Page

Focus Inquiry Question: Can you explain your invention?

Overview of program:
The program, comprised of five consecutive literacy lessons, is aimed at students
that are learning at a level 5 English level in accordance to AUSVELS. The aim of
the program is to teach students of and about the factual text type,
explanations, arising from a given unit based on an aspect of My Place episode
14- inventions. Students will be explicitly taught the purpose, structure and
language features of an explanation text, participate in designed activities to
consolidate and practise their new understanding and knowledge, and are
assessed at regular intervals on their progression. The program is planned to
reflect the needs and interests of all children, including the vast majority of
English language learners, through providing supporting structures and teaching
practises, such as explicit and differentiated instruction and scaffolding. By the
conclusion of the program, students will be well on their way of through
completing the five phases of the writing process in completing and producing
their own explanation text about their invention.
Session 1: Purpose of procedures and explanations
Session 2: Focus of the language features of explanations
Session 3: Focus of the structure of an explanation text
Session 4: Focus on the planning of explanation writing
Session 5: Drafting the writing of an explanation text
Text Type:
Explanation

Assessment and
evaluation:
Observations, work
samples, feedback and
checklist

Text type purpose, structure and language features:

The purpose of an explanation text is to describe how or why things happen
(Wing Jan, 2009, p.153).
The structure of an explanation text is, in order: a title, an opening statement that
identifies the process to be explained, a sequence of paragraphs/statements
describing how/why something happens, a conclusions and a visual text such as a
diagram or picture.
The language features of an explanation text are: general participants, technical
terms and vocabulary, passive voice, vocabulary associated with time and
sequence, words that link cause/action and effect, action verbs and
nominalisation.
Reference/s:
Wing Jan, L. (2009). Write ways: modelling writing forms. Melbourne: Oxford University
Press.
Program Learning
Explicit Text Type
Procedural Knowledge
Outcomes:
Knowledge (Conceptual)
(Organisation)
(Learning Outcomes):
(Learning Outcomes)

Children will know /

understand...
1. Children will understand
the structure of an
explanation text.
2. Children will
comprehend and use
appropriate language
features of explanation
texts.
3. Children will understand
the purpose of an
explanation text.
4. Children will
comprehend and use
appropriate language
features of explanation
texts.
5. Children will know and
understand the writing
process.

Page

Content Descriptors AUSVELS, English: Level

5.
Reading and Viewing:
Language- Understand how
texts vary in purpose,
structure and topic as well
as the degree of formality
Reading and Viewing:
Literacy- Identify and
explain
characteristic text structure
s and language
features used in explanation
texts to meet the purpose
of the text
Writing: literacy- Plan,
draft and publish
imaginative, informative
and persuasive print and
multimodal texts,
choosing text
structures, language
features, images and sound
appropriate to purpose
and audience
Writing: Literacy- Reread
and edit student's own and
others work using agreed
criteria for text structures
and language features
Speaking and Listening:
literacy- Plan, rehearse and
deliver presentations for
defined audiences and
purposes incorporating
accurate and sequenced
content and multimodal
elements

Children will be able to...

1. Children will be able to
plan, rehearse and
deliver their oral
presentation.
2. Children will be able to
communicate their
understanding of
explanations to others
3. Children will be able to
plan, draft and publish
their explanation text
choosing text structure,
language features and
images appropriate to
purpose and audience.
4. Children will be able to
reread and edit
students own and
others work.

Assessment and evaluation

Over the duration of the five lessons of this unit, the teacher will assess and evaluate
students progression towards successfully achieving the desired learning outcomes
through a variety of informal assessments. The main form of assessment will be
documented through observations the teacher makes on students behaviours and
language during class discussions, group and individual work. The teacher will use work
samples, such as graphic organisers, as a form of assessment as well. Students will
receive verbal feedback constantly throughout the program. The teacher will be provided
with feedback on students progression at the end of each lesson (share time) and the
beginning of each lesson (prior knowledge), identifying what students do/do not yet
know. By the end of the program (beyond the five lessons) students will have written
and published their explanation text on their invention. The teacher will assess this final

3
Page

product using a checklist (appendix).

