Louisa Sberna S00125860

Assessment Task 3

EDLA309:

Section 1: Focus and Rationale for Planning

Over the five session students will be engaging with two websites related to My Place, http://www.abc.net.au/abc3/myplace/
and also http://www.myplace.edu.au/default.asp.
Students will have access to a variety of information from Benjamin 1858: episode 16- Eggs for Tuppence, Benjamin 1858:
episode 16- Working together and also the about Ben pages.
Subthemes include: Chores, business and employment; currency; social order and education.
This topic has been chosen is for students to gain greater understanding of a different time and how children their age have
changed over the years. This unit is offering a wide range of factual information to assist students in writing their own
information narrative.
Section 2: Five Literacy Sessions (plus 5 Brief Sessions)
LITERACY / UNIT PLANNER
Topic: My Place, Episode 16: 1858 Ben

Year Level: 5

GRAMMAR FOCUS: (levels)

Text
type
and
mode

1. Whole text structure of an Information Narrative

Orientation (introduction)
Complication and series of events
Reorientation (optional)
Resolution (ending)

Informati
on
Narrative

Term: 3
2

Listen
ed to

Spoke
n

Week:

Read

Date: 10/08/14

Writte
n

Viewe
d

Produc
ed

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Assessment Task 3

EDLA309:

Steps in Teaching and Learning Cycle: (adapted

Language features for the text-type:
Derewianka, 1990/2007)
1. Building topic knowledge
2. Sentence level
2. Building text knowledge/Model the genre
Descriptive language to create vivid images
3. Guided activities to develop vocabulary and text knowledge
(Adjectival phrases)
4. Joint construction of text
5. Independent construction of text
Adjectives/Adverbs and related groups of words
6. Reflecting on language choices
Frequently used Literacy Instructional Strategies: Gradual
Dialogue
Release of Responsibility Model
Pronouns
Language Experience Approach (R/W)
Picture Chat Read to
Shared R/W
Guided R/W Modelled writing Interactive writing
Tense changes
Independent R/W
Literature Circles Reciprocal Teaching Mini
3. Word level
lesson Roving conferences
Teaching techniques: Think Aloud, Text analysis, Cloze
First or third person pronouns
exercises, Note-taking,
Tense changes
Graphic Organisers: T-chart, Y-chart; Venn diagram, Data grid,
(Wing Jan, 2009, p. 235-236). Sunshine wheel, KWL chart, Flow chart, Story map, templates for
text-types for planning,
Pre-assessment of students skills and
Four resource model (Freebody & Luke, 1990/1999): Code
knowledge:

Breaker; Text Participant/Meaning Maker; Text User; Text Analyst

Standardized tests for reading/writing/ NAPLAN

Comprehension Strategies: Predicting; Visualising; Making

Profile of Data Progression of Reading Development

connections; Questioning; Inferring; Determining important ideas;

Conferences/interviews

Summarising; Finding evidence in the text; Understanding new

Student written work samples

vocabulary; Synthesising; Comparing and contrasting;

Self-assessments

Paraphrasing; Recognising cause and effect; Skimming and

Literacy Learning intention: We are learning to use

scanning; Five semiotic systems: linguistics, visual, auditory,

the structure and language features to construct an

spatial, gestural.
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Assessment Task 3

EDLA309:

information narrative.

Question types: self-questioning; 3 levels; (literal, inferential,

Learning behaviours: I need to make sure that I only

evaluative); QAR

include relevant information into my information

Thinking Routines: See, Think, Wonder; Headlines; +1, Three

narrative.

word summary, 5VIPs, Give One, Get One (refer Ritchhart, R.,

Success criteria: I know Im doing well if I can

Church, M., & amp; Morrison, K. (2011). Making Thinking Visible:

construct an information narrative with a beginning,

How to Promote Engagement, Understanding, and Independence

middle, end and factual information.

