Katherine Chapman S00167275 EDLA309/369

Katherine Chapman
S00167275

ASSIGNMENT 2:
UNIT RESOURCE
EDLA309/369
Katherine Chapman S00167275 EDLA309/369

Contents

Introduction ................................................................................................................................ 2

Understanding the Unit .............................................................................................................. 3

Theoretical Stance ...................................................................................................................... 4

Resources ................................................................................................................................... 7

Conclusion ............................................................................................................................... 11

References ................................................................................................................................ 12

Appendices ............................................................................................................................... 14

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Assignment 2: Unit Resource

Introduction

Understanding student’s classroom learning needs is vital for effective teaching and

successful learning. Due to literacy requirements of the Australian Curriculum, appropriate

literacy development is essential for all students, regardless of their cultural or linguistic

background (Australian Curriculum, Assessment and Reporting Authority [ACARA],

2017b). Thus, an inclusive environment for all students is essential.

English is an Additional Language or Dialect (EAL/D) for Deepak, a Year 4 student at

Rocklea State School (see Appendix A). Literacy demands of the Australian Curriculum

make it imperative that Deepak participates in inclusive, literacy-focussed learning during

units. A Science unit based on the non-fiction text Killer Plants and how to grow them is

explored to demonstrate literacy developmental practices in content areas other than English.

Knowledge and understanding of theories of literacy development guide the process of

putting pedagogical beliefs into practice, affecting teaching and learning choices (Seely Flint,

Kitson, Lowe, & Shaw, 2014). Analysis of beliefs about literacy development should be

continual; advancement of theoretical research and changes to curriculum will affect teaching

and learning strategies related to literacy development. Teaching and learning strategies

implemented in the Science unit to further literacy development will be explored, with

reference to curriculum documents and theoretical perspectives.

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Understanding the Unit

The Science unit (see Appendix B) based on the non-fiction text Killer Plants and how to

grow them was developed using the backward design process (see Appendix C). This is to

ensure that learning goals and outcomes are clearly defined, assessment is highly appropriate,

lessons are progressive and aligned, and teaching is purposeful (State of New South Wales,

Department of Education and Communities, 2014).

An over-arching teaching strategy used in the design of the unit is the 5 E’s Instructional

model. The model is inquiry-oriented, allowing students to use prior knowledge and literacies

to develop understanding through active engagement (Australian Academy of Science, 2017).

The Science unit’s learning outcomes are based on the content descriptors ACSSU072 and

ACSSU073 (see Appendix D) (ACARA, 2017a). Table 1 discusses the unit’s assessment.

Table 1 - Assessment in the Science unit

Assessment Literacy demands EAL/D adjustments (helpful for all students)

Diagnostic Class discussion about plants and life- - Use of a KWL chart for visual
cycles with reference to the unit’s non- reference
fiction text; writing on post-it notes - Drawing instead of writing

Formative Accurate listing/recording of food chains - Repetition of terminology

Accurate investigation/research
Growing plants; optimal environment to be
established from previous
understanding/learning
- ICT for research/translations/video
tutorials
- Word-wall with pictures
- Charts/diagram examples
- Pictures of plants with descriptions
(added around classroom as
researched)

Summative Inquiry project; mapping life-cycle of - Option to speak rather than write;
plant, labelled diagram, supporting written correct terminology must be evident
text proving research and understanding - Open-ended; students can use ICT,
modelling, drawing, digital images

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The unit involves many further opportunities for students to develop their literacy learning,

specifically those literacies relevant to the content area of Science.

Theoretical Stance

Beliefs about teaching and learning literacy are guided by theories of literacy development;

implementing theory-specific approaches in the classroom reflects personal views of literacy

education (Seely Flint et al., 2014). Values are reflected in more than just teaching

approaches; the layout of the classroom, grouping of students, resources selected, and

environment of the classroom are all indicative of views on literacy development (Seely Flint

et al., 2014). It is my belief that a range of theories should be considered when teaching;

implementing a variety of approaches will cater for a variety of student learning styles,

ensuring Deepak and his peers are inclusively catered for (Wang, 2014).

I believe appropriate theories of literacy development should reflect the principles outlined in

The Six Guiding Principles for Teaching Literacy (see Figure 1). The Six Guiding Principles

provide a comprehensive framework for developing approaches to teaching and learning

literacy in the twenty-first century (Seely Flint et al., 2014). Critical theories of literacy

development understand literacy as a social practice, where the questioning of texts is

encouraged, and classroom texts selected have meaning and purpose (Seely Flint et al.,

2014). I reflect that critical theories of literacy are evident in the Science unit plan and allow

for the Six Guiding Principles to be addressed. Two prominent critical theories of literacy

include the Halliday + model, and the 4-Resource model (Seely Flint et al., 2014).

