Assessment Task 3- Oracy and Writing Skills using My Place by Nadia Wheatley and

Donna Rawlins
Plan for the Teaching of an ORACY and WRITING Strategy for Year 5 using a
fictional text
RATIONALE
These five literacy lessons are based on ideas This chapter was chosen as it
allows students to understand and
presented in My Place, Chapter 1788 by Nadia
show respect towards Indigenous
Wheatley and Donna Rawlins which is about Australians (2.4). Additionally, it
allows students insight into
Aboriginal cultures. Indigenous Australians history,
culture and language.

Information reports will be the focus text type for these 5 consecutive lessons.
Information reports are used to organise and present factual information (Wing Jan,
2015). Over the five sessions, students will achieve the ability to build topic knowledge,
explore different points of view, identify the
difference between fact and opinion and The information and lessons have been
organised into an effective learning and
then create a draft that will be edited, teaching sequence (2.2), as seen below.
reviewed, revised and published.

This text type was chosen to explore My Place as the Victorian Curriculum has a strand
for level 5 that involves identifying the text structures and language features used in
information reports (VCELY320) (Victorian Curriculum and Assessment Authority, 2016).

The consecutive lessons were shaped

around the Victorian Curriculum (2.3).

1 | Page
LESSON PLANNING
LESSON 1
Literacy Unit learning intentions
In this unit we are learning to write an information report
Learning behaviours
I need to research aboriginal customs
I need to answer the questions on the board

Learning Structure Resources Assessme

Intention nt Criteria
s and
Success
Criteria
We are WHOLE CLASS FOCUS: My Place, Wheatley N., & Assessme
learning to Focus on building topic Rawlins, D.(1987). nt Type
research knowledge; this is step number Australia: Collins Dove KWL chart
using one in the teaching and learning Publishers, and the
various cycle. Oral language developed by 43-46 collection
texts finding definitions of uncommon of their T-
or subject-specific terms. SDERA,. (2015). Teaching chart.
We are and learning strategies
learning to TASK: (1st ed., p. 325). Western Success
develop Read year 1788 in My Place Australia: School Drug criteria
effective Complete KWL chart (SDERA, Education Road Aware. for whole
note- 2015) to evaluate students prior Retrieved from class
taking knowledge and what they would http://www.sdera.wa.edu. I am doing
skills like to learn about aboriginal au/media/2134/ccea- well if I can
culture. section-g-teaching-and- find
We are learning-strategies.pdf answers to
learning to Activity: Research to build topic all the
organise knowledge (refer to appendix 1.1) focus
gathered Wing Jan, L. (2015). Write questions
informatio Create word wall with any new ways: Modelling writing
n subject-specific terms and brief forms (4th ed., p.145). I am doing

2 | Page
 definitions. South Melbourne, Vic.: well if I can
Finish by completing the learnt Oxford University Press place them
section of the KWL chart. in a T-chart

DIFFERENTIATION STRATEGY: I am doing

Language Prompting: EALD students work in well if I can
features: pairs, together or with a more find new
definitions capable peer subject-
of Extending: Students create a specific
uncommo bibliography of the resources they terms and
n or used and create headings that define
subject- they will use in their information them
specific report.
terms
(Wing Jan, OUTCOMES REQUIRED:
2015) Students will be using oracy skills
to discuss new subject-specific
terms and understand their
meanings; they will also be
completing a graphic organiser.
INSTRUCTIONAL STRATEGY/IES CHOSEN PROMPTING QUESTIONS:
Modelled reading and read-to which Factual questions
models how to read the text correctly Appendix 1.2
and interactive writing in KLW chart
which can be used for more refined and
extended inquiry work. Roving
conferences to support learning.

Literacy strategies have been

incorporated into each lesson
(Standard 2.5).

3 | Page
LESSON 2
Literacy Unit learning intentions
In this unit we are learning to write an information report
Learning behaviours
I need to know the purpose of an information report
I need to know what is included in an information report
I need to explore and be able to identify the different types of point of view [POV]
Learning Structure Resources
Intentions

We are learning to WHOLE CLASS FOCUS: My Place, Wheatley N.

write with different Building text knowledge which is step two in &Rawlins, D.(1987).
points of view the teaching and learning cycle. Looking at Australia: Collins Dove
an example information report and Publishers,
We are learning to deconstructing it. They will explore the use 43-46
write information of third person.
reports Ritchhart, R., Church,
Language features: TASK: M., & Morrison, K.
writing in third Ask students what is the purpose of an (2011). Making
person (Wing Jan, information report? Thinking Visible. San
2015) Students will write in their journals under the Francisco, CA: Jossey-
title I used to think (Richhart, Morrison & Bass.
Church, 2011).

Discuss language features (appendix 2.1) Wing Jan, L. (2015).