Topic-specific vocabulary for the unit of work:

for All Learners. eBook online)

Resources:

Chores, business and employment, currency, social

Wing Jan, L. (2009). Write ways. South Melbourne: OUP.; EPISODE

order, education, stereotypes, decade, era, history,

16 English teaching resources downloaded on 12/10/14 from

equality, Chinese, cat, racism, culture, food, selling,

www.myplace.edu.au/. My Place website www.myplace.edu.au

bush land, eggs, bird nest, cultural influences,

Video clip Episode 16; ABC3 MyPlace

interactions between different cultural groups, pocket

http://www.abc.net.au/abc3/myplace/

money, eggs for tuppence, currency, multiculturalism,

orientation, complication, series of events, introduction,
reorientation, resolution, ending, dialogue, descriptive
language, main characters, phrases, sequence,
differences between text types, structure, grammar,
tense, situations, factual information, believable, setting
of information narrative.
Analysing
Estimating
Checking
Explaining
Classifying
Generalising
Cooperating
Hypothesising

Listening
Locating
information
Making choices

Performing
Persuading
Planning
Predicting

Reading
Recognising
bias
Reflecting

Seeing patterns
Selecting
information
Self-assessing

Testing
Viewing
Visually
representing
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Assessment Task 3

Considering
options
Designing
Elaborating
TEACHING &
LEARNING
CYCLE
(Identify step
in the T & L
cycle and the
literacy
learning
intention or
sessions
focus)

Inferring
Interpreting
Justifying

Note taking
Observing
Ordering events
Organising

Presenting
Providing
feedback
Questioning

Reporting
Responding
Restating
Revising

Sharing ideas
Summarising
Synthesising

Working
independently
Working to a
timetable

WHOLE CLASS
Hook or Tuning
In
(Identify a
strategy or a
tool to help
activate prior
knowledge
and/or to
introduce the
topic.)

MINI LESSON
(Explicitly model
the use of a new
strategy or a tool
to assist with the
literacy learning
intention or focus
of the session and
to prepare
students for
successful
completion of the
set task.
Reference to Wing
Jan include page
details)

INDEPENDENT
LEARNING
(Extended
opportunity for
students to work
in pairs, small
groups or
individually on a
set task. Time for
teacher to probe
students thinking
or work with a
small group for
part of the time.
Reference to Wing
Jan include page
details)

SHARE TIME AND

TEACHER
SUMMARY
(Focused teacher
questions and
summary to draw
out the
knowledge, skills
and processes
used in the
session)
Link back to
literacy learning
intention and key
points of effective
reading/writing,
speaking,
listening and
viewing.

ASSESSMENT
STRATEGIES
(should relate to
literacy learning
intention or
focus of the
session. Includes
how & what you
will use to make
a judgment on
students
attempt/work)
Success criteria
written for
students to
know what the
minimum
expectation is.

Mind Map
Discuss with
students what it

Think aloud
Students watch the
video about

Think-Pair-Share
In pairs students will
watch another

Share Time
Teacher will do two
minutes of Think

Observations
During discussion
with small group of

We are
learning to ...

Session 1
Building topic
knowledge

EDLA309:

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Assessment Task 3

We are learning
to develop our
note taking
skills.

Session 2
Building Topic

would have been

like in 1858 for
students their
age.

EDLA309:

Benjamin 1858:
episode 16- Eggs for
Tuppence.

Teacher
Focus question:
demonstrates how to
How do you think take notes efficiently.
you would feel
Teacher models on
living in this
whiteboard how to
year?
concentrate on
writing dot points
(Wing Jan, 2009, and keywords, rather
p. 245).
than focusing on
writing a correctly
structured sentence.

episode about
Benjamin 1858:
episode 16- Working
together. Students
will take notes of the
most important
information
presented in the
video.

Pair Share so that it

is all fresh is
students minds.
All students are
encouraged to share
the ideas they have
come up with while
watching the second
video.

students teacher
will observe if
these students
understand what is
meant by
keywords and
dot points.
Teacher will allow
students to talk
about their ideas
to make sense of
their
understanding.

Teacher Focus
Focus Question:
Group:
How has life
Together with the
changed from 1858
teacher, students will to now?
talk about the first
episode and the key
(Wing Jan, 2009, p.
words or dot points
126).
they wrote down.
Teacher will allow all
students to have a
time to share.
Guided Writing:
After the discussion
students will watch
the second episode
and together with
the teacher will think
of ideas to write on
the activity sheet.
(Wing Jan, 2009, p.
56)
Students will be given the opportunity to build upon the topic specific vocabulary. As a class, brainstorm
words in the videos that have meaning and a connection to the topic. This is also a great opportunity for

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Assessment Task 3

Knowledge

EDLA309:

students to clarify any unknown words and phrases.

