Learning Experience Two

Learning Objective/s

Queensland Curriculum and Assessment Authority

Australian Curriculum


LS 6 (v) - Use interaction and communication skills to contribute to informal
debates and discussions by: interrogating and analysing ideas, evaluating
information and comparing solutions, repairing breakdowns in discussion and
offering explanations and describing processes.

LS 6 (vii) - Use learning area vocabulary to specify content and present
opinions.

VR 6 (ii) - View and read written, visual and multimodal learning area texts
that: use contents, home pages and subpages, glossaries, full indexes, and
supporting details to enhance readability, contain new information that
requires reading and research to build background knowledge and connect
relationships between ideas and concepts.

VR 6 (iii) - Use text processing strategies when viewing and reading, including:
connecting to prior knowledge about the author and specific learning area
content, questioning, crosschecking and reviewing texts to identify point of
view and using literal and inferred information to draw conclusions about
significant concepts, arguments or descriptions.



Identify and explain how analytical images like figures, tables, diagrams,
maps and graphs contribute to our understanding of verbal information in
factual and persuasive texts (ACELA1524).

Make connections between students own experiences and those of
characters and events represented in texts drawn from different historical,
social and cultural contexts (ACELT1613).

Use historical terms and concepts (ACHHS118).

Identify questions to inform an historical inquiry (ACHHS119).



Classroom Organisation


Assessment

Differentiation/Adjustments

- Whole class activity.
- Cooperative learning
groups.
- Whole class discussion.


Formative Assessment: Questioning, observations, class
discussions and completion of the word wall, will assist
with the evaluation of student prior knowledge and the
assessment of understanding. An observation checklist
(Resource Two, Section A) will also be utilised throughout
the word sorting activity, to not only assess student
comprehension and activate prior knowledge, but to
monitor progress and social interaction abilities.




- The learning experience will be sequenced in stages
and guided with explanations and demonstrations.
- Visual cues will be utilised throughout the learning
experience.
- Hand gestures and body language.
- Cooperative learning groups.
- Additional support and assistance will be provided
for struggling students; utilising caregivers.


Learning Experience Sequence


Learning Experience Duration:
90 Minutes

- 15 Minutes: Educator is to introduce the nonfiction text Playground, providing a synopsis and explaining content.
- 30 Minutes: Students will then participate in a picture walk, which will emphasise language utilised, text
structure and imagery. During this time, educator is to prompt students, guiding the discussion with inquiry based
questions (Resource Two, Section A) to assist with comprehension.
- 15 Minutes: Once students are familiar with the text (assessed through student responses), word wall will be
introduced and explained (Resource Two, Section B). Educator is to select a word from the text and model how the
word wall will be utilised throughout the literacy unit.
- 25 Minutes: Students will be grouped in a cooperative learning formation, and be provided with a variety of words
from the focus text (Resource Two, Section C). Students will then be required to sort and research the meaning of
unfamiliar words. After students have sorted the words, whole class will organise the words on the wall, discussing
word choices and conceptual understanding.
- 5 Minutes: Once students have completed the learning experience, a class discussion will commence regarding
knowledge learnt, prompting reflection.