Edu30004 Final Assessment Ki

EDU30004 LITERACY 3 WEEK UNIT OF WORK: FINAL SUMBISSION Kisane Irwin 22428273
English Education: Issues EDU30004 2018

Assignment 3 Literacy Unit of Work: FINAL
1. Scenario/Year: Class Scenario 1: STAGE 3 (Years 5 and 6)

I am currently teaching a Stage Three class (years five and six) at a Public School in an outer West regional area. There are only 89 students from K-6 and all except two
travel distances in order to attend the school. My class consists of 28 students, 16 being boys and 12 girls. Of these students, 22 are from low SES backgrounds and currently
have low literacy levels. Social skills and home life issues are a problem for most of the pupils and 20 students identify as Indigenous and have PLPs to support their learning
journey. Additionally, in my plans I also note that an Indigenous Teacher Assistant (TA) attends our classroom for one hour, 3 times a week. Unfortunately, parents are
largely absent from the school and as a result if homework was allocated the children it was rarely completed at home, so if additional/home-work is required all students
have the opportunity to attend “homework classes” at nominated times of the week (usually during recess). Additionally, this assists students who do not have access to a
computer at home.
2. ENGLISH TEACHING ROUTINES

*See APPENDIX for an example of my English time table for the 3 weeks of this unit*
Note: Indigenous teaching assistant is in the room for most reading lessons.
OVERVIEW: (3-week program: 2 hours a day for 5 days – 30 hours allocated to English)
The purpose of establishing a literacy program is so that I can focus on and monitor how each individual activity will impact and guide my students’ development and
achievement of the nominated learning intentions (Winch, Ross-Johnson, March, Ljungdahl & Holliday, 2010). Notably, I have established a sequential morning literacy
routine to support student development as they are more engaged and willing to participate in learning at the start of the day. However, to ensure that students are reading and
to re-establish a quality learning environment, independent reading will occur when students re-enter the classroom after their lunch break (Wild, 2009). Although there is
limited funding for supplies technological resources, students will receive as much time as possible to interact and utilise computers and resources such as, the library (Green,
2006). Please also note that an Indigenous Teacher Assistant named Aunty Kate, will attend the classroom to assist with writing lessons every Tuesday, Wednesday and
Thursday mornings from 9:30-10:30 and will assist me in differentiating learning and teaching according to the diverse needs of my students (See Appendix A) Additionally,
I am also in continual contact with her and not only seek her assistance in implementing indigenous ways of learning into lessons, but when developing the unit plan. In doing
so, I ensure cultural authenticity and sensitivity (AITSL, 2017).
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ENGLISH TEACHING ROUTINES CONTINUED

READING
As most of my students are not reading at home, I have created an English program that has a huge focus on developing each student’s reading ability and the children are
scheduled to participate in at least 1 hour of reading a day to increase their fluency and comprehension. In order to re-establish a quality learning environment when returning
to the classroom, a reading activity has been allocated after every lunchtime break and modelled reading will occur in the afternoons of every day to provide students with a
non-strenuous activity after a long day.
Typically, by the time children are within years 5 and 6, they would already understand basic reading skills. However, because my student’s literacy skills are low, I have
allocated large amounts of time to developing their reading and applying continued modelled and shared reading strategies, as it will catalytically increase their literacy skills
(Ansell, 2012). Currently, the students have a basic understanding of what words mean (semantic knowledge), how they go together (grammatical knowledge) and the
relationships (graphophonic knowledge). Therefore, this reading unit focuses on promoting reading to increase their skills and builds upon their knowledge of nominated and
relevant topics and draw focus on how and why authors create texts (Winch, et al., 2014).
INDEPENDENT READING:
WHEN AND HOW LONG FOR: 20-30 minutes after every Monday, Tuesday, Thursday and Friday lunch break.
Because the school library has limited resources, the class went on an excursion to the local library and were given the task of choosing non-fiction books that sparked their
interest. These novels have been allocated to their INDEPENDENT READING time during which students will independently read and at least 3 will be selected to read to
me for assessment (Winch, et al., 2014).
DIFFERENTIATED ROUTINES/STRATERGIES: Students that have lower English Language and Literacy skills and/or are Indigenous or ESL/ESD:
 Will participate in running records instead of reading their chosen novel out-lout (See Appendix C). (Learning Curve Education, 2009).
GROUP READING:
WHEN AND HOW LONG FOR: 30 minutes every Tuesday and Wednesday morning.
Group readings have been allocated to the morning because students have travelled a long distance to get to the school and this activity has been previously successful in
settling them down to commence the learning day. Additionally, it establishes a meaningful working environment and enables students to make social interactions that they
may not have yet experienced, as many of the students will not have had conversations with anyone prior to coming to school (maybe as a result of parents being at work).
Additionally, this decision also considers that students are often late to school and this activity will enable these individuals to be filled by their peers and then transition into
the activity (Arthur-Kelly & Neilands, 2017).
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The children have been allocated into one of five small groups, based on their current reading abilities (Note that these groups are not numbered they are identified by
Indigenous names of animals such as Akama (whale) (See Appendix D). Students know that they are to take turns reading one page allowed, whilst they can help their peers if
they seem to be struggling to pronounce a word, they are not to interrupt or make hurtful comments to their peers. It is crucial that students are reminded to wait until their peer
asks for help before providing assistance (Bremner, S & Primary English Teaching Association (PETA), 2004). Each group has enough time to read a chapter and upon
completion, children return to their desks and answer the question sheets that I have created for them. Students are encouraged to skim read the chapter they have just read
when answering the questions (Winch, et al., 2014). This task has been allocated to the morning because many of the students will not have engaged in meaningful literacy
experiences prior to coming to school in the morning. Additionally, I have also noted the students desire to participate in group learning activities.
 Flexible and moderated reading groups: Students with lower reading abilities will be allocated simpler texts and work their way towards reading more complex texts.
(See Appendix D). (Arthur-Kelly & Neilands, 2017).
 Will listen to an audio tape of the book and follow along with the text presented in front of them. They will then use oral communication to discuss the text (Wild,
2009).
MODELLED READING:
WHEN AND HOW LONG FOR: Monday and Wednesday afternoon and Friday mornings before lunch.
During this unit the children are engaging with a variety of texts to strengthen their reading skills, knowledge and strategies. I have chosen “The Rabbits” by John Marsden
(See Appendix E) for the class reading, in which I will personally be reading and modelling reading to the class. I chose this novel to develop the students’ understanding and
knowledgeability because it draws connections to Indigenous Australians, of which there are many that identify as indigenous within my class and the wider community.
Because the students are having limited reading experiences at home I am ensuring that I model reading to them as much as possible. Using the class projector, I will take time
to analyse areas of the novel that I feel are important for class discussion. During this time, the class will gain meaning from texts and become text analysts as they apply
critical literacy skills to understand what the purpose of the text is. In doing so, I will model how effective readers read, show how and why writers construct stories and
provide basis for discussions (Killen, 2013). In doing so, I am scaffolding the learning to meet the needs of the students and promoting the pleasure of reading.
 The nominated novel uses visual imagery (pictures) as well as text. For children with lower reading skills their understanding can be increased through their
interpretation and analysis of the pictures which will catalytically increase their ability to interpret the written text of the book (Fellowes, 2017).
Each page only has a few lines of text. Therefore, the text will be displayed on a projector and the class will practice saying the words out-loud and discuss them to
reinforce their pronunciation/ meaning to students that have not heard or seen them before (New South Wales Department of Education, 2017).
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WRITING AND REPRESENTING

RESOUCES/ PERSONNEL: Indigenous Teacher Assistant 9:30-10:30 Tuesday Wednesday and Thursday
WHEN AND HOW LONG FOR: Children are writing no less than 30 minutes a day.
MONDAYS: Composing TUESDAYS: Responding WEDNESDAYS: Composing
THURSDAYS: Responding FRIDAYS: Responding
Focus: Propose of texts and the intended audience
 Minimal time has been allocated to the MODELLING of the writing and it will be allocated to an explicit teaching block in 30-minute time frame (Note: if students are
struggling to understand this concept we will re-visit to ensure that all children understand the task).
 The purpose of this time is to teach and remind the students of the textual features of an INFORMATION REPORT (Buckner, 2005).
 Main focus is on INDEPENDENT WRITING in order to increase student’s confidence and abilities:
- Every Monday morning, students will commence the day with a writing activity in which they bring in a literature artefact (i.e. book, movie ticket, wrapper) that either
they found or that depicts something they did on the weekend and then write a one-page description about this item. These responses will be utilised during their
individual speaking time. The purpose behind this activity is that most of the children are not participating in writing activities in their home environment. Therefore, I
am trying to promote ways in which they can utilise their academic skills out of the classroom (NSW Department of Education, 2017).
- Students will participate in “Writers Notebooks” in which I have allocated 30 minutes a week for the students to have “free” writing. During this time, students can
choose what they wish to write about but must complete at least 1 page. There will be no formal assessment for this task, I simply want to encourage the students to
write and develop their love of writing.
- Students to understand the features of an INFORMATION REPORT so that they can create one for their final assessment. Students will receive class time to
complete this report because most of the students are from a low SES background they do not have access to computers at home. As noted by the timetable (See
Appendix A) before commencing Independent writing students will be allocated 30 minutes to research their topics. As they will be completing their report through a
word document they will have time to seek further research throughout the unit. However, this should be monitored to ensure that students are remaining on task.
 Encouraged to bring culturally significant objects (Artefact does not have to be a traditional English piece of literature, could be a painting or object that is significant
to them and their culture).
 Flexible timing; Will be allocated more time to the task (Australian Institute for Teaching and School Leadership (AITSL), 2017).
 Can choose to record their response on an audio tape and then work with the teacher or Teacher’s assistant to write a couple of sentences in response (Reference).
 Will have visual aids and graphic organisers to assist them in creating Information report (See Appendix E) and for writer’s journals (See Appendix G) (Arthur-Kelly
& Neilands, 2017).
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SPELLING (AND WORD STUDY)