Page

Session 1

Focus Inquiry Question: Can you explain your invention?

Focus: Purpose of procedures and explanations
Learning Outcomes:
Explicit Text Type Knowledge
Procedural (organisation)
(Conceptual)
knowledge:
Children will understand the purpose
Children will be able to
of an explanation text.
communicate their understanding

of explanations to others
Frontloading Activity:
Read and briefly investigate three different text-types so that children can
distinguish between explanatory texts, reports and recounts. Capture ideas through
talk and reading and use of different examples of the text-type- on screen, oral,
written and visual.
Group brainstorm of what students already know about explanation texts.
Brainstorm will be presented as graffiti wall.
Scaffolding Activities:
Explore and practice concepts
Move children from where they are at to where you want them to be
Leading to culminating project that allows children to visually show their
procedural and conceptual knowledge in creative way
Tim Teaching Plan and Key
Link to learning
Assessments:
e
Questions:
outcomes
State and share learning
Children will
intentions.
understand the
Mini-Lesson: Introduction to the
purpose of an
purpose of explanation texts
explanation text.
Explicitly explain to students

that the purpose of an

explanation text is to
describe how or why things
happen.
Model a familiar explanation
example to students. E.g.
how a door handle works.

Scaffolded Activity 1:Oral

explanation
Children work in pairs to
orally explain a process or
answer a question relevant to
what students would have
had experience with or have
been learning in other areas.
The teacher provides some
examples of things that
students may wish to explain,
however students can choice
whatever they like.
Students share their
explanations to the class in

Observations

Children will be able

to communicate
their
understandings of
explanations to
others.
Children will
understand and the
purpose of
explanation texts.

Observations

My Place episode 14: The Dough

Machine
Inform students that the next
few sessions will be based on
the My Place episode 14.
This episode will assist the
students learn about the
purpose, structures and
features of explanation texts
that will eventually lead to
the students independently
writing their own explanation
text in association with their
history unit.
Watch episode
Ask questions based on
Blooms taxonomy to cater
for diversity. Use My Place
episode 14, activity 3 as a
stimulus for your questioning.
E.g.

What did Henry and Franklin

invent? (Knowledge)
In what year do you think the
clip is set? (Analysis)
What do you think about the
boys invention? (Evaluation)

Scaffolded Activity 2: Lunch box

comparison
Students bring their lunch
boxes to the ground, sitting in
circle formation.
Students and teacher
evaluate what foods are in
there.
The teacher asks would henry
have these foods in his lunch
box? Why? Why not?
Discuss with students the
comparison between the way
food items have been
produced in the past and the
way that food items are
produced today- making the
connection between
technology changes and
therefore changes in foods
we eat. Use My Place
episode 14, activity 4 for as
the stimulus for your

Page

circle formation.

.Children will
understand the
purpose of an
explanation text.

Children will be able

to communicate
their understanding
of explanation texts
to others.

Children will
understand the
purpose of
explanation texts.
Children will be able

to communicate
their understanding
of explanations to
others.

Scaffolded activity 3: Process of

bread making
Reinforce both explanations
and how food processing and
manufacturing has changed
over time, the teacher and
students will make loaves of
bread.
Discussion is made as to
what text type a recipe is and
what is its purpose.
Deconstruct the recipe with
students so they are clear of
each step in the bread
making process.
Students are asked to draw
images of either the
ingredients or processes used
in order on the board.
Divide students into small
groups to prepare bread to be
baked.
Whilst cooking, discuss and
compare how bread is made
today.
In pairs, students practise
explaining orally how to make
bread.
Students orally explain to a
prep buddy on how they
made the bread.
The class and prep buddies
eat the bread!!!!
Extension activity:
Students can explore
websites on the history of
bread provided on My Place
episode 14, activity 4.
Share Time
At the conclusion of the lesson
(whilst eating bread) the year five
students say one thing they have
learnt from the session. Their prep

Page

questions- again using

Blooms Taxonomy. (Students
should be aware of these
changes as they have been
exploring this idea in their
history unit).