Deconstruction task (appendix 2.2) Write ways: Modelling
My Place/Point of view task (appendix 2.3) writing forms (4th ed.,
p.145). South
In journals complete now I think next to Melbourne, Vic.:
their previous entry. Oxford University Press

DIFFERENTIATION STRATEGY:
Prompting: EALD students will have a small
focus group on POV. The teacher and
students in this group will partake in shared
4 | Page
 and interactive writing.
Extending: students can write a small
paragraph in each POV.

OUTCOMES REQUIRED:
Oracy is used when discussing language
features, discussing ideas about POV in focus
group and in roving conferences.
INSTRUCTIONAL STRATEGY/IES CHOSEN PROMPTING QUESTIONS
Shared and interactive writing for guided practice, Factual questions
independent writing for independent application, focus Appendix 2.4
group and roving conferences to support learning.

Literacy strategies have been

incorporated into each lesson
(Standard 2.5).

5 | Page
LESSON 3
Literacy Unit learning intentions
In this unit we are learning to write an information report
Learning behaviours
I need to identify the difference between facts and opinion
I need to understand the difference between facts and opinion

Learnin Structure Resources Assessme

g nt Criteria
Intentio and
ns Success
Criteria
We are WHOLE CLASS FOCUS: My Place, Wheatley Assessme
learning Developing vocabulary and text N. & Rawlins, D. nt Type
the knowledge which is step three of the (1987). Australia: Work
differenc teaching and learning cycle. Exploring Collins Dove samples
e the differences between fact and Publishers, -5
between opinion. 43-46 sentences
fact and of facts, the
opinions TASK: Brown, M. (2016). T-chart and
My place task (Appendix 3.1) Arthur Games. the
We are Binky's Facts and worksheet.
learning Antarctica task (Appendix 3.2) Opinions.
to Pbskids.org. Success
distinguis Independent writing task (Appendix Retrieved from criteria for
h fact 3.3) http://pbskids.org/a whole
Languag rthur/games/factso class
e pinions/factsopinio I am doing
features: DIFFERENTIATION STRATEGY: ns.html well if I can
sentence Prompting: EALD students on IPads identify
s play the Arthur fact and opinion game what is fact
containin (Brown, 2016). Record on T-chart Wing Jan, L. (2015). and fiction
g one or headings fact and opinion; write down Write ways:
more the sentences under the appropriate Modelling writing I am doing
facts heading. forms (4th ed., well if I can
(Wing Extending: Given worksheet p.145). South write 5
Jan, (appendix 3.4) and IPads they need to Melbourne, Vic.: sentences
2015) work out which is fact and opinion Oxford University about facts
whilst justifying their answers. Press
I am doing
OUTCOMES REQUIRED: well if I can
6 | Page
 Class deconstruction about facts and give
opinion. Justifying their opinions to feedback to
peers. my partner

INSTRUCTIONAL STRATEGY/IES CHOSEN PROMPTING QUESTIONS:

Students will be partaking in independent Factual questions
reading and writing when completing the Appendix 3.5
whole class task. By doing this it will solidify
the idea that information reports only
involve facts.

Literacy strategies have been

incorporated into each lesson
(Standard 2.5).

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LESSON 4
Literacy Unit learning intentions
In this unit we are learning to write an information report
Learning behaviours.
I need to explain what is involved in an information report
I need to contribute to the construction of joint text
I need to contribute to the template
I need to write a draft information report

Learning Structure Resources

Intentions

We are learning to WHOLE CLASS FOCUS: My Place, Wheatley N.

create a draft for Creating information report draft together & Rawlins, D.(1987).
information reports and independently which is step 4 and 5 of Australia: Collins Dove
the teaching and learning cycle. Publishers,
43-46
Joint construction of text with the teacher
being guided by the students ideas.
Language features: Students need to plan and draft. Wing Jan, L. (2015).
written in third Write ways: Modelling
person, sentences TASK: writing forms (4th ed.,
containing one or Together look at 1788 in My Place, read it out p.145). South
more facts, to refresh the students on what the Melbourne, Vic.:
descriptive information report will be about. Oxford University Press
language using
factual and precise Appendix 2.2.
adjectives, verbs Co-construct a template with the students
and adverbs,
definitions of With the students, co-construct what some of
uncommon or the headings should be (Appendix 4.1).
subject-specific Access information gathered in lesson one to
terms, general
8 | Page
nouns (Wing Jan, assist them in writing their drafts.
2015)
Once draft is completed, edit work, review
and revise. They have the next lesson to
continue their work.

DIFFERENTIATION STRATEGY:
Prompting: EALD students will co-construct
the information report with teacher. The
ideas need to come from the students.

Extending: Swap and review a peers work.

Give warm and cool feedback. Student can
go on to review and revise their work.

OUTCOMES REQUIRED:
Oracy is utilised when co-constructing
template and partaking in roving
conferences.
INSTRUCTIONAL STRATEGY/IES CHOSEN PROMPTING QUESTIONS
Modelled reading to revise content to students, interactive Factual questions
writing to create an appropriate template and roving Appendix 4.2
conferences to support students learning.