WHEN AND HOW LONG FOR:
 Occurs every day but specific word study is allocated to 30 minutes on Monday, Thursday and Friday mornings during which students are currently learning about
apostrophes and how to utilise contractions within their writing.
 To promote the students’ cultural background and diversity, both Australian English (AE) and Aboriginal English are included throughout the classroom and during
word study lessons. All labels in the classroom, including the names of learning groups and stationary labels, are written in both languages.
 Each week, after reading the next section in the class book (See Appendix E), the teacher will select words from this reading that are relevant and or interesting to the
class and students will then participate in “Look, say, cover, write and check”, dictionary activities and implementing new words within their “Writer’s notebooks”.
 Spelling lists are determined on prior assessment of which students are placed into one of four flexible spelling groups (Note these are identified by the names for
colours in Wiradjuri) (See Appendix H). Students with lower achievement will receive fewer words that they will be assessed on their ability to spell, but they can
choose to learn the additional words if they desire (Arthur-Kelly & Neilands, 2017). A “Look, say, cover, write check” book marker and organiser is provided to each
student to assist them (See Appendix I).
 Words will be read to the students orally and deconstructed/analysed prior to them working independently. (i.e. why is the I before the e?). They will also be given
examples of the words in a sentence (both orally and written) (AITSL, 2017).
 Use alternative methods (not just pen and paper) to practice their spelling: Write words using sand/paint/plasticine.
 Students have the option to work with a partner: Sitting back to back, one verbally explains how to spell the word and the other writes the word on their sheet of paper.
Then they self-assess using the accurate spelling indicated on their spelling list (Winch, et al., 2014).
 In addition to learning the spelling of English words, Indigenous Teacher’s Assistant to explicitly teach word study of Aboriginal English (Usually takes these students
out of the classroom and into the playground to do so) (Arthur-Kelly & Neilands, 2017).
GRAMMAR, PUNCTUATION and VOCABULARY
WHEN AND HOW LONG FOR: Tuesday, Wednesday and Thursday
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 Students will be learning how to make coherent texts. The focus will be on creating formal reports that utilise topic sentences to demonstrate a point of view and introduce the
purpose of the paragraph. To achieve this the students will participate lessons where the teacher models this structure and in group and individual activities in which the
students deconstruct examples of paragraphs to develop their own understanding (Winch, et al., 2014).
 Conferencing: Teacher to individually conference with students to ensure they understand the concept (Winch, et al., 2014).
 Allocated more time to complete the activity and/or have the size and/or complexity of the task reduced (Arthur-Kelly & Neilands, 2017).
 Have visual aids and graphic organisers to assist their completion of the task and help their understanding (See Appendix E) (AITSL, 2017).
 As mentioned above students will learn Aboriginal English with the Indigenous Teacher’s Assistant and therefore, grammar lessons will also be aided and
implemented to these students by the teacher’s assistant and then students will return to the class half-way through the Grammar, punctuation and vocabulary lessons
of which these students will receive explicit teaching and instruction of knowledge and skills (these will be less complex due to time constraints).
Speaking and Listening activities are imbedded and will be continually evident within the daily routine and all aspects of the curriculum. The following are
specific learning tasks and routines for the nominated 3 weeks:
SPEAKING
WHEN AND HOW LONG FOR: Every day during individual, group and whole-class learning activities.
Specific speaking lessons in which the students have an opportunity to publicly present their artefacts (that they wrote about on Monday morning) to the class are after lunch
every day.
 Speaking is embedded throughout the classroom environment.
 Children currently have limited confidence in their speaking ability. Therefore, teacher models and reinforces correct public speaking skills (Standing/ siting straight,
facing the audience, loud and clear voice, remaining on topic).
 Teacher asks open-ended questions to encourage students to produce more evaluated answers rather than one worded response (Hall, Cook & Carter, 2018).
 Before students come to the front of the class to speak, teacher will remind/ask the students to re-call how to best present themselves when they are speaking.
 Students compose their own descriptions of literature artefacts and then use these responses during their speech time. They are not to read word for word off the paper
rather they are to recall the information and speak from memory. Students are given 2 minutes to talk about their artefact (This will assist them in synthesising their
ideas and only recalling the most useful information) (Winch, et al., 2014).
DIFFERENTIATED ROUTINES/STRATERGIES:
 Require modelling and explicit teaching (Killen, 2013).
 Option of sharing their “news” to the class in a circle or by standing in front of the class (Arthur-Kelly & Neilands, 2017).
 Not being analysed on their ability to look at the audience – main focus is voice progression (AITSL, 2017).
 Can present a slam-poem or rap instead of a traditional speech (Arthur-Kelly & Neilands, 2017).
 Can use both Australian and/or Aboriginal English (or their first language) during their presentation (but if they do they need to provide the opportunity to explain
what they said after) (Groome, 1995).
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 Can choose to share their news with a partner and then have that peer tell the teacher what the student said. A peer assessment (“Two stars and one wish”) will also be
required if they choose this option (See Appendix K). (New South Wales Department of Education, 2017).
LISTENING
WHEN AND HOW LONG FOR: Every day during individual, group and whole-class learning activities.
 Teacher models and reinforces why it is important to listen and to use body language that promotes you’re listening (Eyes on the person, sitting up-right, mouth closed)
(Goulden, 1999).
 Class also discusses how to provide effective feedback that demonstrates you have listened to the speaker in the form of evaluative and clarification questions such as: “I like
how you talked about...”, “What did you mean when you said...?” (Winch, et al., 2014).
 Students demonstrate their ability to apply listening skills when the teacher is addressing them or the class and when their peers are talking. In particular 2 students will be
asked to provide feedback to their peers during the speech using the “two Starts and a Wish strategy” (Verbally state 2 things they did well and one thing you wish they
included/did).
 Turn off fans during public speaking and when teacher is giving verbal instructions (to assist students in hearing).
 Students/teacher to wear a microphone while presenting (Particularly if there is a lot of noise outside) (New South Wales Department of Education, 2017).
RESPONDING
 Complete comprehension questions after each period of group reading.
 Participate in whole-class discussions after and during class reading.
 Allow longer time for nominated students to think and respond to questions/tasks (AITSL, 2017).
 Can choose to respond through audio taping or written responses. If they use audio tapes they must provide at least 2 written sentences as well (New South
Wales Department of Education, 2017).
COMPOSING
 Students compose a handwritten description of a literacy artefact (Any written material they bring from their community such as a bus ticket, a programme for a
football game or a menu) and then use these responses during their speech time.
 Create an Information report based on a topic of their choosing and include a bibliography (2x A4 with at least 3 references).
 Allow longer time for nominated students (AITSL, 2017).
 Have visual aids and graphic organisers to assist their completion of Information Report task(See Appendix F). (Arthur-Kelly & Neilands, 2017).
 Can choose to compose using audio taping, written, visual (artworks) or digital responses. If they choose a differentiated way to compose they must still
provide at least 2 written sentences as well (AITSL, 2017).
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3.ENGLISH SKILLS AND KNOWLEDGE TO BE TAUGHT

SPECIFIC
TEACHING
INTENDED KNOWLEDGE AND
AND
OUTCOMES SKILLS TO BE DIFFERENTIATION
LEARNING
(NSW) EXPLICITLY
AREA
TAUGHT
WHO: Aboriginal and Torres Strait Islander and ESL/EAD students
KNOWLEGDE:
EN3-3A uses an Acknowledges that there KNOWLEGDE: HOW:
integrated range of are many ways to read Acknowledges that there MODELLED READING:
skills, strategies and gain meaning from are many ways to read  Class will participate in a yarning circle. In which
and knowledge to texts and that the purpose and gain meaning from students will take turns to share their ideas about the
read, view and of the text determines texts and that their story in a safe environment (Westwood, 2001).
comprehend a cultural background and
Reading and Viewing
how readers seek to GROUP READING:

