Jessica Kotevski

S00171743

PART A: RATIONALE and PART B: LESSON PLANNING

Assessment Two: Plan for the Teaching of a Reading Comprehension Strategy

PART A: RATIONALE

Reading is a fundamental skill that is introduced to us throughout our early years, and extends beyond any level of education. Chall (1996) proposes that it is a
gradual process consisting of different stages. Whilst the beginning focus of reading is on decoding, fluency, word recognition and the ability to understanding
the importance of structure and patterns within a text, educators emphasize the significance of comprehension to students in middle to upper primary. This
element of reading refers to the ability to go beyond the words and images, in order to understand the relationship and meaning behind the ideas conveyed in
different texts (McNamara, 2007). It is therefore essential that educators plan an adequate lesson for all types of learners within the classroom that will
encourage them to further their skills and ensure future success.

The two lesson plans below, consist of a Science objective from the AusVELS Curriculum (VCAA) that will assist educators in engaging students in their
literacy lesson. The Science elaboration: Different living things have different life cycles and depend on each other and the environment to
survive (VCSSU058) offers year 4 students the opportunity to use their skill of inferring, listening, responding and comprehending information in a different
curriculum area. By incorporating this within the literacy dimension, students can be engaged in the curriculum in a meaningful and significant way (Seely
Flint, Kitson & Lowe, 2014)

A normal literacy classroom today consists of the inclusion of information and communications technologies (ICT) and other various forms of digital
equipment, as adopted from the curriculum today. Innovative texts that are established and produced this way are referred to as multimodal texts. Signs and
symbols from various semiotic systems (linguistic, visual, audio, gestural and spatial) are used in conjunction with each other in order to show significance
(Seely Flint et al, 2014). These fundamental aspects assist students in their learning, as they convey different meanings that are appropriate for students to
understand. This knowledge will benefit them when they are presented with these multimodal texts in everyday life, e.g. in newspapers and on television. The
Department of Education state that the incorporation of ICT within a classroom support students in their future schooling endeavors whilst providing them with
adequate skills to be productive members of society (Department of Education, 2008).
In lesson one, students will be shown the animation The Catch (Carroll & McWhinnie, 2012). This multimodal fictional text, offers students an engaging and
stimulating experience. It allows them to understand and comprehend the story without feeling overwhelmed, as the use of this technology caters for all
learning needs (Brozo, 2009). The animation covers all aspects of the Science curriculum as it explores how different things depend on each other and the
environment too survive, through the use of the semiotic systems. These systems allow students to make inferences based on their ability to recognise
emotions, gestures and body language signals, through the use of visuals and sounds only. Van Kleeck (2008) states that inferencing is an integral part of
being able to comprehend the basic story grammar elements of a text.

1
Jessica Kotevski
S00171743
Selecting texts for readers can often be a difficult task. Seely Flint, Kitson & Lowe (2014), explain that readers between the years of 3-6 demonstrate even
more diverse strengths and weaknesses than in the early years (pp.281). During these years, students will vary in their abilities. Some will find correlating
sounds with symbols difficult (phonics), however others will be keen to read sophisticated and more complex texts (Seely Flint, Kitson & Lowe, 2014). In
addition, students will often be eager to explore different content area texts, such as Science and History (Seely Flint, Kitson & Lowe, 2014).
In lesson two, students are introduced to a non- fiction text, EMU (Saxby & Bryne, 2014). This text will assist students in extending their knowledge of the
Science elaboration: (VCSSU058), by encouraging the use of inferring, connecting and questioning, through the process of literature circles. This instructional
strategy allows students to take charge of their own learning, through the idea of own roles and responsibilities. Once established, students will be engaged in
their own wide-ranging, self- sustaining discussions (Daniels, as cited in Day, 2003). Guided reading is another instructional strategy that is unpacked during
this lesson. This strategy is appropriate for the focus group as the educator involved, supports and guides them through the process of comprehending and
making meaning of the text. Their encouragement allows students to approach texts confidently with the idea that information can be structured differently and
their level of understanding can be extended (Rose & Acevedo, 2006).