Observations and
feedback

Children will be able

to communicate
their understanding
of explanations to
others.

Page

buddies may like to add also what

they have learnt about making
bread.
Materials/ Resources:
Ingredients for bread (yeast, flour, oil, salt, sugar, jam, butter and access to an oven),
lunch boxes, My Place episode 14, smart board, variety of different text types the
students are familiar with (short), white board and whiteboard accessories.

Page

Session 2

Focus Question: Can you explain your invention?

Focus: Focus of the language features of explanations

Learning Outcomes:
Explicit Text Type Knowledge
(Conceptual)

Children will comprehend and use

appropriate language features of
explanation texts.

Procedural (organisation)
knowledge:
Children will be able to
communicate their
understanding of explanations
to others.

Frontloading Activity:
Have a guest (local farmer) in at the beginning of the lesson with an old and
simple milk separator.
Let the farmer use the mechanism, and the students try to explain how it works.
The teacher explains to the guest that the students have been previously focusing
on the purpose of an explanation text. The teacher then states that the students
will now be focusing on the language features of an explanation. What technical
language do we use for this mechanism? E.g. names for parts, etc.
Scaffolding Activities:
Explore and practice concepts
Move children from where they are at to where you want them to be
Leading to culminating project that allows children to visually show their
procedural and conceptual knowledge in creative way
Learning
Experiences and Key
Link to learning
Assessments:
Ti
outcomes
me Questions:
Children will
State and share learning
comprehend and
intentions.
use appropriate
Mini-Lesson: Introduction to
language features
language features of an explanation
of explanation
text
texts.
Observations
Explicitly inform students of

the specific language

features usually found in
explanation texts.
Ask students what language
the farmer/students used
when explaining how/why a
separator works?
List these on the board under
categories of each language
feature.
Use examples of each type of
language feature from the
bread making activity in the
previous lesson as students
should be familiar with words
and the process used. These
are added to the list also.

Scaffolded Activity 1: Rotations of

Observations
Children will
comprehend and
use appropriate
language features

of explanation
texts.

Scaffolded Activity 2: Language

features search
Students search through
books in the classroom and
find examples of each
language feature. Students
should note wether the books
are explanation texts or
other.
Students add these to the list
under the appropriate
category. The class discusses
afterwards wether they are
correct or incorrect and why?
Scaffolded Activity 3: My Place
episode 14 language features used
to explain
Students are given a graphic
organiser to identify what
language features are
evident in the My Place
Episode 14 (identical to the
same set up on the board).
Students watch My Place
episode and discuss language
features evident used to
explain the Dough Machine.
Extension activity:
Students should not need an
extension activity.
Share Time
In the last few minutes of the
session, the teacher asks students
(in circle formation) to identify one

Page

general activities for exploring

explanations
Teacher explains and models
each rotation activity to
students.
Students in groups complete
each activity one at a time
Activities are listed from (Wing Jan,
2009, p.158-159):
Add the effect
Match up
Reverse thinking
Tell us how or why

Children will
comprehend and
use appropriate
language features
of explanation
texts.

Observations

Observations and
work samples

Children will
comprehend and
use appropriate
language features
of explanation
texts.

Observations and
feedback

Children will be able

to communicate
their understanding
of explanations to
others

Page

10

of the language features used for an

explanation text and an example.
The teacher will accept examples
used in class, but may press
talented students to provide a new
example not discussed in class.
Materials/ Resources:
White board and white board accessories, graphic organiser, smart board, episode 14,
variety of books, guest speaker and milk separator, examples for rotations.

11

Session 3

Page

Focus Question: Can you explain your invention?