wide range of texts obtain information. identify influences the
in different media way they interpret texts.  During group reading students will have the option to
and technologies. listen to an audio recording of the text and follow along
SKILL: Students apply with it.
focus and visualisation SKILL: Students
when reading for acknowledge the  After group reading students will be given questions to
pleasure and then utilise influence of the discuss that enhance this understanding i.e. Have you
skim reading and background in determine experience what was discussed in the story before?
scanning when how they interpret texts Does what happened in the story or what was discussed
ascertaining information and use this knowledge to remind you of anything? (Arthur-Kelly & Neilands,
for a research project and critically analyse their 2017).
read aloud a decodable or perception of the text.
simple text at a
reasonable pace,
grouping words into
meaningful phrases (see
Understanding texts).
KNOWLEGDE: WHO: Aboriginal and Torres Strait Islander and ESL/EAD students
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Writing and EN3-2A Know the specific textual KNOWLEGDE: Students will have the opportunity to plan and visualise
Representing composes, edits features of an Know the purpose of an Information Report: use proformas, brainstorms, mapping
and presents well- Information Report. Information Report and and visual aids to draft their ideas (AITSL, 2017) (See
structured and SKILL: Students create its specific textual Appendix F) .
coherent texts. an Information Report on features.
a topic of personal SKILL: Students create Choice to use audio recording instead of writing (must
interest. an Information Report provide a written explanation of two sentences explaining
through a combination of why they chose the topic though) (Arthur-Kelly & Neilands,
oral, visual and written 2017).
forms of communication. Teacher and assistant teacher to individually conference
with students. To assist them in planning and developing
their information report.
EN3-4A draws on KNOWLEGDE: Know WHO: Aboriginal and Torres Strait Islander and ESL/EAD students
appropriate the origins of words and
 Flexible spelling groups (See Appendix H). (Arthur-Kelly
Spelling (and word study)
KNOWLEGDE:
strategies to understand how their Know how to spell a & Neilands, 2017).
accurately spell purpose or meaning range of both Australian  Indigenous Teacher Assistant to implement and teach
familiar and changes depending on English and Aboriginal Indigenous words.
unfamiliar words the context (formal and English words and  Use alternative methods (not just pen and paper) to
when composing informal). understand how their practice their spelling: Write words using
texts. SKILL: Accurate purpose or meaning sand/paint/plasticine.
utilisation of new words changes depending on the  Students have the option to work with a partner: Sitting
in writing. context (formal and back to back, one verbally explains how to spell the word
informal). and the other writes the word on their sheet of paper. Then
SKILL: Accurate they self-assess using the accurate spelling indicated on
utilisation of new words their spelling list (Winch, et al., 2014).
when speaking.
Vocabulary WHO: Aboriginal and Torres Strait Islander and ESL/EAD students
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EN3-6B uses
KNOWLEGDE: KNOWLEGDE: HOW:
knowledge of
Acknowledges that Acknowledges that in all Students will work with Auntie Kate (Indigenous Teachers
sentence structure,
language forms can cultures the use of Aid) to discuss and explore a range of communication
grammar,
change, and the use of language is dependent on strategies and develop both their Australian and Aboriginal
punctuation and
formal and informal the context. English vocabulary (AITSL, 2017).
vocabulary to
vocabulary is directly SKILL: Accurately
respond to and
influenced by the acknowledges and utilises
compose clear and
context. a range of vocabulary
cohesive texts in
SKILL: Connects ideas (from Australian and
different media
in a logical way using Aboriginal English) in
and technologies.
connectives and appropriate situations.
conjunctions to increase
the quality of formal
writing.
EN3-6B uses WHO: Aboriginal and Torres Strait Islander and ESL/EAD students
knowledge of
sentence structure, KNOWLEGDE: Knows KNOWLEGDE: HOW:
grammar, that a comma organises Knows that a comma  Conferencing.
punctuation and to separate parts of a indicates a pause, or a  Participate in reading text out loud to a small group
sentence such as clauses
Punctuation
vocabulary to short breath taken by the (During group reading) with the specific intention of
respond to and and phrases to make reader. exaggerating the comma to reinforce the pause/breath.
compose clear and meaning clear. SKILL: When reading
cohesive texts in texts students apply their
different media SKILL: Uses commas understanding of commas
and technologies. within writing to make to read aloud in a
meaning of sentences coherent and fluent
clear by grouping and manner.
separating words,
phrases and clauses.
Grammar EN3-6B uses KNOWLEGDE: Knows

WHO: Aboriginal and Torres Strait Islander and ESL/EAD students
knowledge of that topic sentences are
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sentence structure, important for creating Because Aboriginal and Torres strait Islander languages are
KNOWLEGDE: Knows
grammar, and establishing structure oral based and some of these students are learning English
that topic sentences are
punctuation and within paragraphs. as an additional language, the main focus is improving these
important for creating and
vocabulary to student’s oral communication. Therefore, during nominated
establishing structure
respond to and SKILL: Implements grammar and punctuation lessons indigenous students will
within paragraphs.
compose clear and topic sentences within Modified learning activities of which they will be:
cohesive texts in writing to reinforce point
different media of view and establish SKILL: Implements  Explicitly taught the knowledge and skills and then the
and technologies. structure. headings before teacher/s will conference with students individually to
paragraphs to establish ensure they understand.
structure and allow the  Participate in group-based learning
responder to easily read  Have scaffolding and proformas (See Appendix F and
the text and identify its J).
purpose.
(Malcolm, I. G., Haig, Y., Konsignberg, P., Rochecouste, J.,
Collard, G., Hill, A., & Cahill, R., 1999).
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EN3-1A WHO: Aboriginal and Torres Strait Islander students.

KNOWLEGDE:
communicates
Understands differences
effectively for a KNOWLEGDE: HOW:
in the ways that language
variety of
is used and how Understands how non-  They will discuss the use non-verbal
audiences and verbal and verbal communication with Auntie Kate.
language changes
purposes using communication can be
according to audience  Teacher modelling i.e. mime (gestures, actions and
increasingly used according to the
and purpose. facial expressions), objects and pictures, context
Speaking
challenging topics, audience and purpose.

ideas, issues and and rephrasing.
SKILL: Student can SKILL: Student can
language forms communicate using non- (Arthur-Kelly & Neilands, 2017).
apply different forms of  Can communicate and learn through music and
and features. verbal and verbal
language (informal and
communication. song (i.e. rap or poetry or through instruments to
formal) according to the
audience and its purpose.
convey how they are feeling) (AITSL, 2017).
 Students will listen to songs that combine
Australian English and aboriginal languages such
as
https://www.youtube.com/watch?v=00gUmds0qv4
EN3-1A WHO: Aboriginal and Torres Strait Islander students (Particularly those with Otis media
communicates (Commonly known as ‘glue ear’).
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effectively for a
KNOWLEGDE: KNOWLEGDE: Student HOW:
variety of
Student knows that when knows that when listening  Auntie Kate to assist in promoting understanding of
audiences and
communicating it is to someone it is important culturally appropriate forms and ways of demonstrating
purposes using
important to respond to to absorb what they are listening.
increasingly
the person talking by saying and take time to  Students will participate in group story-telling and
challenging topics,
utilising active listening consider what they are discussions.
ideas, issues and
skills such as facial talking about before
language forms
expressions, facing the responding to their
and features.
speaker and responding conversation.
to their conversation. SKILL: Does not rush in
Listening
SKILL: Understand responding to the person

their impairment and talking or interrupt them
how to employ strategies and uses a small range of
to reduce its effect. Uses listening strategies
a small range of listening (asking what, when, why
strategies including questions about a text
(facing the person they have listened to).
speaking, standing at a
comfortable distance so
they can hear) to
determine what they are
saying so that they can
have a meaningful
conversation.
WHO: Aboriginal and Torres Strait Islander students.
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EN3-5B discusses
KNOWLEGDE: Student HOW:
how language is KNOWLEGDE:
knows that their cultural  Students will be given opportunities to utilise audio
used to achieve a Student knows that all
background and prior equipment.
widening range of texts have a purpose and
purposes for a represent a particular
knowledge will influence  Group discussions and brainstorming on the topic.
how they respond to
widening range of view.
texts.
Responding
audiences and
contexts. SKILL: Utilises SKILL: Student applies a
inferential critical understanding
comprehension strategies when responding to texts
(Who wrote the text, in order to understand
what are they saying and how and why their
why are they saying it) to cultural background and
read between the lines prior knowledge is
and identify the intention influencing their
or purpose when interpretation of texts.
responding to a text.
WHO: Aboriginal and Torres Strait Islander students.
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EN3-5B discusses KNOWLEGDE: Knows

KNOWLEGDE: HOW:
how language is that the
Knows that the  Have visual aids and graphic organisers to assist
used to achieve a intended audience,
intended audience, completion of Information Report (See Appendix F).
widening range of structure and context of
structure and context of (Arthur-Kelly & Neilands, 2017).
purposes for a texts influence how
texts influence how  Can choose to compose using audio taping, written,
widening range of individuals perceive and
individuals perceive and visual (artworks) or digital responses. If they choose a
audiences and respond to texts and that
Composing
respond to texts and that differentiated way to compose they must still provide at
contexts. writers utilise persuasive
writers utilise persuasive least 2 written sentences as well (AITSL, 2017).
language to position a
language to position a
reader and influence
reader and influence
their point of view.
their point of view.
SKILL: Uses persuasive
language when SKILL: Uses emotive
composing a text to language when
reinforce a point of view. composing a text to
generate an emotional
response from their
audience.
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4. Assessment (tentative summary table plus half to one page for Part A)
Reading and Viewing
Intended Content (AUS) or EN3-3A uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in
Outcomes (NSW) different media and technologies.
Specific skills and knowledge
KNOWLEGDE: Acknowledges that there are many ways to read and gain meaning from texts and that the purpose of the
to be explicitly taught.
text determines how readers seek to obtain information. SKILL: Students apply focus and visualisation when reading for
pleasure and then utilise skim reading and scanning when ascertaining information for a research project and read aloud a
decodable or simple text at a reasonable pace, grouping words into meaningful phrases (see Understanding texts).
Differentiation
WHO: Aboriginal and Torres Strait Islander students
(WHAT skills/ knowledge will
KNOWLEGDE: Acknowledges that there are many ways to read and gain meaning from texts and that their cultural
background and identify influences the way they interpret texts.
be differentiated; how and
SKILL: Students acknowledge the influence of the background in determine how they interpret texts and use this
for which students?) knowledge to critically analyse their perception of the text.
HOW:
MODELLED READING: Class will participate in a yarning circle. In which students will take turns to share their ideas
about the story in a safe environment (Westwood, 2001).
GROUP READING: During group reading students will have the option to listen to an audio recording of the text and
follow along with it.
After group reading students will be given questions to discuss that enhance this understanding i.e. Have you experience
what was discussed in the story before? Does what happened in the story or what was discussed remind you of anything?
(Arthur-Kelly & Neilands, 2017).
Assessment tasks Teacher assessment (Assessment OF learning): Running records (See Appendix D) and conferencing.
and criteria
Recording/
- Running records (See Appendix B)
Evidence of student learning
- Individual conferencing (verbal feedback)
- Individual reading record for student to self-assess (See Appendix B)
When this assessment task

This assessment is a part of an on-going formal assessment in which I will continually invite students to read to me
occurs individually so that I can assess their reading. 2-3 students will be individually assessed during nominated independent
reading times (See Appendix A).
Writing and Representing
16
Intended Content (AUS) or EN3-2A composes, edits and presents well-structured and coherent texts.
Outcomes (NSW)
to be explicitly taught. KNOWLEGDE: Know the specific textual features of a report and the need for a bibliography.
SKILL: Students create a report and successfully include a bibliography.
Differentiation WHO: Aboriginal and Torres Strait Islander students.