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The Halliday + model

comprises of: ‘learning

language’, ‘learning

about language’,

‘learning through

language’, and ‘learning

Figure 1 - The Six Guiding Principles for Teaching Literacy to use language to

critique’ (Seely Flint et al., 2014). The model suggests that learners build individual meaning

of language (including syntax, form, function, and spoken meaning) using the environment

and other people as social sources (Wells, 2009). I reflect that as social needs change and

develop, a student’s literacy repertoire will expand (Hill, 2006). Table 2 addresses how the

Halliday + model is reflected in the Science unit.

Table 2 - Halliday + model and the Science unit

Halliday + model: Involves: How it is addressed in the Science Unit:

 Class discussions
Learning language  Use language to make
meaning  Reading aloud
 Understand function and  Listening
purpose using written and
oral language
 Writing using Science specific
Learning about  Understand how language is
language structures and techniques
constructed
(labelled diagrams, lists)
 Grammar, spelling,
punctuation
 Listening, observing
Learning through  Learning through speaking,
language writing, reading, and  Research
listening  Inquiry project

Learning to use
language to critique
 Inquiry project
 Questioning/analysing
 Asking questions
 Reflecting/critiquing/explaining
own work

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I believe the Halliday + model indicates that best practice for reading, writing, speaking, and

listening is through a social-constructivist learning environment. The Science unit developed

reflects the Halliday + model of literacy acquisition through the utilisation of the 5E’s

Instructional model; the 5E’s model is inquiry-based and encourages social learning to occur.

The 4-Resource model involves four components of literacy practices: code-breaking, text-

using, text-participating, and text-analysis (Seely Flint et al., 2014). The practices are

interconnected yet individual in nature (Seely Flint et al., 2014). Table 3 addresses how the 4-

resource model is addressed in the Science unit. I reflect that each of the practices must be

proficiently developed for successful, critical text-interaction to take place.

Table 3 - 4-Resource model and the Science unit

Resource: Involves: How it is addressed in the Science Unit:

- Reading aloud
Code - Recognises sound/letter
- Vocabulary research and development
Breaker relationships
- Speaking/writing/reading words in
- Uses grammar and
context
vocabulary correctly
- Links between spoken
sounds and symbols
- Recognise non-fiction texts’ function
Text - Draws on prior-
- Interpreting images within the text
Participant knowledge to make
- Composing written, spoken, and visual
meaning
texts
- Interprets the text
- Understanding main ideas of text
- Composes own texts
- Use of the non-fiction text as a basis
Text User - Knows about purpose of
for a Science unit
text
- Recognising scientific language within
- Has a purpose for reading
the text to use in own work
a text
- Using the text to find information
- Understands contextual
use can shape texts
- Understanding that the non-fiction text
Text Analyst - Understands texts are not
presents a certain topic
neutral
- Asking questions about text: does it
- Understands the author
present all the information needed?
has a purpose and
Must I undertake further research?
viewpoint
- Discussing the text: why was the title
- Analyses texts’
chosen?
ideologies, bias, and
Does it represent all Killer Plants?
cultural perspectives

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I believe the 4-resource model ultimately encourages readers to become critical readers;

learners understand that no text is neutral and all texts are influenced by the author’s

background and ideologies in some way (Fajardo, 2015). For students like Deepak,

developing critical literacy is important for him to successfully live and learn in an English-

speaking country, as those with EAL/D are marginalised (de Courcy, Dooley, Jackson,

Miller, & Rushton, 2016).

Deepak is identified at the Emerging English stage of Language Development (see Appendix

E) and is actively engaged in his learning; he can verbally exchange knowledge with peers

and listen to their ideas (ACARA, 2012). It is my belief that scaffolding for meaning-making

through teaching and learning strategies enables new language skills to be developed and

tasks to be completed accurately; such an approach is reflective of critical literacy theories

and will progress Deepak’s English language development. Understanding language

acquisition through theories of literacy development is useful in recognising how children can

best learn to construct meaning through literacy (Wells, 2009).

Resources

Implementing effective teaching and learning strategies in accordance with how students

learn, addresses Standards 1 and 3 of the required Professional Standards for Teachers

(Australian Institute for Teaching and School Leadership, 2017). Supporting all students’

literacy development can be achieved by using inclusive teaching and learning strategies. The

teaching and learning approaches implemented in the unit are discussed in Table 4;

adjustments for students with EAL/D and critical literacy theory connections are made. The

teaching and learning approaches that support students’ critical reading and writing skills are

identified.

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Table 4 - Approaches to teaching and learning

Teaching strategies Learning experiences Adjustments for students Critical theory links Develops reading
with EAL/D or writing skills?

