EDLA309369

Literacy Education 2_2016 Alexandra Keisler, S00163732

Assessment Task 3- Oracy and Writing Skills using My Place by Nadia Wheatley and Donna Rawlins
Plan for the Teaching of an ORACY and WRITING Strategy for Year 5 using a fictional text
Literacy Unit learning intentions In this unit we are learning to develop and explain a point of view through creating an information narrative.

Learning behaviours I need to refer to the literacy word wall to remind me of the right vocabulary to use when discussing information narratives.

LESSON 1
Learning Intentions Structure Assessment Criteria and Success Criteria
We are learning to distinguish WHOLE CLASS FOCUS: Building topic knowledge Assessment Type
between factual and descriptive
language in a text - Students will continue to collect information and build Summative assessment ongoing throughout lesson,
on their knowledge of Australian Colonies Colonial focusing on students responses to whole class
Australia in 1800s. A look at what life was like for discussions and questioning.
different people.
Success criteria for whole class
- Oral language will be developed through questioning,
together with the chalk talk and information grid I am doing well if
Language features of this text activities.
type examined in this lesson: - Can work collaboratively with my group and share my
TASK: ideas in class discussion.
Whole group
- Factual information - Read Aloud (My place; 1808) - Can distinguish between factual and descriptive
- Video language found in the text/video.
- Descriptive language - Word wall (including illustrations)
Small group
- Chalk Talk (Oracy focus): 1808
- Child labour activity sheet (after video)

DIFFERENTIATION STRATEGY:
- Flexible grouping (during small group
activities)

OUTCOMES REQUIRED: Word wall where students

use images or words to elicit oracy. This will be a

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EDLA309369 Literacy Education 2_2016 Alexandra Keisler, S00163732

working artifact that will be used throughout the unit of
work.

INSTRUCTIONAL STRATEGY/IES CHOSEN

- Read Aloud (My Place, 1808)
- Chalk Talk (Oracy focus)

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EDLA309369 Literacy Education 2_2016 Alexandra Keisler, S00163732

LESSON 2
Learning Intentions Structure Resources Assessment Criteria and
Success Criteria
WHOLE CLASS FOCUS: Wheatley, N. & Rawlins, D. (2008). My place. Assessment Type
We are learning to Newtown, NSW. Walker Books Australia Pty. Ltd
identify similarities Building text knowledge/Model the genre Chapter 1808 Feedback gathered from
and difference GSCE map, with particular
between narratives - Oral language will be developed through the whole Our Australian Girl. (2016). attention on students ability
and information group instructional strategy (concept map), shared Ouraustraliangirl.com.au. Retrieved from to differentiate between key
narrative texts. reading and through direct questioning. http://www.ouraustraliangirl.com.au/extracts.html ideas. Record on student
assessment sheets.
TASK:
Whole group: Laguna, S. & Masciullo, L. (2011). A Home for Success criteria for whole
Grace. Camberwell, Vic.:Penguin Books. class
- Shared reading of portions of text
Language features (information & information narrative) enlarged I am doing well if I
of this text type on interactive whiteboard.
examined in this - Can create a story
lesson: - Read and Represent activity using: map with my group
- Generate-sort-connect-elaborate-concept highlighting the
map (Oracy focus) differences between
Nouns and information
adjectives Independent work (Small groups): narratives and
- Exploring texts from Our Australian Girl narratives.
books and website.
- Contribute to class
DIFFERENTIATION STRATEGY: discussion and add
Teacher lead focus group: to the GSCE concept
- Cloze activity (Appendix 2) map.

OUTCOMES REQUIRED:
- GSCE concept map (Oracy focus)
- Add to word wall
INSTRUCTIONAL STRATEGY/IES CHOSEN PROMPTING QUESTIONS:
- Generate-sort-connect-elaborate-concept map (Oracy focus) Direct and probing questioning (Appendix 3)
- Shared reading

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EDLA309369 Literacy Education 2_2016 Alexandra Keisler, S00163732