KNOWLEGDE: Know the purpose of an information report and its specific textual features.
for which students?) SKILL: Students create a report and successfully using oral communication.
HOW:
Students will have the opportunity to plan and visualise Information Report: use proformas, brainstorms, mapping and visual
aids to draft their ideas (AITSL, 2017) (See Appendix F).
Choice to use audio recording instead of writing (must provide a written explanation of two sentences explaining why they
chose the topic though) (Arthur-Kelly & Neilands, 2017).
Teacher and assistant teacher to individually conference with students. To assist them in planning and developing their
information report.
Assessment tasks
Final assessment students create and Information report (See Appendix L) assessment conducted using rubric (See
and criteria
Appendix M) (Assessment OF learning) and students to conduct self-assessment checklist (See Appendix N) (Assessment
FOR learning)
Recording/
Monitor student responses and ensure that they are participating in “writers journal” activity (See Appendix G). However,
Evidence of student learning this is not a formal assessment task. Formal assessment will be completed for the Information Report task in which students
will receive a rubric and comments on their final work.
Week 1&2 (Assessed at the end of week 3).
occurs
Spelling (and word study)
Intended Content (AUS) or EN3-4A draws on appropriate strategies to accurately spell familiar and unfamiliar words when composing texts.
Outcomes (NSW)
Specific skills and knowledge KNOWLEGDE: Know the origins of words and understand how their purpose or meaning changes depending on the
to be explicitly taught. context (formal and informal).
17
SKILL: Accurate utilisation of new words in writing.

KNOWLEGDE: Know how to spell a range of both Australian English and Aboriginal English words and understand how
be differentiated; how and their purpose or meaning changes depending on the context (formal and informal).
for which students?) SKILL: Accurate utilisation of new words when speaking.
HOW:
 Flexible spelling groups (See Appendix H). (Arthur-Kelly & Neilands, 2017).
 Indigenous Teacher Assistant to implement and teach Indigenous words.
 Use alternative methods (not just pen and paper) to practice their spelling: Write words using sand/paint/plasticine.
 Students have the option to work with a partner: Sitting back to back, one verbally explains how to spell the word and the
other writes the word on their sheet of paper. Then they self-assess using the accurate spelling indicated on their spelling list
(Winch, et al., 2014).
Assessment tasks
1.Final assessment students create and Information report (See Appendix G) assessment conducted using rubric (See
and criteria Appendix H) (Assessment OF learning)
2. Students to participate in ongoing spelling each week. Self-assessment twice a week Look say cover right check (See
Appendix J) of nominated words and then moderated spelling tests every Friday morning (teacher to keep anecdotal notes on
students’ level of achievement and understanding to ensure they can effectively utilise the words within the final
assessment). (See Appendix K)
Recording/
1. Students will receive the task to create an Information report on a chosen topic.
Evidence of student learning -A rubric (See Appendix M) will be completed for each individual student and will be included in their final report to show
their current understanding and identify how and where they can improve.
-Students to complete an individual assessment task (See Appendix O).
2. Students utilise their spelling words within their “writers diary”. This will develop their confidence in applying
contractions within their writing. Teacher will monitor their participation and achievement and write comments on the pages
in support of their learning; however, this is not a formal assessment.
Information report due end of Week 3.
occurs Spelling test occurs every Friday morning. Teacher to monitor test results re-evaluate spelling groups when necessary (At
least by the middle and end of term).
Vocabulary
18
Intended Content (AUS) or EN3-6B uses knowledge of sentence structure, grammar, punctuation and vocabulary to respond to and compose clear and
Outcomes (NSW) cohesive texts in different media and technologies.
KNOWLEGDE:
Acknowledges that an information report is a formal text and requires formal language and knows that connectives can
enable writing to sound more formal rather than repeating the same words over and over. (Such as although and similarly).
SKILL: Connects ideas in a logical way using connectives and conjunctions to increase the quality of formal writing.

KNOWLEGDE: Acknowledges that in all cultures the use of language is dependent on the context.
SKILL: Accurately acknowledges and utilises a range of vocabulary (from Australian and Aboriginal English) in
for which students?) appropriate situations.
HOW: Students will work with Auntie Kate (Indigenous Teachers Aid) to discuss and explore a range of communication
strategies and develop both their Australian and Aboriginal English vocabulary (AITSL, 2017).
Assessment tasks Final assessment students create and Information report (See Appendix L) assessment conducted using checklist (See
and criteria Appendix N) and rubric (See Appendix M). (Assessment OF learning)
-Students utilise their spelling words within their “writers diary”. This will develop their confidence in applying contractions
Recording/
Evidence of student learning within their writing. Teacher will monitor their participation and achievement; however, this is not a formal assessment.
When this assessment task Due end of week 3.

occurs
Punctuation
Intended Content (AUS) or EN3-6B uses knowledge of sentence structure, grammar, punctuation and vocabulary to respond to and compose clear and
Outcomes (NSW) cohesive texts in different media and technologies.
Specific skills and knowledge KNOWLEGDE: Knows that a comma marks a slight break between different parts of a sentence.
to be explicitly taught. SKILL: Uses commas within writing to make meaning of sentences clear by grouping and separating words, phrases and
clauses.

KNOWLEGDE: Knows that a comma indicates a pause, or a short breath taken by the reader.
19

be differentiated; how and SKILL: When reading texts students apply their understanding of commas to read aloud in a coherent and fluent manner.
for which students?) HOW:
 Conferencing.
 Participate in reading text out loud to a small group (During group reading) with the specific intention of exaggerating
the comma to reinforce the pause/breath.
Assessment tasks Final assessment students create and Information report (See Appendix L) assessment conducted using checklist (See
and criteria Appendix O) and rubric (See Appendix M). (Assessment OF learning)
Recording/ Teacher to complete nominated rubric (See Appendix M) and provide students with appropriate feedback and direct for
Evidence of student learning future learning.
When this assessment task Due end of Week 3.

occurs
Grammar
Intended Content (AUS) or uses knowledge of sentence structure, grammar, punctuation and vocabulary to respond to and compose clear and cohesive
Outcomes (NSW) texts in different media and technologies.
KNOWLEGDE:
Knows that topic sentences are important for creating and establishing structure within paragraphs and that they need to be
followed by supporting sentences that give details about the topical sentence and a concluding sentence which summaries the
paragraph.
SKILL: Implements topic sentences within writing to reinforce point of view and establish structure.
KNOWLEGDE: Knows that topic sentences are important for creating and establishing structure within paragraphs.
for which students?) SKILL: Implements headings before paragraphs to establish structure and allow the responder to easily read the text and
identify its purpose.
HOW:
20
 Modified learning activities of which they will be explicitly taught the knowledge and skills and then the teacher/s will
conference with students individually to ensure they understand.
 Group-based learning
 Scaffolding and proformas.
Assessment tasks Final assessment of work (Information report).

and criteria (Assessment OF learning)
Recording/ Final assessment students create and Information report (See Appendix L) assessment conducted using checklist (See
Evidence of student learning Appendix O) and rubric (See Appendix M). (Assessment OF learning)

occurs
Speaking
Intended Content (AUS) or EN3-1A communicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas,
Outcomes (NSW) issues and language forms and features.
Specific skills and knowledge KNOWLEGDE: Understands differences in the ways that language is used and how language changes according to
to be explicitly taught. audience and purpose.
SKILL: Student can apply different forms of language (informal and formal) according to the audience and its purpose.
KNOWLEGDE:
Understands how non-verbal and verbal communication can be used according to the audience and purpose.
for which students?)
SKILL: Student can communicate using non-verbal and verbal communication.
HOW:
 They will discuss the use non-verbal communication with Auntie Kate.
 Teacher modelling i.e. mime (gestures, actions and facial expressions), objects and pictures, context and
rephrasing.
(Arthur-Kelly & Neilands, 2017).
 Can communicate and learn through music and song (i.e. rap or poetry or through instruments to convey how
they are feeling) (AITSL, 2017). Students can use visual aids such as paintings and drawings to communicate or
21
represent an idea or topic. This can be displayed during their public speaking and their peers can ask questions
about the creative piece (Arthur-Kelly & Neilands, 2017). (Students will listen to songs that combine Australian
English and aboriginal languages such as https://www.youtube.com/watch?v=00gUmds0qv4 )
 Can communicate through song during nominated news time (i.e. rap or poetry or through instruments to
convey how they are feeling) (AITSL, 2017).
No formal assessment.
Assessment tasks
and criteria Informal “Peer-assessment” in the form of “Two Stars and a wish” (Note this will be verbal feedback unless they chose to do
their speech to a chosen peer of which those students will need to complete written feedback and show teacher) (See
Appendix K).
Recording/
As there is no formal assessment, teacher will continually monitor students throughout all areas of the classroom to assess
Evidence of student learning their non-formal interactions within the school and their formal interactions using records of student achievement in
Speaking and Listening profile forms (See Appendix P).
occurs
Listening
Intended Content (AUS) or EN3-1A communicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas,
Outcomes (NSW) issues and language forms and features.
KNOWLEGDE: Student knows that when communicating it is important to respond to the person talking by utilising active
listening skills such as facial expressions, facing the speaker and responding to their conversation.
SKILL: Uses a small range of listening strategies (asking what, when, why questions about a text they have listened to).

