you enjoy the
most? In which activity do you believe
you learnt the most? What type of
activities would you like to do next time
that would help you with your reading?

Holly Turner

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Assessment item 2 Balanced Reading Program

Assessment (Provide details and examples)

Formative Assessment
-Observation of group 1 during their first activity, viewing their ability to analyse two different texts and compare and contrast them, ensuring they can
demonstrate their understanding of the texts purposes, audience, and subject matter so as to meet outcome EN2-8B (NSW Board of Studies, 2012).
-Collecting the pieces of A1 butchers paper from group 1 and group 2 to read how both groups analysed and compared The Rabbits (Marsden & Tan,
1998), with Aboriginal Land (Buttigieg, 2007), ensuring their responses allow them to meet outcome EN2-8D (NSW Board of Studies, 2012).
-Observation of group 3 during their second activity, listening to students skills, and the strategies they use when reading, and their ability to discuss,
and express their views of a text, to ensure they meet outcomes EN2-4A and EN2-11D (NSW Board of Studies, 2012).
-Collecting the quiz questions that group 3 wrote assessing if students were able to think imaginatively, creatively, and interpretively when designing
quiz questions, so as to meet outcome EN2-10C (NSW Board of Studies, 2012).
- Listen to group 2s recordings of retelling The Rabbits (Marsden & Tan, 1998) on the iPads, to ensure they comprehended the text and its meaning,
and were able to think imaginatively, creatively, and interpretively when retelling the story, and expressing their viewpoints in order to meet outcome
EN2-10C (NSW Board of Studies, 2012).
-Observing and listening to students answers during the reflective conclusion of the lessons, noting students ability to reflect on their learning, allowing
them to meet outcome EN2-12E (NSW Board of Studies, 2012).
The information obtained from these assessments can be used to identify what students still struggle with, and what needs to be taught in the following
lesson. These forms of assessment can be added to students academic portfolio to see what level each student is working at, to ensure students are
learning material appropriate for their academic growth.

EML210: Primary English Curriculum: Reading Process and Pedagogy

Holly Turner

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Assessment item 2 Balanced Reading Program

Evaluation (Questions to evaluate your teaching)

Were the students able to follow instructions? How was this demonstrated?
Did students work well with others in their group? How was this shown?
Did students use resources appropriately? How was this shown?
How were the students engaged during the lesson? What were the indicators that made this visible?
Did students demonstrate that these activities allowed them to develop reading skills and strategies? How?
During reflection, were students able to articulate what they had learnt and developed through the activities? How?
Did these activities allow students to meet the associated outcomes and indicators? How was this shown?
What could be differentiated/ changed in the lesson to improve student engagement and learning?

EML210: Primary English Curriculum: Reading Process and Pedagogy

Holly Turner
Reading Program

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Assessment item 2 Balanced

Part B: Report on ESL/EAL Students

Students who are English as Second Language (ESL) learners, or English as
Additional Language (EAL) learners require specific needs that students who
speak English as their first language do not, as second language learning is
viewed as highly complex, dynamic, multicomponential, and multidimensional (Phakiti, 2006, p.19). ESL/ EAL students need to feel welcomed in
a classroom, as these students are more likely to take a positive approach in
language acquisition when they feel they are in a safe environment (Ontario
Education, 2005, p.19). Celebrating their diversity, and welcoming their first
language in the classroom can do this, such as including a multi-language word
wall that allows students to place an English word beside a word from their first
language that holds a similar meaning. This strategy will allow ESL/EAL
students to gain a better understanding of what particular English words mean
(Ontario Education, 2005, p. 14).
It is crucial that the teacher attempts to get to know ESL/ EAL learners, as their
level of reading ability will vary depending on the amount of formal education
theyve experienced, and the stage of their English language development
(Department of Education: Victoria, 2007, p.5). The teacher, or an aid, will need
to work closely with this group, as EAL/ ESL students require specific
instructions, strong modeling and scaffolding of reading, as well as further
support and encouragement during literacy, so as to develop their syntactic,
semantic, and graphophonic knowledge of the English language (Harris, Turbill,
Fitzsimmons, McKenzie, 2001, p. 140-141). A modeled reading of The Rabbits
(Marsden & Tan, 1998) will be offered through the Youtube video Reading of The
Rabbits By: John Marsden and Shaun Tan (Read By Stephen) (Twajvodaful, 2011, April 25),
allowing the students to hear how each word is pronounced, therefore assisting them to grasp the
texts overall story, and meaning.
The activities completed by this group will also need to be different than the
rest of the class, as, while other students are focusing on analysing and
comparing texts, and developing their reading ability further, these students
primary focus is to learn to read, write, and speak English (Department of
Education: Victoria, 2007, p.7). Books read by ESL/EAL students need to use
EML210: Primary English Curriculum: Reading Process and Pedagogy