Overall, educators need to understand that texts for students need to be planned thoroughly. Ensuring that they are comprehensible and manageable for all
levels is the key to future reading success.

Word Count: 792

2
Jessica Kotevski
S00171743
PART B: Lesson Plan 1
TOPIC: Science

Different living things have different life cycles and depend on each other and the environment to survive (VCSSU058)

Lesson: 1

Year Level: 4

Time: 60 minutes (approximately)

Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating
texts (VCELY288)

Relevant Elaborations:

Inferring meaning from the ways communication occurs in digital environments including the interplay between words, images, and sounds
(VCELY288)

During this lesson students will: Students will become familiar with the animation The Catch. They will begin to make inferences based on their ability to
recognise emotions, gestures and body language signals, through the use of visuals and sounds only.

LESSON INTRODUCTION:

The Hook:

Emotional Alphabet: In groups of 3-4, students will need to identify as many emotions as they can for each letter of the alphabet (See Appendix 1).

Literacy learning intentions:

We are learning to

Recognise the characters emotions

Understand how visuals and sounds can help us infer
Understand that different things have different life cycles and depend on each other and the environment to survive

3
Jessica Kotevski
S00171743
Learning behaviours:

(Visual prompts that will be shown to students)

I need to show whole body listening and concentration when viewing the animation
I need to carefully look at the characters emotions and expressions
I need to carefully listen to the sounds and music when inferring

Success criteria for whole class:

I am doing well if I can identify, describe and justify the characters emotions
I am doing well if I can use the 5 semiotic Systems to help me infer

Success criteria for focus teaching group:

I am doing well if I can identify and describe the characters emotions

I am doing well if I can understand why the character is feeling a certain way

Shared Text for whole class:

Animation: The Catch Directed by Josh Carroll & Scott McWhinnie from the Ringling Collage of Art & Design in Sarasota, Florida (See Appendix 2).
Consider your role for whole class and focus group instruction:
Interactive reading: The educator will display this instructional strategy whilst they ask students questions whilst viewing the animation.
BEFORE:
Whole class instruction/strategy preparing for reading the text:
Students will be presented with various images from the animation The Catch (See Below). They will complete a See, Think, Wonder worksheet (See
Appendix 3).
The purpose of this strategy is to encourage students to make careful observations and interpretations, based on the concept of food chains. They will
record what they see in the image and how it resonates with them, what they are thinking about as they look at the image and what wonderings
(questions) they have about the image.
*The semiotic system has been discussed in prior lessons.

4
Jessica Kotevski
S00171743
The Catch- Food chains

DURING:
Whole class strategy for reading the text:
Reading comprehension strategy: Questioning and inferring
The first viewing of the animation will be watched the whole way through.
Questions will then be asked:
-Why did the boy want the fish? How do you know this?
-What different emotions did the boy go through during the story? Why did they occur?
-Who do you think is at the top of the food chain in this clip? Why?
The animation will then be played again and will be paused during various frames. This will help explain how the semiotic system assists in making
inferences about the process of life cycles and how they depend on each other and the environment to survive.
Students will then have an opportunity to add to their See, Think, Wonder Worksheet.
AFTER:
1. Whole class activity/thinking routine to explore the text using the reading comprehension strategy:
The educator will remind students of their whole class success criteria.
Students will then be placed in groups.
They will be encouraged to create a role-play form the foxs perspective. Students must include:

5
Jessica Kotevski
S00171743
-Music
-Why did the fox steal the fish? Was it for him? His family?
- What does the fox depend on for survival? What does he fear?
The educator will reinforce the ides of using the semiotic systems in their play to create a deeper meaning.
Students will have access to laptops for researching
2. Focussed teaching group:
50582413, 61100916, 64139216, 77387873
These are the lowest performing students of the group who are at Phrase level- the beginning of Linking and combining information in paragraphs.
Inferring will be scaffolded through the process of allowing students to re-watch the animation. They will have the opportunity to pause when they
believe is necessary. The educator will ask students probing questions that will assist their examination:
-Why did you pause it at this frame?
-How can the boys gesture explain what he is feeling?
-How do you know this?
Focus group assessment:
Effective contribution to the discussion
The ability to justify and infer their understanding of the semiotic system in relation to the Science topic.
LESSON CONCLUSION:

The class will come together. Taking turns, each group with present their role -play.