KNOWLEGDE: Student knows that when listening to someone it is important to absorb what they are saying and take time
to consider what they are talking about before responding to their conversation.
for which students?) SKILL: Does not rush in responding to the person talking or interrupt them and uses a small range of listening strategies
(asking what, when, why questions about a text they have listened to).
HOW:
Kate to assist in promoting understanding of culturally appropriate forms and ways of demonstrating listening.
Students will participate in group story-telling and discussions.
22
Assessment tasks
No formal assessment.
and criteria Informal “Peer-assessment” in the form of “Two Stars and a wish” (Note this will be verbal feedback unless they chose to do
their speech to a chosen peer of which those students will need to complete written feedback and show teacher) will be
applied to indicate ability to demonstrate listening by providing effective feedback (See Appendix K).
Recording/
As there is no formal assessment, teacher will continually monitor students throughout all areas of the classroom to assess
Evidence of student learning their non-formal interactions within the school and their formal interactions using records of student achievement in
Speaking and Listening profile forms (See Appendix P).
occurs
Responding
Intended Content (AUS) or EN3-5B discusses how language is used to achieve a widening range of purposes for a widening range of audiences and
Outcomes (NSW) contexts
Specific skills and knowledge KNOWLEGDE: Student knows that all texts have a purpose and represent a particular view.
to be explicitly taught. SKILL: Utilises inferential comprehension strategies (Who wrote the text, what are they saying and why are they saying it)
to read between the lines and identify the intention or purpose when responding to a text.

KNOWLEGDE:
Student knows that their cultural background and prior knowledge will influence how they respond to texts.
for which students?)
SKILL: Student applies a critical understanding when responding to texts in order to understand how and why their cultural
background and prior knowledge is influencing their interpretation of texts.
HOW:
 Students will be given opportunities to utilise audio equipment.
 Group discussions and brainstorming on the topic.
Assessment tasks Ongoing/ informal assessment (teacher to record observations in personal communications book) (See Appendix P).
and criteria - Individual reading record for student to self-assess (See Appendix B)
Recording/ -Student’s ability to organise key ideas in a logical sequence in daily-class-routine
Evidence of student learning -Students written responses in the reading records.
23
When this assessment task Ongoing.

occurs
Composing
Intended Content (AUS) or EN3-5B discusses how language is used to achieve a widening range of purposes for a widening range of audiences and
Outcomes (NSW) contexts.
 KNOWLEGDE: Knows that the intended audience, structure and context of texts influence how individuals perceive and
respond to texts and that writers utilise persuasive language to position a reader and influence their point of view.
SKILL: Uses persuasive language when composing a text to reinforce a point of view.
KNOWLEGDE:
Knows that the intended audience, structure and context of texts influence how individuals perceive and respond to texts and
for which students?) that writers utilise persuasive language to position a reader and influence their point of view.
SKILL: Uses emotive language when composing a text to generate an emotional response from their audience.
HOW:
 Have visual aids and graphic organisers to assist completion of Information Report (See Appendix F). (Arthur-Kelly &
Neilands, 2017).
 Can choose to compose using audio taping, written, visual (artworks) or digital responses. If they choose a differentiated
way to compose they must still provide at least 2 written sentences as well (AITSL, 2017).
Assessment tasks
- Teacher to make anecdotal notes and comments in students writer’s journals.
and criteria
- Information Report Rubric (See Appendix M)
(Assessment OF learning)
Recording/
- Student’s ability to make a short presentation on their literacy artefact.
Evidence of student learning
When this assessment task Ongoing.

occurs Information Report will be due, and assessment will be completed in week 3.
24
Assessment (summary):
The nominated assessment procedures have been created in relation to the knowledge and skills that are taught within the unit program and the
nominated syllabus outcomes. Prior to the commencement of this unit, I implemented assessment FOR learning to determine what the children’s
current language and literacy levels are. However, throughout the three weeks of this program students will participate in assessment tasks that
are based on assessing OF and AS learning.
Technological developments within society have catalytically resulted in the inclusion of assessment tasks that capitalise on teaching the
students necessary technological skills that they can implement in the outside world. Although, the school has limited resources and the students
are from low socio-economic backgrounds it is my desire to still ensure that they are equipped with basic computer skills a like any other
individual. Therefore, I have developed the units’ main assessment task to coincide with the students’ literacy development and to demonstrate
the ways in which they can utilise technology to perform written tasks and to solve their own queries by allowing them to research a topic of
their choosing (Johnston, 2013). In doing so, I am providing an authentic assessment that is engaging to the students and will allow me to assess
their writing abilities and understanding and application of the key concepts such as, topical sentences. Subsequently, this summative assessment
will occur at the end of the unit and will allow me to formally assess each individual student’s writing ability as well as their grammar,
punctuation, vocabulary and word development. Additionally, I will also be implementing a self-assessment task, in which the students utilised
the nominated criteria and their final works to argue why they believe they achieved a certain level. The purpose of doing this is to allow the
students to understand the grading process and to develop their understanding of persuasive writing (Ronan, 2015). Subsequently, this
establishes a rich task because although students adhere to the nominated criteria, they have the opportunity to choose their own topic to research
and discover which catalytically increases their desire to learn and it offers authentic and real-life contexts for learning that enable students to
make connections to the outside world within their learning (Winch, et al., 2014). In doing so, this fosters creativity and caters for differentiated
learning styles to which, scaffolding, graphic organisers and proformas have been included to assist all learners in drafting and formulating their
ideas before generating their final work (Ansell, 2012). Additionally, the inclusion of both teacher and self-assessment strategies provides an
25
opportunity for students to utilises new skills and knowledge and to increase their understanding not only of the assessment process but of where
their strengths and areas that need improving lie within their English learning (Learning Curve Education, 2009).
Continually, because the program is only set for three weeks I have chosen to only include one main assessment task and have several on-going
forms of assessment that I will be able to monitor throughout the semester and the year. These tasks will focus on the students’ reading skills as
well as their speaking and listening skills and will consist of me creating ongoing anecdotal notes of the students’ progression and area that need
to improve to ensure that I provide them with developmental lessons that are specific to their needs (Winch, et al., 2014). These forms of
assessment will be scheduled alongside regular lessons to reduce the children’s’ anxiety and competitiveness when participating in the tasks. For
example, during speaking and listening activities and children will regularly have the chance to speak in front of their peers during their
allocated speech time. The purpose of doing this is to allow the students to implement the speaking and listening skills discussed throughout the
week in a natural and supportive environment (Ronan, 2015). Similarly, reading assessment will take place during nominated individual reading
times, in which the students will participate in a reading conference with me so that I can monitor the areas in which their reading has progressed
and where and how it can be improved. In doing so, I am ensuring that all students are developing their reading skills, that I am demonstrating
my interest in each learner and I will be evoking effective time management skills (Flint, et al., 2017).
5. The differentiation of teaching information which should be matched to the differentiation of assessment of learning.
As noted above, there is a large number of Aboriginal and Torres Strait Islander students in this context, most of whom speak Aboriginal English, a dialect of
English, in their home environment (Board of Studies New South Wales, 1999). Therefore, throughout all lessons and appreciation of Aboriginal English is
imbedded as it is fundamental in both generating understanding of cultural differences and enhancing connections and providing relevance to these students’
education (Groome, 1995). More specifically, when establishing learning and assessment strategies I worked with my Indigenous Teachers Assistance to
provide areas for differentiating learning and assessment that would suit the needs and learning styles my students and to ensure that all tasks are authentic,
productive and appropriate. Consequently, in order to effectively implement this English program to suit the needs of all my students and to encourage the
26
same high achievement standards, I have applied and used the “8 Ways of Learning” pedagogical framework throughout to accommodate to the diverse needs
of my students by creating differentiated learning and assessments that still encourage the same high expectations for learning (Yunkaporta & Kirby,
2011).
This will be achieved by:
READING AND VIEWING ACTIVITIES:
LESSONS: The goal for all students is to develop reading comprehension so that they can transition from ‘learning to read’ to ‘reading to learn’
and further increase their language development (Churchill, et al., 2016). They will participate in individual reading, modified and flexible group
readings and whole-class modelled reading.
ASSESSMENT: Running records (For students with lower reading abilities), conferencing and self-assessment (See Above for detailed
explanation).
DIFFERENTIATION:
Community and Land Links: During modelled reading the class is reading a novel (See Appendix E) that alludes to the arrival of Europeans in
Australia and the widespread environmental destruction caused by man throughout the continent. The text will be used to start discussions that will
connecting local values, needs and knowledge in relation to what this symbolisation means to students (Christie, 1982). This is important because
many Aboriginal students grow up learning at home to emphasize cooperative participation (Yunkaporta & Kirby, 2011).
Symbols and Images: Class novel utilises images which will assist in discussing the text and aid students with limited reading abilities to decipher the
text.
WRITING AND REPRESENTING ACTIVITES
LESSONS: The purpose for the nominate writing and representing activities is to develop the students joy for writing within their daily routine.
Therefore, tasks are targeted to suit student’s interests and daily lives.
ASSESSMENT: RUBRIC and self-assessment (in response to Information report) (See Above for detailed explanation)
DIFFERENTIATION:
Learning Maps: Explicitly planning and visualising processes
27
Symbols and Images: Using images to understand content. Learning through observation and imitation rather than verbal instruction One of the
consistent findings is that much Aboriginal learning is by observation and imitation, rather than through verbal instruction (Aboriginal Education
Unit, 1993).
Non-Linear: Producing innovations and understanding by thinking laterally (putting different ideas together to create new knowledge).
Deconstruct/Reconstruct: Modelling and scaffolding, working from wholes to parts because typical Aboriginal learning methods are often holistic, that is,
the learner concentrates on understanding the overall concept or task before getting down to the details. Notably, research has found that urban
Aboriginal students need more discussion, talking and modelling at the beginning of the lesson (Yunkaporta & Kirby, 2011).
SPEAKING AND LISTENING ACTIVITIES