Focus: Focus of the structure of an explanation text
Learning Outcomes:
Explicit Text Type Knowledge
Procedural (organisation)
(Conceptual)
knowledge:
Children will understand the structure
Children will be able to
of an explanation text.
communicate their understanding
of explanations to others
Children will be able to plan, draft
and publish an appropriate
image/diagram.
Frontloading Activity:
Students in circle formation. The teacher places large cut up strips (A3) of a short
and simple explanation text that the students may be familiar with. Each strip is
cut into different structure elements, e.g. title, and scatter in the centre of the
circle. The teacher explains that someone has cut her explanation text into strips
and now she does not know what order her text goes in.
Students are given the role in small groups to rearrange the strips into the correct
sequence. Groups are provided with their own smaller (A4) version of the text.
Students present the structure to the class, modelling the A3 strips, justifying
their decisions. For example, I know the title of a text is always at the beginning
as it informs us what the text is going to be about. This text is about [subject].
Scaffolding Activities:
Explore and practice concepts
Move children from where they are at to where you want them to be
Leading to culminating project that allows children to visually show their
procedural and conceptual knowledge in creative way
Learning Experiences and Key
Link to learning
Assessments:
Ti
Questions:
outcomes
me
Children will
State and share learning
understand the
intentions.
structure of an
Mini-Lesson: Introduction to the
explanation text.
structure of explanation texts
Explicitly inform students
about the specific structure
of an explanation text.
Refer back to the purpose
and language features of
explanation texts (Make sure
the list of language features
listed in the previous lesson
is in visual view for all
Observations
students to see).
The class have the purpose
and language features of
making bread.
The teacher, as the scribe,
with the assistance of the
students will write a short
explanation text for the bread

Scaffolded activity 1: Introduction to

diagrams/images to assist
explanations
Review My Place episode 14
again. Focus students
attention on the diagram
Henry uses for his invention.
Examine the diagram more
closely and discuss features
of the diagram that assist in
explaining how it works or
why it works.
Explain to students that to
help explain why or how
something works (the
purpose of an explanation
text) explanation texts
sometimes use
images/diagrams.
Students are given the task
to draw a diagram or set of
images for the explanation
text just created on making
bread. This can be completed
individually or in pairs.
As a class, students compare
their diagrams.
Scaffolded activity 2: Text analysis
(Wing Jan, 2009, p.112).
Students are provided with a
range of explanation texts,
with varying degrees of
complexity and a variety of
different topics to cater for
interests and needs. These
are laid out from the less to
the most complex. Students
are given the choice which
text they would like to work
with.
Students group themselves

Page

12

making activity conducted in

the first lesson of this literacy
unit with the audience focus
being year 5 or younger.
(This is written on butcher paper, in
different colours to represent
different structures, and placed
around the classroom for future
reference).

Children will be able

to plan, draft and
publish an
appropriate
image/diagram.

Children will
understand the
structure of an
explanation text.
Children will be able
to communicate
their understanding
of explanations to
others.

Observations and
work samples.

Observations and
work samples

13
Page

according to the same text

chosen.
As a group identify and label
the specific structure
elements of an explanation
text.
Each group presents to the
class their findings, justifying
their decision.

Observations and
feedback

Children will be able

to communicate
their understanding
of explanations to
others.

Extension activity:
Students should not need an
extension activity. If groups finish
earlier than others, they can identify
and label a more complex
explanation text.
Share Time
In the last few minutes of the
session, the teacher asks students
(in circle formation) to share
something they learnt during the
session and/or something they
would like to learn more about.
Materials/ Resources:
Larger butcher paper and textas, smart board, My Place episode 14, variety of
explanation text type examples, list of language features from previous lesson, structure
strips (A3 and A4).

14

Session 4

Page

Focus Question: Can you explain your invention?

Focus: Focus on the planning of explanation writing
Learning Outcomes:
Explicit Text Type Knowledge
Procedural (organisation)
(Conceptual)
knowledge:
Children will understand the structure Children will be able to communicate
of an explanation text.
their understanding of explanations to
Children will comprehend and use
others.