We are learning
to build upon our
knowledge of
the video clip by
clarifying
specific
vocabulary.
Session 3
Arrange students into pairs. One student will be a character and the other student will be a reporter. The
Building Topic
reporter is required to ask the character questions related to the events in the two videos from Episode 16.
Knowledge
This is a great activity to improve upon oral language skills.
Together the pairs can write up the interview as a newspaper article, or a script.
We are learning
to broaden our
(Wing Jan, 2009, p. 247)
knowledge of
the topic
through
character
profiles.
Session 4
Building text
knowledge
We are learning
to understand
the structure
and the
differences
between an
information
narrative and a

Recap
Teacher will
display a
narrative.
Students are
asked to think
for a moment
and see if they
can remember
the structure of a
narrative.
Teacher will have

Think aloud
Teacher will display
an information
narrative and explain
to students that this
text type has the
same structure as a
narrative. Discussing
with students that
this text type is not
the same.

Individual work
Students go on the
IPad and go to the
about Ben pages and
click on the gold
coin. They are to go
through the pages
identifying the
factual information
and also the
interesting details.
This will be set out in

Reflection circles
Students are to sit in
a circle. Teacher will
have an active role
in within this task,
asking students
questions about
what they have
learnt. Offering all
students the
opportunity to talk
about their findings.

Anecdotal notes
Teacher will talk
notes when
working with the
small groups.
Taking note what
these students say
when justifying
why they have put
certain
information. Asking
these students
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Assessment Task 3

narrative.

cue cards to
prompt students
and will ask to
identify the
different sections
of a narrative.

EDLA309:

Sunshine Wheel
Teacher will write this
in the middle of the
wheel
Information
narratives involve
the inclusion of real
facts (Appendix
1).
Focus question:
What do you think
this means?
Facilitating the
discussion so that
students gather the
general
understanding that
when writing
information narrative
real facts are used,
rather than using
their imagination to
make up the story.
Teacher will now
have a piece of
writing about
Benjamin and the
Gold Rush. Placing a
green smiley sticker
next to the factual
information and an
orange one for the

two different
columns (Appendix
2).
Teacher Focus
Group:
Students will be
given extra time to
go over the structure
of the text. A text will
be cut up into
sections and
students are asked
to identify the
different parts using
the cue cards.
After this is done
students will be put
into pairs and each
pair will be given a
set of factual
information about
Ben in the form of an
information
narrative. One
student will have a
page with some
words blanked out
and the other will
have different words
blanked out but will
not have the same
words blanked out. In

When students are

sharing their work
try and ask
questions that will
help to clarify to you
as the teacher if
they understand
what factual
information is.

questions that will

allow for
clarification of
their
understanding.

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Assessment Task 3

EDLA309:

interesting detail.

Session 5
Guided activities
to develop
vocabulary or
specific
language
feature

Graffiti Wall
Students will sit
in front of a wall
of blank paper.

Focus questions:
What is
descriptive
We are learning
language?
to gain an
What is
understanding of dialogue?
the type of
language used in Teacher poses
an information
these questions
narrative.
and asks
students to write
their responses
or draw pictures
on the large
blank pieces of
paper.
Focus Question:
Why would we
need to use it in
an information
narrative?

Character profile
Teacher will put a
picture of Leck in the
middle of the
interactive
whiteboard and ask
students talk about
this picture with the
person next to them.
As a whole class,
students respond to
the teacher using
deceptive language
to describe the
picture of Leck.
(Wing Jan, 2009, p.
248)
Model Writing
A character profile
template will be
placed next to the
picture of Leck.
Teacher will work
with the whole class

their pairs students

will need to engage
in conversation in
order to complete
the task.
(Fellows and Oakley,
2010, p. 55)
Individual work/
Character profile
Students will
individually watch
the video Benjamin
1858: episode 16Eggs for Tuppence
again.
They will use the
notes they took in
session one and also
the video itself to
create a character
profile.
Using the template
(Appendix 3) and
their knowledge of
descriptive language
to fill in the profile.
Focussing on
descriptive language,
using adjectives and
verbs.
Students will create
their profile on Ben.

Discussion
Students come to
the floor as a whole
class.
Each student has
the opportunity to
add to the graffiti
wall, showing the
whole class the new
information they
have learnt over this
lesson. They can put
up examples
regarding either
Leck or Ben.
The teacher
facilitates discussion
and asks students to
share some of the
descriptive language
they have used.

Work Samples
Teacher will collect
individual
character profiles.
The teacher will
look for students
understanding of
descriptive
language.
The teacher will be
looking for the use
of descriptive
language and
whether it has
created a vivid
image of the
character.