LESSONS: Because prior interactions and assessments have initiated that student’s social skills are lacking, speaking and listening activities have been
designed in a casual setting to promote confidence amongst the students whilst establishing their understanding or appropriate forms of communication.
ASSESSMENT: NO FORMAL ASSESSMENT peers to provide feedback in the form of two stars and a wish (See Above for detailed
explanation)
DIFFERENTIATION:
 In previous assessments and interactions, it has become clear that a number of students within the class have Otis media (Commonly known as ‘glue
ear’) and some have been formally diagnosed. Consequently, a large proportion have difficultly hearing, understanding and following instructions.
Therefore, during instructions a microphone is used to amplify directions (without impeding surrounding classrooms), students sit close to the front
of the room and maximum visual cues are utilised by the teacher in a well-lit area that is in the students’ direct line of vison (Aboriginal Education
Unit, 1993).
 To ensure that students cultural beliefs are not implicated during assessments, Indigenous students will not be assessed on their ability to hold eye
contact and silence will be encouraged as it shows that a person is listening or thinking about what they are going to say (mainstream views
usually identify silence as uncomfortable) (Harris, 1984). If students choose to not speak in front of the class, they are to share their Artefact
28
with another student and discuss what they have written about it. There peer will then listen quietly and provided them with a Peer
Assessment in the form of “Two Stars and One Wish”. This will promotion reflection this inclusion is consistent with teacher reports that
Aboriginal students tend towards a reflective learning style (Yunkaporta & Kirby, 2011).
 Additionally, to ensure cultural authenticity, the Indigenous students participate in ‘work-shops’ with the Indigenous Teachers Assistant, who will
model and scaffold learning of verbal and Non-verbal communication through the inclusion of yarning circles and communicating through narrative
and songs (Aboriginal Education Unit, 1993).
29
REFERENCES
Aboriginal Education Unit (1993) Teaching Aboriginal students; Teacher in service course. Aboriginal Education Unit, South Australia
Department of Education, Adelaide.
Ansell, C. (2012). Primary English teaching: an introduction to language, literacy and learning. Hawker Brownlow Education: Moorabbin,
Victoria. ISBN-13 9781743303498
Arthur-Kelly, M., Neilands, J. (2017). Planning effective teaching strategies. In P. Foreman & M. Arthur-Kelly (Eds.). Inclusion in Action.
South Melbourne, VIC: Cengage.
Australian Institute for Teaching and School Leadership (AITSL). (2017). Eight ways of learning. Retrieved from:
https://www.aitsl.edu.au/tools-resources/resource/eight-ways-of-learning-illustration-of-practice
Bremner, S & Primary English Teaching Association (PETA) (2004). Talking and listening activities for ESL students. Retrieved from:
http://www.petaa.edu.au/imis_prod/w/Teaching_Resources/PETAA_Papers/w/Teaching_Resources/PPs/PETAA_PAPER_183.aspx
Buckner, A. (2005) Notebook know how: strategies for the writer’s notebook. Stenhouse: USA. ISBN: 978-157110-413-7
Christie, M. (1982) The ritual reader: Guiding principles for teaching meaningful reading to Aboriginal children. Paper presented to the 8th
Australian Reading Conference, Adelaide.
Churchill, R., Godinho, S., Johnson, N.F., Keddie, A., Letts, W., Lowe, K., Mackay, J., McGill, M., Moss, J., Nage, M.C., Shaw, K., Ferguson,
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P., Nicholson, P., Vick, M. (2016). Teaching: Making a difference (3rd ed). Australia: Wiley & Sons Inc. ISBN: 9780730315452
Goulden, N.R. (1999). Implementing Speaking and Listening Standards: Information for English Teachers: English Journal; Proquest Central.
Green, D. (2006). So what should my classroom look like? In R. Campbell & D. Green (Eds.) Literacy and learners: Critical perspectives
(3rd ed). Frenchs Forest, NSW: Pearson Education Australia.
Groome, H. (1995). Working purposefully with Aboriginal students. Social Science Press. Wentworth Falls, NSW.
Fellowes, J. (2017). Using children's picture-books to support EAL/D students. Primary English Teaching Association. Marrickville, NSW
Primary English Teaching Association Australia.
Flint, A., Kitson, L., Lowe, K., Shaw, K., Feez, S., Humphrey, S., & Vicars, M. (2017). Literacy in Australia: pedagogies for engagement (2nd
edition.). Milton, Qld: John Wiley and Sons Australia, Ltd.
Hall, G., Cook, G., Carter, R. (2018). Exploring English Language Teaching. London: Routledge.
Harris, S. (1984) Aboriginal learning styles and formal schooling. In M. Christie, S. Harris & D. McLay (Eds.) Teaching Aboriginal Children:
Millingimbi and Beyond, Institute of Applied Aboriginal Studies, Mount Lawley, WA.
Johnston, J. (2013). Literacy Assessment. In J. Johnston (Ed.), Contemporary issues in Australian literacy teaching. Brisbane, QLD: Primrose
Hall Publishers.
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Killen, K. (2013). Effective teaching strategies: lessons from research and practice. South Melbourne, Victoria: Cengage Learning Australia.
ISBN: 9780170356329
Learning Curve Education. (2009). Curriculum for excellence: Professional development support materials: Rich Tasks. Retrieved from:
http://www.curriculum-for-excellence.co.uk/_pt/images/stories/CPDMaterials/Guide%20Rich%20Tasks.pdf
Malcolm, I. G., Haig, Y., Konsignberg, P., Rochecouste, J., Collard, G., Hill, A., Cahill, R. (1999). Towards more user-friendly education for
speakers of Aboriginal English. Edith Cowan University. Perth, Western Australia.
NSW Department of Education. (2017) Teaching strategies. Retrieved from:

https://education.nsw.gov.au/teaching-and-learning/student-assessment/smart-teaching-strategies/literacy/writing/vocabulary
New South Wales. Board of Studies. (2012). English K-10 syllabus : NSW syllabus for the Australian curriculum. Sydney, Australia: Board of
Studies NSW. https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/english-year-10/special-needs-in-english-
guide/speaking-and-listening
Queensland Studies Authority. (2013). Effective teaching and learning stratergies: Aboriginal and torres strait islander languages resource
guide. Queensland Government. Retrieved from: https://www.qcaa.qld.edu.au/downloads/p_10/snr_atsi_languages_11_strategies.pdf
Ronan, A. (2015) Every teacher’s guide to assessment. Edudemic. Reterieved from: http://www.edudemic.com/summative-and-formative-
assessments/
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Winch, G., Ross-Johnston, R., March, P., Ljungdahl, L., & Holliday, M. (2014). Literacy: Reading, writing and children's literature (5th ed.).
Sydney, NSW: Oxford University Press.
Westwood, P. (2001) Chapter 7: Assessment. In Reading and learning difficulties: Approaches to teaching and assessment. Camberwell, VIC:
ACER Press.
Yunkaporta, T., & Kirby, M. (2011). Yarning up Aboriginal pedagogies: A dialogue about eight Aboriginal ways of learning. In N. Purdie, G.
Milgate, & H. R. Bell (Eds.), Two way teaching and learning: Toward culturally reflective and relevant education (pp. 205-213). Victoria,
Australia: ACER Press.
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APPENDICIES
A) ENGLISH TIME TABLE (Throughout the whole year the class participate in this English routine)
DAY TIME English Teaching and Learning Area BRIEF LESSON DESCRIPTION
MONDAY 9-9.10 MORNING ROUTINE: MARKING THE ROLE ACKNOWLEDGE TRADITIONAL OWNERS: “Before I start the day I want to
acknowledge the traditional and original owners of this land and pay respect to
the Australian Aboriginal and Torres Strait communities who are its custodians –
including past, present and future Elders.”
At the start of the week one student (different each week) nominates to welcome the
class to a new school week (Performs a welcome to country speech in their Indigenous
dialect).
MARKING THE ROLE: Each morning I select a different question for the students in
which the respond with an answer when their name is called out i.e. Say what your
favourite food/song/animal/book is.
9.10-930 Writing and COMPOSING ARTEFACT: Students bring a literacy artefact from their weekend
Representing such as a bus certificate or a program from a play (If students
(INDEPENDENT) forget to bring artefacts they are to write responses about a
conversation they had with someone over the weekend). They
have 30 minutes to write a short response (1 page) about the
artefact.
9.30-10 Spelling and word study Modelled spelling and utilisation of contractions:
 10 minutes Teacher demonstrates and discusses how effective
spellers learn and apply spelling strategies. A previous related strategy
may also be reviewed.
 Classroom spelling resources regularly referred to – word wall, list of
rules, class or personal dictionary, colour chart, calendar, COGs topic
bank, etc
INDEPENDENT
Students are given a list of words and are asked to “look, say, cover, write
and check” the words into their spelling books. They then go and find and
record the dictionary meanings for each of those words.
LUNCH TIME 11 - 12
12-12.30 Reading and Viewing Independent reading.
34
On Mondays BOYS are able to sit on provided cushions and read.