Children will be able to plan, rehearse

appropriate language features of
explanation texts.
and deliver their oral presentation.
Frontloading Activity:
Students sit in circle formation with their invention models.
The teacher gives an oral presentation (wearing the inventors coat) on an
invention (e.g. the Dough Machine), pretending to be the inventor. The teacher
uses features such as purpose, language features and structure of an explanation
text in their oral presentation. This is a model for students.
Scaffolding Activities:
Explore and practice concepts
Move children from where they are at to where you want them to be
Leading to culminating project that allows children to visually show their
procedural and conceptual knowledge in creative way
Learning Experiences and Key
Link to session
Assessments:
Ti
Questions:
learning
me
outcomes
State and share learning
Children will be able
intentions.
to communicate
Observations
Mini-Lesson: Explicit overview of
their
understanding
explanation texts
Teacher and students discuss of explanations to
others.
the purpose, language and

structure of explanation
texts.
Together the highlight these
features that were evident in
the teachers oral
presentation.

Background knowledge:
The students in their history
unit have been learning
about how food and
technology has changed
since Henrys era. The unit
requires students to create a
technological invention used
for food processing or
manufacturing. The students
have the choice of creating
an already existing invention,
adapting an invention to
improve it or create their

Children will
understand the
structure of an
explanation text.
Children will
comprehend and
use appropriate
language features
of explanation
texts.

15

own invention for the future.

The students have conducted
research about their
invention in regards to: who
is the inventor and when did
they live? What did they
produce? What impact has it
had on society? And how
does the invention work?
The students have already
completed and made their
model.

Scaffolded activity 1: Structured

over view (Wing Jan, 2009, p.116).
Students will prepare an oral
presentation to explain how
the invention works and why.
Students are given a graphic
organiser to document the
information that they will
present to the class. The
graphic organiser highlights
the structure and language
features of an explanation
text that students will later
use to assist them in writing
their explanation text about
how and/or why their
invention works.
The students can present this
information in any way or
form they like e.g. power
point presentation, film, roleplay, etc.
Students fill out the graphic
organiser with the researched
information they have
already gathered. During this
time the teacher assists all students
and provides feedback. If students
are struggling (e.g. ESL) the teacher
may conduct a miniature interactive
writing session.

Scaffolded Activity 2: Ask the expert

session (Wing Jan, 2009, p.117).
The students present-wearing
the inventors coat.
Extension activity:
Students can practise rehearsing
their oral presentation.

Page

Observations

Children will be able

to plan, rehearse
and deliver their
oral presentation.

Work samples

Observations

Children will be able

to plan, rehearse
and deliver their
oral presentation.
Observations and
feedback

Children will be able

to communicate
their understanding
of explanations to
others.

16
Page

Share Time:
In the last few minutes of the
session, the teacher asks students
(in circle formation) to share
something they learnt during the
session and/or something they
would like to learn more about.
Materials/ Resources:
Students research information, students invention models, appendix, computers,
inventors coat.

17

Session 5

Page

Focus Question: Can you explain your invention?

Focus: Drafting the writing of an explanation text
Learning Outcomes:
Explicit Text Type Knowledge
Procedural (organisation)
(Conceptual)
knowledge:
Children will know and understand the
Children will be able to plan, draft
writing process.
and publish their explanation text
Children will understand the structure
choosing text structure, language
of an explanation text.
features and images appropriate
Children will comprehend and use
to purpose and audience.
Children will be able to reread and
appropriate language features of
explanation texts.
edit students own and others
Children will understand the purpose
work
of an explanation text.
Children will comprehend and use
appropriate language features of
explanation texts.
Frontloading Activity:
Discuss the writing process with students. Provide students with A3 laminated
posters with each phase of the writing process with details of what each phase ay
consist of. Get students to place these in order and place on the board for display.

Scaffolding Activities:
Explore and practice concepts
Move children from where they are at to where you want them to be
Leading to culminating project that allows children to visually show their
procedural and conceptual knowledge in creative way
Learning Experiences and Key
Link to session
Assessments:
Ti
Questions:
learning
me

State and share learning

intentions.
Mini-Lesson: Writing process
Explicitly state the process
required before writing an
explanation.
Inform students that they
have already completed one
or more of the writing
phases. Ask students which
phases? (Planning and
preparing and begun drafting
due to the graphic organiser
used for their oral
presentation).
Assessment:
The teacher provides the
students with the checklist
they will be using to mark
their explanation text.

outcomes
Children will know
and understand the
writing process.