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Assessment Task 3

Have students
record their
information on
the other side of
the wall.

Session 6
Building Text
Knowledge
We are learning
to clarify any
questions and
wonderings

EDLA309:

in answering the first

question and second
question. Again
making sure
students are using
very good
descriptive language.

(Wing Jan, 2009, p.

248)

Teacher Focus
Group:
Rather than creating
a character profile,
Discussion will
students in this
take place
(Wing Jan, 2009, p.
group will be
referring to the
49)
developing a greater
responses on the
understand of the
wall.
grammar in an
information
narrative, looking at
pronouns and tenses.
Students, alongside
teacher will
participate in a cloze
activity. They will be
given factual
information about
Ben and the
pronouns and tenses
will be blanked out.
(Jones, 2011, p. 43)
Students will be given the opportunity to clarify any wonderings they have in regards to the two videos.
Prompts:
I see
I think
I wonder
Share in groups, and as a whole class. Allow each student the opportunity to share.
*Collect work samples*
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Assessment Task 3

EDLA309:

about the video

clip.
Session 7
Guided activities
to develop
vocabulary or
specific
language
feature
We are learning
to use the
knowledge of
the structure
and language
features to
create an
information
narrative.

Review
The teacher will
briefly talk about
the structure and
the language
features of an
information
narrative
Focus questions:
Who can tell me
what language
we can use in an
information
narrative?
What kind of
information can
we use?
What is the
structure of an
information
narrative?
The teacher will
record students
answers on the
board.

Read aloud
Bring up My Place
ABC and go into
1858 on the IWB.
The teacher reads
about Ben navigating
the whole page and
what students can
click to find out more
about Ben. The
teacher talks about
how they could use
this factual
information to write
their own information
narrative about
Bens life.
As a class develop a
number of ways to
start an introduction.
E.g. Who, What,
Where, When and
why. Use these
prompts as starters
to help students with
their development of
an introduction and
series of events.

Individual work
The students are to
concentrate on how
to develop an
introduction and
work with a number
of events.

Share Time
Allocate students in
small groups. Each
student will have the
chance to share
their writing within
the group. Having a
smaller audience
Students will have an may allow for those
IPad each to go
students who are
through the about
shy around a large
Ben pages again.
group.
Identifying the
factual information
they would like to
include in their
information
narrative.

The teacher will

bring the whole
class back again and
will ask if anyone
would like to share
with the whole class.

Observations
When the teacher
is working with
small group she
will be looking for
students having
the knowledge of
how to use the
factual information
to create their own
information
narrative and also
using good
descriptive
language.

Teacher Focus
Group:
Modelled writing:
Students will work
with the teacher to
develop ideas on
how they can use the
factual information
they have to create
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Assessment Task 3

Session 8
Joint
construction of
text.

EDLA309:

their own information

Discuss with the
narrative.
students that they
They will write an
can use their
introduction all
character profiles,
together, going
not taking and
around in a circle so
knowledge about
all students within
factual information
the group can share
to further help their
a detail they would
writing.
like to include in
(Wing Jan, 2009, p.
their information.
15)
Making sure they
remember the use of
good descriptive
language and facts.
The teacher will use
who, what, where,
when and why
prompts to help
students.
(Wing Jan, 2009, p.
49)
In groups of 5 or 6, allocate students a section of either video 1 or 2 of episode 16 (e.g. Group 1- video 1,
beginning. Group 2- Video 1, Middle etc). Each group can create one or two slides to add to a whole class
story board about Episode 16: Ben.

We are learning
to develop a
sequence of
events in which
the video clip
follows.
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Assessment Task 3

Session 9
Joint
construction of
text
We are learning
to further our
knowledge on
how to write an
information
narrative.

Review
Students and
teacher will have
another look at
the storyboard
created in the
previous lesson.
Focus question:
What has
happened to Ben
so far in your
information
narrative?
Discussion with
students to
ensure they are
using correct
factual
information.
Focus question
What descriptive
language have
you used so far?
All answers
recorded on the
whiteboard/ IWB.
(Wing Jan, 2009,
p. 247)

EDLA309:

Modelled writing
Teacher will have an
example of an
introduction and
complication that
have been written by
the teacher.