- Reading text - Ensure the text is

ICT – PowerPoint Halliday + model Reading skills are
- Responding to questions clearly visible
developed as
through spoken and - Point to sentences
- For conveying key - Learning language students analyse
written means as they are read
concepts and - Learning through language and make-meaning
- Viewing educational - Turn on subtitles
information of the PowerPoint
videos for videos 4-Resource model
introduced in the text
non-fiction text
- Code-breaker
- Text-participant
- Recalling prior - Option to draw
KWL charts Halliday + model Writing skills are
knowledge; writing this understanding
developed as
on a post-it note for the - Asking students to
- For connecting - Learning language students concisely
‘K’ column collectively read
prior knowledge to record their
- Reading about what will aloud the ‘W’ chart 4-Resource model
a new topic, and re- understanding of
be learnt (the lesson focus)
capping on a lesson previous and new
- Thinking critically about - Text-user
(Seely Flint et al., concepts
what was learnt in a - Text-participant
2014) lesson and writing it on a
post-it note for the ‘L’
column
- Shared responsibility for - Pair students
Shared reading and Halliday + model Reading and
conveying/speaking - Use visual cues
writing writing skills are
information - Let student speak - All-inclusive developed as
- Contributing to a piece of in native
- For constructing students engage in
text language and then 4-Resource model
knowledge related reading out-loud,
- Discussing texts
to the unit through explain meaning and writing ‘out-
- Generating new language - All-inclusive
shared experiences loud’
(ACARA, 2014)

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- Understanding the - Students can write

3-way summaries Halliday + model Writing skills are
important information in native language,
developed as students
- Expanding on thoughts and share in
- To establish student - All-inclusive critically reflect on
- Attention to word limits English
understanding subject-matter; students
- Students work in 4-Resource model
- Students write learn to write concisely
pairs
reflections/summaries and convey meaning
in 10 words, 30 - Text-participant with writing constraints
words, and 70 words (the word limit)

- To consult for spelling

Word wall - Ensure visual cues Halliday + model Writing skills are
- To re-call prior topics
are included for developed as students
- Point to key words
- To display student each word - Learning language increase their ability to
during lessons
learning - Learning about write independently,
- Develop understanding
- To provide visual language accurately spell words,
of subject-specific
cues - Learning through and use subject-specific
language
- For students to re- language terminology
visit vocabulary
4-Resource model
(ACARA, 2014)
- Code-breaker
- Reading text - Ensure text is read
ICT – Socrative (interactive Halliday + model Reading skills are
- Analysing graphs out loud
digital slides) developed as students
- Responding to question - Use of ICT
- Learning language engage in interpreting
digitally
- To engage students in - Learning about and analysing content
- Develop ICT skills
lesson content language questions displayed on
- To seek student input - Learning through the interactive slides
- To see student language
understanding Writing skills are
4-Resource model
(Socrative, 2017) developed as students
answer questions
- Code-breaker through ICT
- Text-participant

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- Clarify thinking - Students can

‘Five whys?’ Halliday + model Writing skills are
- Engage in critical write in native
developed as students
thinking and writing language, and
- To develop students’ - Write using subject- share in English - All-inclusive critically reflect on
critical thinking skills subject-matter; students
specific terminology - Students work 4-Resource model
- Students answer a further their thinking
in pairs
question given to by asking ‘why?’ and
them, and then ask - All-inclusive continue to explain
‘why?’ about their their understanding
answer – this is through written modes
repeated five times
- Develop social skills
Collaborative learning - Ensure visual Halliday + model Writing skills are
- Interact with others
teams cues are developed as students
- Share ideas through
included in - Learning through language listen to peers and
spoken and written
- For students to hand-outs - Learning to use language to consolidate ideas;
methods
engage in social- - Use of concrete critique reading skills are
- Read and interpret
learning (ACARA, materials developed as students
texts 4-Resource model
2014) engage in group-
- Listen to peers
reading
- Hands-on - All-inclusive
experiences

- Reading text - Teacher support

Sustained silent reading Halliday + model Reading skills are
- Analysing for words that
developed as students
vocabulary are not
- To allow students to - All-inclusive engage in silent
understood
read in content- reading; students read
4-Resource model for understanding and
specific matter (Seely
Flint et al., 2014) question texts
- All-inclusive

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In addition to the assessment strategies listed in Table 1, and the teaching and learning

approaches listed in Table 4, the following resources are used in the Science unit for

assessing student learning formatively:

- classroom polls (interactive dot plots, online live-questioning),

- entry/exit passes (written point about the main lesson concept – EAL/D adjustment:

speaking or drawing rather than writing),

- think-pair-share (observation by the teacher).

It is important to be conscious of all students’ levels of literacy; adjustments provided for

Deepak can be utilised successfully by other students as needed (Seely Flint et al., 2014).