Work samples

Checklist
Children will
understand the
structure of an
explanation text.
Children will
comprehend and
use appropriate
language features

Work samples

of explanation
texts.

18

Teacher and students read

through each check point so
they are clear on what is
expected of their explanation
and what it must include.

Page

Drafting:
Students who are competent
and ready for begin to draft
their explanation text are
asked to begin. Students can
choose between writing and
typing their draft.
Students are asked (as part
of the drafting and reworking
phase) to get three peers to
give feedback on their work
before they ask the teacher
to look at it.
Students, who do not feel
comfortable yet, are welcome
to stay on the floor for an
interactive writing experience
with the teacher on creating
an explanation text together
before they begin writing
their draft.
There is no deadline for the
completion (published copy)
of students explanation text,
as all students will work at
their own rate.
Extension activity:
Move through the phases of
the writing process to
completion- publish copy.
Share Time:
Authors circle (Wing Jan, 2009,
p.118):
In the last few minutes of the
session, the teacher asks students
(in circle formation) to share what
phase they are at in the writing
process and share their own
attempts and provide/be given
valuable feedback.
Materials/ Resources:
Students model invention, graphic organiser
of the writing process.

Children will
understand the
purpose of an
explanation text.

Feedback

Children will
comprehend and
use appropriate
language features
of explanation
texts.

Children will be able

to
plan, draft and
publish their
explanation text
choosing text
structure, language
features and
images appropriate
to purpose and
audience.
Observations and
feedback
Children will be able
to reread and edit
students own and
others work.

Children will be able

to communicate
their understanding
of explanations to
others

from previous lesson, A4 laminated phases

19
Page

Section 2: Focus and rationale for planning

My Place episode 14 (1878): Henry
The aim of the program is to teach students of and about the factual texttype, explanations, arising from a given literacy based unit on the aspect of My
Place episode 14 (1878): Henry- explaining how or why inventions work. It is
hoped that students will gain knowledge and apply about the purpose, structure
and language features of explanation texts, and will be able to apply this
knowledge in the creation of their own explanation of an invention already
created by students in their History unit.
This specific episode was chosen for various reasons. Firstly, the episode is
quite humorous and will target the interests and engagement of the intended
audience of grade 5 students. Secondly, it connects well if the idea of a History
unit where students have explored and created inventions. The episode is a great
introduction to the purpose, language features such as subject-specific
vocabulary when Franklin uses words such as Crank to turn the mechanism to
describe the boys dough machine, and structure elements such as diagrams.

20
Page

Section 3: Justification for differentiated instruction

Every school, every classroom, every student is unique. Students are individuals
who learn at different rates and in different ways. Most classrooms consist of a great
range of mixed-abilities, from the struggling students to the talented. In more recent
times, classrooms are becoming more complex due to the increasing rate of English
language learners (ESL) enrolled in mainstream Australian schools. Current research
estimates that approximately 20-25% of students attending schools are from
backgrounds where English is an additional language (Hammond, 2012, p.224). To
ensure all students have equal opportunity to be successful literacy learners, the teacher
must ensure they cater for the needs of all children by structuring the teaching and
learning experiences to match their specific needs (Wing Jan, 2009; Taylor & Oakely,
2007). There are many strategies a teacher can employ in the classroom when
considering students varying abilities, learning styles, interests and needs. This can be
achieved through differentiated planning and programming.

Differentiation is vitally important in mixed-ability classrooms. NSW Government

(2014) define differentiation as a target process that involves the use of teaching,
learning and assessment strategies that are fair and flexible, provide an appropriate level
of challenge, and engage students in learning in meaningful ways. According to

21

research, differentiation has had positive results in mixed-ability classrooms, providing

Page

appropriate education for all (Huebner, 2010). Differentiation can be achieved in many
ways, such as through explicit instruction and Blooms taxonomy. Blooms taxonomy uses
a hierarchy of questions to support differentiation in the classroom so all students have
the opportunity to engage in and answer stimulating questions for all levels of
understanding (Taylor & Oakely, 2007). Blooms taxonomy is used across the literacy
programme, but can be specifically identified in lesson one, after the students watch the
My Place episode 14.