Holly Turner
Reading Program

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Assessment item 2 Balanced

real-to-life language, meaning that the text uses short, simple words that
offer a clear meaning (Harris et al., 2001, p.140). The books this group will use
in their activities, The Rabbits (Marsden & Tan, 1998) and Stories from Australias
History: Captain Arthur Phillip and the First Fleet (Guile, 2010) both contain short, simple
sentences, with the use of illustrations being offered to assist students to make
meaning from the text (Ontario Education, 2005, p. 11). The books introduced
to ESL/EAL learners should also be culturally, and personally relevant to the
students so that they are engaged with what they are reading, and are able to
use their prior knowledge and background to help decipher a text (Harris et al.,
2001, p. 140). The activities in this lesson allow the ESL/EAL students to use
their prior knowledge and personal experience when responding to the texts
through the opportunity to design their own quiz questions about The Rabbits
(Marsden & tan, 1998), and through their discussion when responding to Stories
from Australias History: Captain Arthur Phillip and the First Fleet (Guile, 2010), about how
Indigenous Australians and the British may have been feeling when faced with
a culture different to their own.

EML210: Primary English Curriculum: Reading Process and Pedagogy

Holly Turner
Reading Program

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Assessment item 2 Balanced

References
Buttigieg, P. (2007). Aboriginal Land. Retrieved from
http://www.paolospoems.com/aboriginal-poems/aboriginal-land/
Department of Education: Victoria (2007). The ESL Handbook. Retrieved from

http://www.education.vic.gov.au/Documents/school/principals/curriculum/
eslhandbook.pdf
Guile, M. (2010). Stories from Australias History: Captain Arthur Phillip and the First Fleet.
Sydney: Macmillan Education Australia.
Harris, P., Turbill, J., Fitzsimmons, P. & McKenzie, B. (2001). Reading in the primary school years
(2nd ed.). South Melbourne: Cengage Learning Australia
Marsden, J. & Tan, S. (1998). The Rabbits. Sydney: Hachette Australia Pty Ltd.
NSW Board of Studies. (2012). English years K-10 syllabus. Retrieved from
http://syllabus.bos.nsw.edu.au/english/english-k10/es1-to-s1-content/
Ontario Education. (2005). Many Roots, Many Voices. Retrieved from
https://www.edu.gov.on.ca/eng/document/manyroots/manyroots.pdf
Phakiti, A. (2006). Theoretical and Pedagogical Issues in ESL/EFL Teaching of Strategic Reading.

EML210: Primary English Curriculum: Reading Process and Pedagogy

Holly Turner
Reading Program

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Assessment item 2 Balanced

In University of Sydney Paers in TESOL. Retrieved from

http://faculty.edfac.usyd.edu.au/projects/usp_in_tesol/pdf/volume01/article02.pdf
Twajvodaful [User name]. (2011, April 25). Reading of The Rabbits By: John Marsden and Shaun
Tan (Read By Stephen) [Video file]. Retrieved from https://www.youtube.com/watch?
v=FOssx3CFMVk

EML210: Primary English Curriculum: Reading Process and Pedagogy