Reading conference.
Two students (starting from the top of the roll) will individually
read to me and I will take anecdotal notes on their reading
12.30- Speaking and Listening Children are allocated particular days for sharing (See roster on
12.45 wall). Each have 2 minutes to read their one-page response that is
written every Monday morning.
Responding Students practice their listening skills and respect their peers
during each presentation.
2 students are drawn out of the class hat. Those two students will
give “Two Stars and a Wish” to the speaker.
RECESS 2-2.30
3-3.30 Reading and Viewing (MODELLED) Students sit quietly on the floor for modelled reading.
TUESDAY 9-9.10 MORNING ROUTINE: MARKING THE ROLE ACKNOWLEDGE TRADITIONAL OWNERS: “Before I start the day I want to
9.10- Reading and Viewing Responding
930
INDIGENOUS TEACHERS AID FROM 9.30-10.30
9.30-10 Writing and Punctuation, I am preparing the students to write an Information report. I have
Representing grammar and created a series of learning experiences that evolve around the
(GUIDED/MODELLED) vocabulary best structure, punctuation and language use.
RESPONDING
LUNCH TIME 11 - 12
12- Reading and Viewing Independent reading.
12.30 On Tuesdays GIRLS get to sit on the cushions and read.
35
Reading conference.
Students practice their listening skills and respect their peers
WEDNESDAY 9-9.10 MORNING ROUTINE: MARKING THE ROLE ACKNOWLEDGE TRADITIONAL OWNERS: “Before I start the day I want to
INDIGENOUS TEACHER’S AID FROM 9.30-10.30
9.10- Reading and Viewing Responding GROUP READING
9.30 Students have been allocated reading groups according to their
reading ability. Each group has an allocated reading box in which
the book that I expect them to finish by the end of the three weeks
is located. Students are aware that they take turns to read aloud
each page and are expected to follow along with the story to
ensure that they are prepared to read. At the end of this unit I will
reassess students reading abilities and determine whether some
students need to change groups.
When finished reading. Students return to their desks and
complete the allocated questions individually.
36
9.30-11 Writing and Representing Punctuation, I am preparing the students to write an Information report. I have
(GUIDED/MODLED)
grammar and created a series of learning experiences that evolve around the
vocabulary best structure, punctuation and language use.
LUNCH TIME 11 - 12
12- Speaking and Listening Children are allocated particular days for sharing (See roster on
RECESS 2-2.30
3-3.30 Reading and Viewing (MODELLED) Students sit quietly on the floor for modelled reading.
THURSDAY 9-9.10 MORNING ROUTINE: MARKING THE ROLE ACKNOWLEDGE TRADITIONAL OWNERS: “Before I start the day I want to
INDIGENOU’S TEACHERS AID FROM 9.30-10.30
9.10- Spelling and word Writing and Using the words that the students received at the start of the
9.30 study Representing week, the children try write a sentence(s) including those words.
(GUIDED/MODLED)
930- Writing and Punctuation, WEEK 1: spend 30 minutes explaining what an information report
10.30 Representing grammar and is (use the poster in the room for help).
(INDPENDENT) vocabulary Explain the assessment task you will be giving the students. Discuss
Composing the necessary format, punctuation, grammar and vocabulary for a
37
formal writing piece. Provide examples. Brainstorm as a class what

they could research and how they would do it.
They then have an hour in the computer laboratory to research
and commence their reports.
WEEKS 2 and 3: Students will have the entire hour and a half in
the computer room.
LUNCH TIME 11 - 12
12.30 On Thursdays BOYS get to sit on the cushions and read.
Reading conference.
FRIDAY 9-9.10 MORNING ROUTINE: ACKNOWLEDGE TRADITIONAL OWNERS: “Before I start the day I want to
9.10- Spelling and word Writing and “Writers notebook”
9.45 study Representing Students have 30 minutes of free writing in which they can write
(INDPENDENT) about anything they choose. It will not be marked. However, they
38
must include the words from their spelling list and it must be at
least 1-page long.
9.45- Reading and Viewing (MODELLED) Students sit quietly on the floor for modelled reading.
10.15
LUNCH TIME 11 - 12
12.30 On Fridays GIRLS get to sit on the cushions and read.
Reading conference.
12.30- Speaking and Listening Children are allocated particular days for sharing (See roster on wall).
12.45 Each have 2 minutes to read their one-page response that is written
every Monday morning.
39
B) INDIVIDUAL READING RECORD FOR STUDENT TO SELF ASSESS

This is to be completed by the students. Not only will it encourage them to read at school it will encourage them to read at home also.
NAME: CLASS:
TEXT: AUTHOR: DATE STARTED: DATE FINISHED: COMENTS:
40
C) RUNNING RECORDS
RUNNING RECORD EXAMPLE:
LEFT: The text a student would read (This would be for one of the year 5 students NOTE: The use of contractions).
RIGHT: Running record for teacher to complete as the student reads the above passage outlout.
TITLE: The Crash TYPE Fiction
CONTENT: On the planet Marva, adults are addicted to Superior Contact phones.
41
CONTINUED… QUESTIONS TO TEST COMPREHENSION

1. To Assess their comprehension of the text the teacher would ask the following questions and the student would give a verbal
response:
1. Where do you think this story was set? Why?
2. What was the purpose of the story?
3. What to do believe the father’s response to Eric would have been?
4. Does the story have any connections to your own life or experiences? If so what?
2. Questions for the student to read and then complete to determine their understanding after reading the text.
Name _______________________ Date ____________________
Instructions: Read each question carefully and choose the best answer.
1. Why did the author title the story “The Crash”?

1. The story is set in the future after aliens crashed onto
a planet.
2. The story focuses on a technology that crashes or stops working.
3. The characters in the story have recently crashed their spaceship.
4. The characters in the story have survived a comet crashing into their planet.
2. What was the first clue that this story was a science-fiction fantasy?
1. It described people who use technology too much, which does not happen in the real world.
2. It told about phones that people carried around with them.
3. It introduced characters that were clearly aliens rather than humans.
4. It mentioned technologies that have not yet been developed.
3. Read the example sentence: Superior Contact phones were tiny ear-mounted contraptions that captured energy from body heat. What are contraptions?
1. musical instruments
2. battery packs
3. Interesting devices
4. Futuristic earrings
4. Why was Erik happier at the end of the story than he was at the start of the story?
1. He was hopeful that he and his father would finally do something together.
2. His father had stopped talking on the phone, so Erik could finally call a friend.
3. His father had finished bellowing on the phone, so Erik could finally go to sleep.
42
D) READING GROUP LISTS

WIRADJURI NAME STUDENTS
- MAX
- LOCKY
Bilbi -
-
KARLA
JAKE
- LARA
- BRENDAN
- HANNAH
- LOU
Gugaa - BLAKE
- AARON
- TIMOTHY
- TROY
- PIP
- ZACH
- BLAKE
Akama -
-
PATRICK
TIM
- LOUIE
- MALI
- JACK
Yugay -
-
LILY
DYLAN
- ANNE
- LUKE
- CHARLIE
Dinawan -
-
TOM
BILLY
- ASH
43
E) NOMINATED CLASS BOOK
“The Rabbits” By John Marsden and Shaun Tan

The novel uses rabbits, a species introduced to Australia, to represent an allegory of the arrival of Europeans in Australia and the widespread
environmental destruction caused by man throughout the continent.
F) INFORMATION REPORT GRAPHIC ORGANISER

1. RESEARCH SHEET
NAME:
INSERT IMAGE HERE

TOPIC: i.e. is it an animal, place, person?
WHY DID YOU CHOOSE THIS TOPIC?
44
TEN INTERESTING FACTS YOU FOUND DURING YOUR RESEARCH:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
45
2. WRITING ORGANISER
46
3. STUDENTS HAVE THE OPTION TO DRAW, MAP and/or WRITE DRAFTS BEFORE COMPLETING THEIR FINAL
RESPONSE USING THE FOLLOWING ORGANISERS:
SCAFOLDING FOR ORGANISING THE INFORMATION REPORT: (can use dot points and pictures):
INFORMATION REPORT ORGANISER

INTRODUCTION: COMPULSORY
WORDS:
Note each spelling group

and/or students with ILP
will have different
DESCRIPTION: compulsory words.
PARAGRAPH 1:
PARAGRAPH 2:
PARAGRAPH 3:
CONCLUSION
47
4. FINAL INFORMATION REPORT PROFORMA (For students using a computer) :

INFORMATION REPORT
WRITE YOUR NAME HERE
INSERT TITLE HERE
INTRODUCTION: INSERT IMAGE
PARAGRAPH ONE:
PARAGRAPH TWO:
PARAGRAPH THREE;
CONCLUSION:
48
G) WRITER’S JOURNAL SCAFFOLDING/ ORGANISER FOR ARTIFEACT RESPONSES

WHAT IS THE ARTEFACT?
WHAT DOES IT LOOK LIKE? (colour,

shape, texture)
WHERE DID YOU FIND IT? / WHERE DID

IT COME FROM?
WHY DID YOU CHOOSE TO BRING IT

IN/ WHY IS IT IMPORTANT?
WHAT IS ONE INTERESTING THING

ABOUT THE ARTEFACT?
49
H) SPELLING GROUPS AND LISTS

SPELLING STUDENTS: WEEK ONE WORDS:
GROUPS: (BASED ON BOOK AND KNOWLEDGE OF CONJUNCTIONS:
Ngurrumirgang - PIP
- ZACH - Rabbit
- BLAKE - Friendly
- AARON - Brought
- TIMOTHY - Scared
- TROY MAX
- Moreover
- LOCKY
- KARLA - Firstly
- JAKE - Secondly
- LARA
- BRENDAN
Gunanggunang - ASH - Colourful
- MALI - Grandparents - Sometimes
- JACK - Country - Firstly
- LILY - Careful -Secondly
- HANNAH
- LOU
- BLAKE
Gabargabar - LUKE - Informative - Understand

- CHARLIE - Continually - Additionally
- TOM - Context
- PATRICK - Environment
- TIM - Repetition
- LOUIE
Warradagang - BILLY - Subsequently -Children
- DYLAN - Contrastingly -Consequently
- ANNE - Similarly -Evidently
- LUKE - Species
- CHARLIE
50
I) LOOK, SAY,COVER, WRITE AND CHECK BOOKMARKS
51
J) GRAMMAR GRAPHIC ORGANISER
52
K) PEER ASSESSMENT: “TWO STARS AND A WISH” TEMPLATE

TWO STARS AND A WISH
IDEAS:
 I really enjoyed…
 I noticed you…
 I liked the way you...
IDEAS:
 It was a smart idea to…
 You grabbed my
attention when you...
 Well done for...
IDEAS:
 Maybe next time you
could consider…
 A recommendation
would be to…
53
L) INFORMATION REPOSRT ASSESSMENT TASK

TASK:
CREATE AN INFORMATION REPORT ON
A TOPIC OF YOUR CHOICE!
EXAMPLES: Animal, sport-star, singer, favourite food
CRITERIA: (Must include)

- The compulsory words: At least 3x contractions (Should’ve, it’s)
At least 2 conjunctions from your spelling list
- Topic sentence and/or headings
- Formal language
- Pictures
(See assessment rubric for details on marking criteria)
USE THE ALLOCATED PROFORMA AS A GUIDE BUT