6
Jessica Kotevski
S00171743
PART B: Lesson Plan 2
TOPIC: Science

Different living things have different life cycles and depend on each other and the environment to survive (VCSSU058)

Year Level: 4

Time: 60 minutes (approximately)

Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating
texts (VCELY288)

Relevant Elaborations:

Making connections between information in print and images

During this lesson students will:

Students will become familiar with the non-fiction text Emu. They will begin to make inferences based on their ability to make connections the text and
images. This will help reinforce the idea that different things have different life cycles and depend on each other and the environment to survive, which
extends beyond the simple notion of the animation The Catch.

LESSON INTRODUCTION:

The Hook:

Students will use the Think, Pair, and Share technique. This involves encouraging students to use a sophisticated level of classroom participation and
conceptual understanding of a certain topic.
They will reflect back on the idea of different living things have different life cycles and depend on each other and the environment to survive. They will
refer to The Catch and how the boy depended on the fish in order to feed his family.

Literacy learning intentions:

We are learning to ...

Make connections between the text and the images

7
Jessica Kotevski
S00171743
Predict and infer high-level information from the text
Understand how living things, including animals, depend on each other and the environment to survive

Learning behaviours:

(Visual prompts will be shown to students)

I need to show whole body listening and concentration when viewing the text
I need to focus on the facts within the text and connect them to prior knowledge
I need to think carefully before inferring

Success criteria for whole class:

I am doing well if I have used to prior knowledge to make connections

I am doing well if I can communicate my inferences on how living things are dependent

Success criteria for focus teaching group:

I am doing well if I can retell events/ facts in the text

I am doing well if I can communicate my inferences on how living things are dependent

Shared Text for whole class:

EMU by Claire Saxby & Graham Bryne (See Appendix 4)
Consider your role for whole class and focus group instruction:
The educators role is to facilitate learning and clarify any misconceptions (word definitions) that students may have. They will guide students through
meaningful discussions and prompt them to think critically.
BEFORE:
Whole class instruction/strategy preparing for reading the text:
The educator will ask the students if they can define specific key words.
Words to consider:
-Nestling
-Hibernation
8
Jessica Kotevski
S00171743
-Goannas
(These terms can be found throughout the text. They are flexible to change)
The educator will record these notes on a large piece of paper. This will be then displayed around the room so students can refer back to it.
DURING:
Whole class strategy for reading the text:
Reading Comprehension Strategy: Making Connections (text- to text, text- to world), Inferring
To begin with, the text will be read the whole way through.
The educator will then ask students if they can relate this book to the animation The Catch.
Questions to consider:
-What are the similarities?
-What are the differences?
-What did the emu fear? And what did the boy fear in the animation?
AFTER:
1. Whole class activity/thinking routine to explore the text using the reading comprehension strategy:
Literature Circles:
The educator will place students in their literature groups
Each group will be reminded of the different roles and responsibilities within their literature circles. These will be clarified and discussed prior to
commencing (See Appendix 5 for explanation). Roles consist of:
-Director
-Thinker
-Sketch artist
--Investigator
-Summariser
Students will work collaboratively as they discuss the text. They will use all their information gathered to create a PowerPoint slide that creates the key
events in an emus life. (Students should focus on the facts presented in the text)
9
Jessica Kotevski
S00171743
2. Focussed teaching group:
50582413, 61100916, 64139216, 77387873
These are the lowest performing students of the group who are at Phrase level- the beginning of Linking and combining information in paragraphs.
Students will engage in the process of guided reading. Taking turns, students will read a page each (out loud).
Once this is complete, they are to analyse the information and make inferences based on their ability to communicate how the emu is dependent on its
environment to survive. The educator will prompt students along the way.
Focus group assessment:
Effective contribution to the discussion
The ability to justify and infer their understanding of the semiotic system in relation to the Science topic.