Group work/
individual time
As students may
struggle with the
last part of their
information
narrative. Students
will work in groups
The teacher explains of four and discuss
that her complication their complication
is that Ben and Leck
with one another.
are not getting along. The goal is for
Teacher goes on and students to have a
talks about how
talk and help each
there is already a
other out.
resolution but there
After the discussion
is no information as
students should
to how they made
have gained an idea
up.
about what they
could write about for
Focus question
their resolution.
What factual
Again using the
information could
factual information
you use to write a
provided they are to
resolution?
write a resolution to
Teacher will watch
their information
the video and go
narrative. Students
through the pages
will still have access
and create a factual
to the IPad to gather
reason on how they
more factual
became friends. It
information.
could be that they
got in trouble and
Teacher Focus

Reflection circles
Firstly in small
groups students are
given the chance to
share to a smaller
audience. Even if
they do not share in
the whole class
time, they would
have had a chance
to share as well.
Students share one
part of their
information
narrative, the one
part that they are
proud of and found
the most
interesting about
Bens life.
Students are
encouraged to
share and be proud
of their own work.

Collection of
work
Final product will be
collected. The
teacher can assess
the structure and
key language
features of an
information
narrative. This will
be done by closely
looking at the
information that
has been written is
it true to the facts
of Bens life or has
it been completely
made up?

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Assessment Task 3

EDLA309:

they had to fix the

clock together and
that is how they
found out they are
not that different
after all.
(This is to help
students
understand that as
long as there is
factual
information, they
can make some of
the story up)
(Wing Jan, 2009, p.
49)

Session 10
Independent
construction of
text
We are learning
to construct an
information
narrative using
knowledge and
skills gained
from the
previous

Group:
Students will be
completing the
same task. Allowing
them time to share
and clarify their
ideas. Students may
struggle and may
not have completed
the work from the
previous lesson. This
does not matter
students can
continue where they
have left off.
Discussing with
other students
within this group
about where their
story has gone.
Students will construct an information narrative independently using the structure and language features
learnt in previous lessons. The teacher will provide non-fiction books for children to use. The teacher will
collect work samples to add to the end of year folio.
*Post Assessment*
Have students grasped the idea of an information narrative?
Are all language features included?
Is the structure correct? (i.e. beginning, middle, end). etc

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Assessment Task 3

EDLA309:

lessons.

Session 11
Reflecting on
language
choices

Appendix 1- Sunshine Wheel

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Assessment Task 3

EDLA309:

Information
narratives
involve the
inclusion of real
facts

Appendix 2- T Chart

Factual Information

Interesting Details

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Assessment Task 3

EDLA309:

Appendix 3- Character Profile

Use interesting words to describe a main
character from My Place Episode 16.

Action (something the character does):

Character's name:
____________________________

How is the character placed in relation to other characters (for

example, behind another character, outside a door)?

Age: _____________ Gender:

Dialogue (something the character says):

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Assessment Task 3

EDLA309:

__________________
What is the manner of the language? (For example, type of vocabulary,
Physical appearance __________________________
___________________________________________
Character's name: ____________________________

tone, accent, any accompanying gestures, body language, facial

expressions)

Is the character working? If so, what is she or he doing?

Costume:

Section 3: Justification for Instruction

It is important that students learning English as a second language have a range of experiences to aide in furthering their
knowledge within literacy (Hammond, 2012, p. 224). There is no need for students at a lower level to be taken out of a
mainstream class, teachers need to have the confidence and the knowledge on how to adapt lessons for these students in
order to create rich and helpful experiences. With the correct knowledge and adaptations, all students have a fair chance of
learning the same literacy focus as every other student. Strategies to assist students such as English as a second language can
include an emphasis on oral language and building and furthering language features and knowledge.

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Assessment Task 3

EDLA309:

Traditionally, many teachers believe that in order to achieve greatness within literacy you need to have strong reading
comprehension and writing skills (Barone and Hong Xu, 2008, p. 148). However, the importance of oral language is overlooked
regularly and is not often perceived as the foundation for literacy development (Barone and Hong Xu, 2008, p. 148). Goodman
(1982) believes that one of the most important concepts that language learners need to develop is their oral language.
Current research has shown that ESL and EAL/D learners benefit from engaging in conversation and listening during
mainstream classroom activities. This set of skills is considered essential in the development of language and literacy
understandings (Slavit et al. 2002, p. 119).
During session two, students within the focus group are faced with an activity that can only be completed well with the use of
oral language. Setting students up to take part in a communicative activity will ultimately achieve a goal of students partaking
in a meaningful conversation that will further their knowledge and understanding of the topic. Hook (2010, p.13) explains by
giving English as a second language learners the opportunity to discuss and share ideas, it will help these students in clarifying
and comparing their ideas with their peers. Validated their own thoughts with the thoughts of other students around them can
reinforce the use of oral language and better their literacy development (Gibbons, 2009, p. 7).
Some learners have great difficulty connecting with the written word. Many teachers who specialise in teaching English as a
second language (ESL) students can often recognise students style of writing and whether or not English is their second
language (Saker, 1994, P. 68). Writing is an area where ESL and EAL/D students will often come across problems that ultimately
will put them at a disadvantage compared to other students. Many of these problems stem from students being highly
reluctant writers and refusing to take a shot (Saker, 1994, P. 68). ESL and EAL/D students often view writing as permanent and
for these students once their words have been transferred to paper it could mean that their work could get criticised and
judged (Saker, 1994, P. 69).

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Assessment Task 3

EDLA309:

Most errors that learners will make when attempting to complete an information narrative is not having the knowledge on how
to structure the piece and a weak understanding of the specific language features (Saker, 1994, P. 69). In order to produce an
information narrative, ESL and EAL/D learners need to have a deep conceptual understanding of the structure and language
features involved in creating this specific text type. The language features needed to develop an information narrative involve;
using descriptive language, first and third person pronouns and tense changes (Wing Jan, 2010, p. 236). Gibbons (1991, p.
106) states most ESL and EAL/D learners have difficulty understanding and using a number of pronouns and tenses within their
writing, therefore reinforcing the choice behind concentrating students attention to these two grammar concepts.
Throughout this session, the students in the teacher focus group will focus on how to identify and write a number of pronouns
and tenses through a cloze/ gap filling activity. Gap filling is a well-known activity that assists ESL and EAL/D learners when
working with and addressing a number of grammar concepts (Jones, 2011, p. 42). Whilst most gap filling activities are normally
students only filling in single gaps, the activity in session three has been adapted so that the gaps are longer i.e. beyond just
one word. This activity has been adapted to make students aware of the grammatical patterns throughout an information
narrative. Furthermore, gap filling allows students to think about the meaning, context and the potential choices rather than
being confined to just the one possible answer (Jones, 2011, p. 43).
Some students may have trouble connecting with the written word and therefore, results in these students becoming reluctant
writers (Saker, 1994, P. 68). Incorporating appropriate activities and rich experiences for ESL students can ultimately further
their literacy learning and development. Students at a lower level do not need to be taken out of their mainstream classrooms,
they can learn all they need to learn within a whole class environment. Students who work within their mainstream classroom
have the chance to enhance their oral language skills. Having the time to share and clarify with their peers can help students

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Assessment Task 3

EDLA309:

validate their own thinking (Slavit et al. 2002, p. 119). Students at a lower level or English as a second language are highly
capable students who are in need of some assistance to further their learning.

Word Count: 1079

References
Barone, D., & Hong Xu, S. (2008). Literacy instruction for English language learners, Pre-K-2. America, New York: Guilford Press.
Fellowes, J., Oakley, G. (2010). Language literacy and early childhood education. South Melbourne: Oxford University Press.

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Gibbons, P., (2009). English learners, academic literacy, and thinking: learning in the challenge zone. Portsmouth, N.H:
Heinemann.
Hammond, J., (2012). Hope and challenge in The Australian Curriculum: Implications for EAL students and their teachers.
Australian Journal Of Language and Literacy, (35) 1, p. 223-240).
Hook, E., (2010). ESL students: Learning through talking. Practically primary, 15(2), p.13-15.
Jones, R., (2011). Functional grammar in thee ESL classroom: noticing, exploring and practicing. England, Houndmills:
Macmillian.
Slavit, G., Moore, M., & Maloney, C. (2002). Teaching English and Literature to ESL students. Journal of Adolescent and Adult
Literacy, (46) 2, p. 116-128.
Saker, J., (1994). Teaching ESL students in the mainstream classroom. Gosford: Bookshelf Publishing Australia.
Wing Jan, L. (2009). Write ways: Modelling writing forms (3rd ed.). South Melbourne, Vic.: Oxford University Press.
My place references
http://www.myplace.edu.au/default.asp
http://www.abc.net.au/abc3/myplace/

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