Explicit instruction also occurs regularly throughout the entire program. As writing
is a complex process and learning of and about text types does not happen
automatically, students need to be explicitly taught the writing demands of an
explanation text type, such as its purpose and audience, structure and language features
(Wing Jan, 2009; Pinnell & Fountas, 2007). At the beginning of each of the five lessons, is
a mini-lesson where the focus, such as lesson two has a focus on language features of an
explanation text, is explicitly stated to the students. Explicit approaches have been found
to be effective in teaching academic content, such as text types, to at-risk children, such
as ESL learners, but is beneficial for all learners, including the talented (McNamara, 2007;
Vacca, Vacca & Mraz, 2011). What also needs to be and was made explicit to all students
in any literacy program, is learning intentions. Learning is assisted if learning
intentionsare shared with, committed to, and understood by the learner (Hattie, 2009,
p.23). Learning intentions for the program are shared at the beginning of each lesson and
are the same for all students, as the aim of AusVELS English is the same for all students
(AusVELS, 2013; Pinnell & Fountas, 2007). Teachers therefore must have high
expectations for all.

Teachers need to effectively communicate to all students that they expect that
they will learn and achieve the learning intentions, and to a high standard (Wing Jan,
2009). High expectations are vitally important as consistent evidence suggests that all
students, especially ESL learners, achieve higher educational outcomes when teachers
expectations are high (Hammond, 2012). The literacy program teaching of and about
explanation texts is a high challenge program. What is more vitally important, though,
teachers setting the same high expectations for all students in a mixed-ability classroom,
is for those teachers to provide differentiated levels of support to ensure that all
students have a fair chance to achieve those expectations (Hammond, 2012, p.230).
ESL learners will require a greater level of support than perhaps other students, through
scaffolding.

22
Page

ESL learners engage in the writing process through the expert assistance of the
teacher and the support of their classroom peers through scaffolding methodology
(Pinnell & Fountas, 2007). Scaffolding is the most effective strategy for the language and
literacy development of all ESL learners, according to Hammond (2001). Scaffolding can
be defined as helping learners to do what they cannot do at first through providing
various levels of support leading to independence (Vacca et al., 2011, p.127). The
program includes various opportunities, through instruction and activities, that involve
the use of different levels of scaffolding, from intense support by the teacher, to students
independence is: modelled, shared, guided and independent writing (Hill, 2012). A
perfect example of providing various levels of support leading to independence is in
lesson three. The lesson begins with explicitly informing students about the specific
structure of an explanation text through modelling. The teacher and students then
reconstruct an explanation text focusing on the structure (shared/guided writing) and this
activity is followed with students in pair or individually deconstructing a text to identify
its structure (independence).

To evaluate the level of support students need, students are assessed regularly
during the program. Assessment can provide information that offers insights about what
should be taught, retaught, and extended as students move towards independence as
learners (Lapp, Fisher & DeVere Wolsey, 200, 31). The forms of assessment used in the
program are informal, authentic assessments such as observations, work samples and a
checklist for the final published writing product (explanation text about students
invention). These forms of assessment are important in mixed-ability classrooms with a
high number of ESL learners because more traditional assessment methods, such as
standardised tests, are often primarily language-based and prove difficult for ESL
learners to use in demonstrating their growing skills and abilities (Herrell & Jordan, 2004;
Winch, Johnston, March, Ljungdahl & Holliday, 2010). Furthermore, other ways to support
ESL learners learning through and in mainstream curriculum is to make ESL learners feel
more comfortable and safe by including aspects of their native culture in the classroom
(provided books about/from their culture), speak slowly and clearly, using gestures and
visual cues (many diagrams and images provided throughout instruction/activities), and
as the ESL learners are learning English through full English immersion strategy it is
important they interact with the teacher and their peers as this method relies on the
social aspect of learning (Hill 2012; Herrell & Jordan, 2004). Learning is a collaborative
process and requires dialogue (Hattie, 2010, p.39). Students have many opportunities
for group work within the program.