LESSON CONCLUSION:

The class will come together on the floor. Going around the circle, each person will tell the class one interesting fact they learnt about emus and their
life cycle.

10
Jessica Kotevski
S00171743
References

Brozo, W. G. (2009). Supporting content area literacy with technology. Boston , USA: Pearson.

The Catch Directed by Josh Carroll & Scott McWhinnie from the Ringling Collage of Art & Design in Sarasota, Florida

Chall, J. (1996). Stages of Reading Development (2nd ed.). Fort Worth. TX: Harcourt Brace.

Day, C. (2003). Reading and responding in literature circles. P.E.N: Primary English Notes, pp.1-8.

Department of Education. (2008). ICT in the curriculum: statements of learning for information and communication technologies (ICT). Retrieved from
http://www.mceecdya.edu.au/verve/_resources/SOL_ICT_Copyright_update2008.pdf

Literacy Solutions. (2016). Literature circles. Retrieved from: http://www.literacysolutions.com.au/resources/literature-role-cards.php

McNamara, D. S. (2007). Reading Comprehension strategies: Theories, Interventions and Technologies. Hoboken: Lawerence Erlbaum Associates.

Rose, D., & Acevedo, C. (2006). Closing the gap and accelerating learning in the middle years of schooling. Literacy Learning: The middle years. 14(2), 32- 45.

Seely Flint, A., Kitson, L., Lowe, K & Shaw, K. (2014). Literacy in Australia: Pedagogies for Engagement (1st ed.). Milton, Queensland: John Wiley and Sons
Australia ltd.

Van Kleeck, A. (2008). Providing Preschool Foundations For Later Reading Comprehension: The Importance Of And Ideas For Targeting Inferencing In
Storybook-Sharing Interventions. Psychology in the Schools, 46(7), 627-643. doi: 10.1002/pits!

Victorian Curriculum and Reporting Authority (n.d.). Science: Year 4. Retrieved from: http://ausvels.vcaa.vic.edu.au/

11
Jessica Kotevski
S00171743
APPENDICES:

1: Emotional Alphabet worksheet

12
Jessica Kotevski
S00171743
2: The Catch

13
Jessica Kotevski
S00171743

Multiple aspects of the semiotic system that will be explored throughout the text

Linguistic: There is an absence of dialogue during this animation. Therefore meaning of the text is established through the skill of inferring through the other
semiotic systems.

Audio: Audio is recognised through the use of music and sound effects throughout the animation. This aspect is extremely important as it sets the scene for
the viewers. Rhythm and tempo are other essential characteristics of effective audio.

Gestural: This aspect is depicted clearly throughout the entire animation. Detail in facial expression is a vital characteristic in order to be able to tell a story.

3: See, Think, Wonder worksheet

Visual: The animation offers an abundance of different colours. The richness of these colours creates a sense of depth and space, which allows it t look 3D.

14
Jessica Kotevski
S00171743

5: E

Spatial: Different angles are used throughout the entire animation. Such angles include, low shots, high shots, birds eye view and mid-range shots. These
angle help depict the power or vulnerability of the character.

15
Jessica Kotevski
S00171743

16
Jessica Kotevski
S00171743

3: See, Think, Wonder Worksheet

17
Jessica Kotevski
S00171743

4: EMU By Claire Saxby & Graham Bryne

18
Jessica Kotevski
S00171743

5: Literature circle explanation

Director

19
Jessica Kotevski
S00171743

Thinker

20
Jessica Kotevski
S00171743

Sketch artist

21
Jessica Kotevski
S00171743

Investigator

22
Jessica Kotevski
S00171743

Summariser

23