YOU CAN BE AS CREATIVE AS YOU LIKE!
THERE ARE ALSO SCAFFOLDS AVAILABLE TO HELP
YOU BRAINSTORM AND DRAFT YOUR IDEAS!
DUE DATE: FRIDAY WEEK THREE (insert date

here)
54
M) INFORMATION REPORT: 1 RUBRIC FOR TEACHER 1 FOR STUDENTS (assessing writing)

INFORMATION REPORT
STUDENT NAME: CHOSEN TOPIC: CIRCLE STUDENT INCLUDED AUDIO RESPONSE: YES / NO
CRITERIA A B C D E
(4 points) (3 points) (2 points) (1 point) (0 points)
TEXTUAL FEATURES:
Organisational Logically organises and links ideas Organises ideas using the Organises report using the Some use of organisation There is no recognisable
Framework using the nominated proforma and nominated proforma and nominated proforma and evident. structure.
includes topical sentences. includes topical sentences. attempts to use topical
sentences.
Exceptional presentation (legible Effective presentation (legible Clear presentation (Clear, Some application to No application to
and high application of creative and application of creative legible and moderate presentation (legible and presentation.
Presentation
thinking) thinking) application of creative some application of
thinking) creative thinking)
TEXTUAL FACTORS:
Spelling Accurately spells and includes all Includes all compulsory words Includes nearly all compulsory Includes some compulsory Student has not included
compulsory words. with 1-2 errors. words with no more than 3 words with no errors. OR the compulsory words.
errors. Includes all words but has
more than 3 errors.
Grammar, Effectively interprets and Reasonably interprets and Constructs a report using most Constructs texts containing Constructs texts
Punctuation constructs report demonstrating an constructs report using: language features including: simple topic related containing incomplete
and extensive use of: -Formal vocabulary -Formal vocabulary vocabulary/grammar. sentence structures.
vocabulary -Formal vocabulary -Conjunctions (i.e. meanwhile, -Conjunctions (i.e. meanwhile, Punctuation shows some Some attempt at words
-Conjunctions (i.e. meanwhile, consequently, as a result of) consequently, as a result of) capitals, commas and/or with little or no
consequently, as a result of) -Punctuation (Full stops, -Punctuation (Full stops, full stops. punctuation.
-Punctuation (Full stops, commas, commas, capitals and commas, capitals and
capitals and contractions) contractions) contractions)
Topical Correct use of topical sentences. Clear application of topical Student has attempted to apply Some use of topical There is no evidence of
sentences sentences. topical sentence. sentences is evident. topical sentences.
POINTS: /20
TEACHER’S COMMENTS:
55
N) INFORMATION REPORT CHECKLIST
MY INFORMATION REPORT CHECKLIST
I have filled in all sections of the proforma (Opening statement, paragraphs and
conclusion).
I have used formal language.
I have used conjunctions to start my paragraphs.
Each paragraph starts with a topical sentence and/or a heading.
I have written three or more facts (true things) in my report.
I have included the mandatory spelling words.
I have checked my spelling and punctuation.
I have included a picture(s) and a creative spark.
56
O) INDIVIDUAL ASSESSMENT TASK FOR INFORMATION REPORT

STUDENT INDIVIDUAL ASSESSMENT
STUDENT NAME: CHOSEN TOPIC:
I COMPLETED AN AUDIO RESPONSE (Circle): YES / NO WHY? :
CRITERIA A B C D E
(4 points) (3 points) (2 points) (1 point) (0 points)
TEXTUAL FEATURES:
Organisational My work extremely is well My work is well organised and I organised my report using I applied some use of I used no recognisable
Framework organised, and I used the used the nominated proforma the nominated proforma and organisation evident. structure.
nominated scaffolding and topic and topical sentences. attempted to use topical
sentences. sentences.
My work has exceptional I utilised effective presentation My work has clear I applied some effort to I have made no effort
presentation (legible and high (legible and application of presentation (Clear, legible presentation (legible and to presentation.
Presentation
application of creative thinking) creative thinking) and moderate application of some application of creative
creative thinking) thinking)
TEXTUAL FACTORS:
Spelling I have accurately spells and I have included all compulsory I have included nearly all I have included some I have not included the
includes all compulsory words. words with 1-2 errors. compulsory words with no compulsory words with no compulsory words.
more than 3 errors. errors. OR Includes all
words but has more than 3
errors.
Grammar, I have effectively interpreted and I have reasonably interpreted I have constructed an I have constructed texts I have constructed texts
Punctuation constructed my report and and constructed and Information information Report using most containing simple topic containing incomplete
and demonstrated an extensive use of: Report using: language features including: related vocabulary/grammar. sentence structures. I
vocabulary -Formal vocabulary -Formal vocabulary -Formal vocabulary Punctuation shows some have made some
-Conjunctions (i.e. meanwhile, -Conjunctions (i.e. meanwhile, -Conjunctions (i.e. meanwhile, capitals, commas and/or full attempt at words with
consequently, as a result of) consequently, as a result of) consequently, as a result of) stops. little or no punctuation.
-Punctuation (Full stops, commas, -Punctuation (Full stops, -Punctuation (Full stops,
capitals and contractions) commas, capitals and commas, capitals and
contractions) contractions)
Topical I have correctly used topical I have made a clear application I have attempted to apply I have demonstrated some I have not used topical
sentences sentences. of topical sentences. topical sentence. use of topical sentences. sentences.
I BELIEVE MY INFORMATION REPORT DESRVES / 20 MARKS BECAUSE….
57
P) SPEAKING AT LISTENING CONTINUAL NOTES EXAMPLE WHICH WILL BE INCLUDED UNDER EACH
STUDENT PROFILE IN TEACHER”S PERSONAL COMMUNICATION BOOK
STUDENT OBSERVATION FORM

STUDENT NAME: DATE:
TEACHER NAME: TIME OBSERVED:
REASON FOR OBSERVATION
DEMONSTRATION OF: SPEAKING LISTENING
BRIEFLY DESCRIBE THE REASON FOR RECORDING OBSERVATION:
TEACHER NOTES
IMPLICATIONS / IDEAS FOR FUTURE LEARNNG AND DEVELOPMENT (i.e. goals)
58

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Edu30004 Final Assessment Ki

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EDU30004 LITERACY 3 WEEK UNIT OF WORK: FINAL SUMBISSION Kisane Irwin 22428273

English Education: Issues EDU30004 2018

1. Scenario/Year: Class Scenario 1: STAGE 3 (Years 5 and 6)

2. ENGLISH TEACHING ROUTINES

ENGLISH TEACHING ROUTINES CONTINUED

WRITING AND REPRESENTING

SPELLING (AND WORD STUDY)

3.ENGLISH SKILLS AND KNOWLEDGE TO BE TAUGHT

how readers seek to GROUP READING:

Grammar EN3-6B uses KNOWLEGDE: Knows

EN3-1A WHO: Aboriginal and Torres Strait Islander students.

challenging topics, audience and purpose.

SKILL: Understand responding to the person

EN3-5B discusses KNOWLEGDE: Knows

When this assessment task

Differentiation WHO: Aboriginal and Torres Strait Islander students.

SKILL: Accurate utilisation of new words in writing.

Differentiation WHO: Aboriginal and Torres Strait Islander students.

Differentiation WHO: Aboriginal and Torres Strait Islander students.

When this assessment task Due end of week 3.

Differentiation WHO: Aboriginal and Torres Strait Islander students.

(WHAT skills/ knowledge will

When this assessment task Due end of Week 3.

Assessment tasks Final assessment of work (Information report).

When this assessment task Due end of Week 3.

Differentiation WHO: Aboriginal and Torres Strait Islander students.

Differentiation WHO: Aboriginal and Torres Strait Islander students.

When this assessment task Ongoing.

When this assessment task Ongoing.

SPEAKING AND LISTENING ACTIVITIES

NSW Department of Education. (2017) Teaching strategies. Retrieved from:

On Mondays BOYS are able to sit on provided cushions and read.

formal writing piece. Provide examples. Brainstorm as a class what

B) INDIVIDUAL READING RECORD FOR STUDENT TO SELF ASSESS

TEXT: AUTHOR: DATE STARTED: DATE FINISHED: COMENTS:

CONTINUED… QUESTIONS TO TEST COMPREHENSION

Name _______________________ Date ____________________

1. Why did the author title the story “The Crash”?

D) READING GROUP LISTS

E) NOMINATED CLASS BOOK

“The Rabbits” By John Marsden and Shaun Tan

F) INFORMATION REPORT GRAPHIC ORGANISER

INSERT IMAGE HERE

WHY DID YOU CHOOSE THIS TOPIC?

TEN INTERESTING FACTS YOU FOUND DURING YOUR RESEARCH:

INFORMATION REPORT ORGANISER

Note each spelling group

4. FINAL INFORMATION REPORT PROFORMA (For students using a computer) :

INTRODUCTION: INSERT IMAGE

G) WRITER’S JOURNAL SCAFFOLDING/ ORGANISER FOR ARTIFEACT RESPONSES

WHAT DOES IT LOOK LIKE? (colour,

WHERE DID YOU FIND IT? / WHERE DID

WHY DID YOU CHOOSE TO BRING IT

WHAT IS ONE INTERESTING THING

H) SPELLING GROUPS AND LISTS

Gabargabar - LUKE - Informative - Understand

I) LOOK, SAY,COVER, WRITE AND CHECK BOOKMARKS

J) GRAMMAR GRAPHIC ORGANISER

K) PEER ASSESSMENT: “TWO STARS AND A WISH” TEMPLATE

L) INFORMATION REPOSRT ASSESSMENT TASK

CRITERIA: (Must include)

USE THE ALLOCATED PROFORMA AS A GUIDE BUT

DUE DATE: FRIDAY WEEK THREE (insert date

Name ___ Date