23

The program not only caters for ESL learners, but also caters for the needs of

Page

gifted students. Collaborative learning and peer tutoring can assist gifted students
literacy learning by demonstrating their developing literacy skills to their less
experienced literacy peers, such as ESL learners. This is known as role reversal (Wing Jan,
2009; Taylor & Okaely, 2007). Talented students also thrive in learning environments that
allow choice. Choice builds responsibility for, and independence of learning. Talented
students may choose more complex inventions to create during the program, promoting
engagement and motivation (Taylor & Oakely, 2007). All students are provided with the
choice of their topic (invention) and choices to work independently or in groups, or the
level of support they require. For example, students in lesson five are left with the
responsibility of deciding whether they begin writing their draft or require more support
before the drafting process. The best learning environments offer a large variety of
choices to satisfy individual abilities and talents (Blaz, 2006, p.5).

In a brief summary, a balanced writing program teaching a specific text-type to a

mixed-ability classroom will require differentiated planning and programming through
explicit instruction, sharing of learning intentions, high expectations for all, scaffolding,
choice, collaborative learning and appropriate use of assessment. These strategies
ensure all students varying abilities, learning styles, interests and needs are addressed
so all have access to a quality and equitable education.

References:
AusVELS. (2013). AusVels. Retrieved from
http://ausvels.vcaa.vic.edu.au/English/Overview/Diversity-of-learners

24
Page

Blaz, D. (2006). Differentiated Instruction : A Guide for Foreign Language Teachers. Larchmont,
NY, USA: Eye On Education. Retrieved from http://www.ebrary.com

Hattie, J. (2009/2012). Visible Learning for Teachers. London and New York: Routledge.

Hammond, J. (2001). Scaffolding: teaching and learning language and literary education.
Newtown, NSW: Primary English Teaching Association.

Hammond, J. (2012). Hope and challenge in The Australian Curriculum: Implications for EAL
students and their teachers. Australian Journal of Language and Literacy, 35(2), 223
240.

Herrell, A., & Jordan, M. (2004). Fifty Strategies for Teaching English Language Learners (2nd ed.).
New Jersey: Pearson Education.

Hill, S. (2012). Teaching English Language Learners in Developing Early Literacy: Assessment
and Teaching (2nd ed.). South Yarra, VIC: Eleanor Curtain Publishing.

Huebner, T. A. (2010). Differentiated Instruction. Educational leadership, 67(5), 79.

Lapp, D., Fisher, D. & DeVere Wolsey, T. (2009). Literary Growth for Every Child: Differentiated
small-group instruction K-6. New York: The Guilford Press.

McNamara, D.S. (2007). Reading Comprehension Strategies: Theories, interventions, and

technologies. USA: Lawrence Erlbaum Associates.

NSW Government (2014). Differentiated Program. Retrieved from

http://syllabus.bos.nsw.edu.au/support-materials/differentiated-programming/

Pinnell, G.S., & Fountas, C. (2007). The continuum of literacy learning, Grades K-8: Behaviors
and understandings to notice, teach, and support. Portsmouth, N.H.: Heinemann.

Page

25

Taylor, T. & Oakely, G. (2007). Catering for gifted students in the literacy classroom. Practically
Primary, 12(1), 21 26.

Vacca, R.T., Vacca, J.A.L., & Mraz, M. (2011). Content Area Reading: Literacy and learning across
the curriculum (10th ed.). Boston, USA: Pearson Education Inc.

Winch, G., Johnston, R., March, P., Ljungdahl, L., Holliday, M. (2010). Literacy (4th ed.). Melb, VIC:
Oxford University Press.

Wing Jan, L. (2009). Write Ways: Modelling writing forms (3rd ed.). Australia, South Melbourne:
Oxford University Press.