Teaching and learning strategies that involve social interaction, inclusive approaches, and

aspects of ICT are highly relevant for Deepak’s literacy development (ACARA, 2014).

Appendix F addresses further learning experiences with reference to The Six Guiding

Principles.

Conclusion

It is apparent that understanding all student learning needs is vital for effective teaching,

successful learning, and a sense of inclusivity to be achieved. Through the Science unit, it is

evident that teaching for literacy development can be enhanced by the knowledge and

understanding of theories of literacy development. These theories can effectively guide

teaching and learning choices and resources.

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References

State of New South Wales, Department of Education and Communities. (2014). The

backward design model of curriculum planning. Retrieved from

http://www.ssgt.nsw.edu.au/documents/1_backward_design_model.pdf

Australian Academy of Science. (2017). 5Es teaching and learning model. Retrieved from

https://primaryconnections.org.au/about/teaching

Australian Curriculum, Assessment and Reporting Authority. (2012). English as an

additional language teacher resource overview and EAL/D learning progression

foundation to year 10. Retrieved from

http://docs.acara.edu.au/resources/English_as_an_Additional_Language_or_Dialect_

Teacher_Resource_05_06_12.pdf

Australian Curriculum, Assessment and Reporting Authority. (2014). Annotated content

descriptions science: foundation to year 10. Retrieved from

http://docs.acara.edu.au/resources/EALD_Learning_Area_Annotations_Science_Revi

sed_February_2014.pdf

Australian Curriculum, Assessment and Reporting Authority. (2017a). Science. Retrieved

from http://v7-5.australiancurriculum.edu.au/science/curriculum/f-10?layout=1#level4

Australian Curriculum, Assessment and Reporting Authority. (2017b). Students for whom

EAL/D. Retrieved from https://www.australiancurriculum.edu.au/resources/student-

diversity/students-for-whom-eald

Australian Institute for Teaching and School Leadership. (2017). Australian professional

standards for teachers. Retrieved from https://www.aitsl.edu.au/teach/standards

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de Courcy, M., Dooley, K., Jackson, R., Miller, J., & Rushton, K. (2016). Teaching EAL/D

learners in an Australian classroom. Retrieved from

http://www.petaa.edu.au/imis_prod/w/Teaching_Resources/PETAA_Papers/w/Teachi

ng_Resources/PPs/PETAA_PAPER_183.aspx

Fajardo, M. (2015). A review of critical literacy beliefs and practices of English language

learners and teachers. University of Sydney Papers in TESOL, 10(1), 29-56. Retrieved

from

http://faculty.edfac.usyd.edu.au/projects/usp_in_tesol/pdf/volume10/Article02.pdf

Hill, S. (2006). Developing early literacy assessment and teaching. Prahran, Australia:

Eleanor Curtain publishing.

Seely Flint, A., Kitson, L., Lowe, K., & Shaw, K. (2014). Literacy in Australia: Pedagogies

for engagement. Milton, Australia: John Wiley & Sons Australia Ltd.

Socrative. (2017). Socrative. Retrieved from https://www.socrative.com/

Wang, X. (2014). Understanding language and literacy development: diverse learners in the

classroom. West Sussex, UK: John Wiley & Sons.

Wells, G. (2009). Meaning makers: learning to talk and talking to learn (2nd ed.). Clevedon,

Great Britain: Multilingual Matters.

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Appendices

Appendix A – Information about Deepak, a student at Rocklea State School.

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Appendix B – The Science unit using the 5E’s Instructional model.

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Appendix C – The backward design approach used for planning the Science unit.

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Appendix D – Content descriptors on which the unit outcomes are based:

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Appendix E – Deepak’s demonstrated level of English

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Appendix F – The Six Guiding Principles for Teaching Literacy and how they were

addressed in the Science unit.

The Guiding Principles - How they are addressed in the Science

Literacy practices: Unit:

 Including hands-on, group activities

 Ensuring all students have opportunity
Are developed socially and to share
culturally

 Organisation and communication

Are purposeful
skills
 Entertainment (quiet reading or
reading of relevant novels)
 Documentation of experiences

 Book includes Australian killer plants

Contain values and ideologies
 Reading of an authentic text to
support general knowledge and
develop vocabulary

 Active observations
Are developed through inquiry-
 Collecting, analysing and synthesising
based learning
data about plants

 Drawing on knowledge of plants as

Involve a participant’s prior-
knowledge and socio-cultural living things
- Year 3 Biological Science
understanding
 Drawing on knowledge from previous
lessons

 Use of non-fiction text Killer Plants

Involve every day and multimodal
and how to grow them
texts
 Use of ICT: video materials/iPads

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