LESSON 3
Learning Intentions Structure Resources Assessment Criteria and
Success Criteria
We are learning how WHOLE CLASS FOCUS: Wheatley, N. & Rawlins, D. (2008). Assessment Type
to plan an Guided activities to develop vocabulary and text knowledge My place. Newtown, NSW. Walker
information narrative Books Australia Pty. Ltd Chapter Assessment of think sheets
using correct - Guided writing. Focus on structure of a narrative, paying 1808 to ascertain students
sentence structure. close attention to modality (sentence structure). understanding on the
Stow, R. (2004). Midnite. Victoria: structure of narratives, with
- Oral language will be developed through story grammar Penguin Group Ltd. (Appendix 4) special attention on
and circle of viewpoints activities. sentence structure of
TASK: Think sheets (Appendix 5) information narrative plans.
Language features
of this text type Whole group: Success criteria for
examined in this - Shared reading (Appendix 4) whole class
lesson: - Guided writing: Story grammar activity using Think I am doing well if I
sheets for planning a narrative (Appendix 5)
Descriptive
language Small group: - Can recoginse the
- Circle of viewpoints (oracy focus) (Appendix 6) characters, setting,
Independent work: complication and
- Students are to refer to think sheets, GSCE concept map resolution from the
and word wall to begin to plan their own information text and put them
narrative on a character from colonial Australia. into my think sheet.

DIFFERENTIATION STRATEGY: - Can put myself

- Highly prompted Think sheets (Appendix 5)

OUTCOMES REQUIRED:
- Circle of viewpoints (oracy focus)
- Development of word wall

INSTRUCTIONAL STRATEGY/IES CHOSEN PROMPTING QUESTIONS:

- Shared reading Direct questioning
- Guided writing
- Circle of viewpoints

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EDLA309369 Literacy Education 2_2016 Alexandra Keisler, S00163732

LESSON 4
Learning Intentions Structure Resources Assessment Criteria and
Success Criteria
We are learning to WHOLE CLASS FOCUS: Joint construction of text My Place: 1808 (Appendix 7) Assessment Type
write an information
narrative - Whole group focus to construct an information narrative Summative assessment of
collaboratively. on a topic of their choice (related to colonial Australia) authors circles and writing
referring to the word wall for appropriate vocabulary and conferences. Record
language features. observations of discussion
and understanding on
- Oral language will be developed through the step inside student assessment sheets
activity and through class discussion and questioning.
Language features of TASK: Success criteria for
this text type Whole group: whole class
examined in this - Shared reading: My Place 1808 (enlarged on interactive
lesson: whiteboard) (Appendix 8) I am doing well if I
- Step Inside activity
- Guided writing (Joint construction of information narrative) - Can work with my
- Dialogue peers and teacher
Independent work: to construct an
- First or third - Students are to continue working on their information information
person narrative drafts narrative.
voice
Small groups: (Teacher lead) - Can take on advice
- Authors circles from my peers
during authors
DIFFERENTIATION STRATEGY: circles and use it to
- Writing conferences edit my draft

OUTCOMES REQUIRED:
- Step inside activity (oracy focus)
- Authors circle
- Completed joint construction of text to be added to word
wall.
INSTRUCTIONAL STRATEGY/IES CHOSEN PROMPTING QUESTIONS:
- Shared reading Inferential questioning
- Guided writing
- Step inside (oracy focus)

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EDLA309369 Literacy Education 2_2016 Alexandra Keisler, S00163732

LESSON 5
Learning Intentions Structure Resources Assessment Criteria and
Success Criteria
We are learning to WHOLE CLASS FOCUS: Independent construction of text Online publishing tools (Appendix 8) Assessment Type
write a final draft and
publish our - Independent work to finalise drafts and publish Formative assessment of
information information narratives online using ICT. completed information
narratives. narrative. Feedback taken
- Oral language will be developed through discussions from from writing conferences.
writing conferences.
Success criteria for
TASK: whole class
Language features I am doing well if I
of this text type Independent work:
examined in this - Independent writing - Can proof read and
lesson: edit my information
DIFFERENTIATION STRATEGY: narrative so it is
ready to be
- Choice boards (Appendix 8) published.

OUTCOMES REQUIRED: - Can find a creative

- Writing conferences (oracy focus) way to publish my
- Finished information narratives written or published online story.
INSTRUCTIONAL STRATEGY/IES CHOSEN
- Independent writing
- Writing conferences (oracy focus)

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EDLA309369 Literacy Education 2_2016 Alexandra Keisler, S00163732