Literacy strategies have been

incorporated into each lesson
(Standard 2.5).

9 | Page
LESSON 5
Literacy Unit learning intentions
In this unit we are learning to write an information report
Learning behaviours
I need to write an information report about aboriginal culture

Learning Structure Resources

Intentions

We are learning to WHOLE CLASS FOCUS: My Place, Wheatley N.

write information Finalising texts which will be combined into a & Rawlins, D.(1987).
reports class booklet. This is step five of the teaching Australia: Collins Dove
and learning cycle. Once finalised they will Publishers,
be writing a reflection in their journals about 43-46
the language choices and its effectiveness
which is step six in the teaching and learning
Language features cycle. Wing Jan, L. (2015).
of this text type Write ways: Modelling
examined in this TASK: writing forms (4th ed.,
lesson: written in Look at 1788 in My Place, refresh the p.145). South
third person, students on what the information report will Melbourne, Vic.:
sentences be about. Oxford University Press
containing one or Students need to continue editing their
more facts, drafts, review and revise and then publish
descriptive their work. Students need to provide at least
language using one of their peers with cool and warm
factual and precise feedback.
adjectives, verbs
and adverbs,
definitions of DIFFERENTIATION STRATEGY:
uncommon or Prompting: EALD students will co-construct
subject-specific the information report with teacher. From the
terms, general draft they created together in the previous
nouns (Wing Jan, lesson students must go on to edit and
2015) create their own piece to publish

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 Extending: Swap and review a peers work.
Give warm and cool feedback. Student can
go on to review and revise their work.

OUTCOMES REQUIRED:
Oracy when giving feedback to peers and
responding in roving conferences
INSTRUCTIONAL STRATEGY/IES CHOSEN: PROMPTING QUESTIONS
Independent writing when completing information reports Evaluative questions
for independent application and roving conferences to Appendix 5.1
support students learning

Literacy strategies have been

incorporated into each lesson
(Standard 2.5).

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JUSTIFICATION
Two language features that are predominantly This section demonstrates that I
explored in the lesson plans are sentences have understood the knowledge and
concepts that I will be teaching the
containing one or more facts and writing in third students which connects to Standard
person (Wing-Jan, 2015). Sentences containing 2.1 (content and teaching strategies
of the teaching area). Additionally, it
one or more facts was selected as students will demonstrates that I have a
justification as to why certain
benefit from learning the differences between
content has been chosen.
fact and opinion which will assist them in only
writing about factual information that is gained
from several sources in their information reports (Wing Jan, 2015). Writing in third person
was selected so that students could explore the different perspectives and understand
what types of pronouns are appropriate for each (Wing-Jan, 2015). These two language
features were selected as they are dominant features in an information report.

Oral language activities such as class discussions, feedback to peers, prompting

questions and roving conferences are evident in the lessons and allow students to
practice and extend their oracy skills. Additionally, they give the teacher insight into
students understanding and this allows teachers to plan and scaffold students learning
accordingly. By prompting students with questions and allowing them to reflect and
justify themselves it permits them to gain a deeper understanding (Wing-Jan, 2015).

The instructional strategies used in the consecutive five

Literacy strategies have been
lessons include modelled reading, re-to, interacting incorporated into each lesson
writing, roving conferences, shared writing, (Standard 2.5).

independent reading and writing, modelled reading,

interactive writing and independent writing. There has
been strong evidence suggesting that these
instructional strategies significantly affect the degree to
which students learn (VanTassel-Baska, 2012).

There are many things that affect students learning some of them being their levels of
readiness, emotional and cognitive capabilities, individual learning styles and the
teachers personality (Hernandez, 1973). Instructional strategies are particular for each

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classroom so the teacher must be able to adjust to the dynamics of the classroom in
order to meet the needs of students and support them in achieving the set tasks
(Hernandez, 1973). Hernandez (1973) states that effective teaching appears to use a
variety of instructional strategies personalised to the objectives of the lesson and the
students needs at the time of the teaching.

Each lesson plan contains roving conferences, which is defined as teachers walking
around the classroom and stopping regularly to discuss a students writing (Rickards &
Hawes, 2004). It involves students describing their work and teachers supporting
students to make connections and ask questions to clarify points to deepen the reader's
understanding (Rickards & Hawes, 2004). Roving conferences allow teachers to support
writing tasks by giving students specific direction (Raban & Essex, 2003). They can also
be used for assessment as the teacher takes notes to summarise interaction with
students (Rickards & Hawes, 2004).

Each lesson contains different language features relevant to the genre and various
instruction strategies. These support students in developing their oral and written
language. Intertwined through every lesson is opportunities for students to practice their
oracy skills e.g. in group discussions, warm and cold feedback to peers, roving
conference with the teacher, new subject specific terms and using oral language to
justify their choices. They are also provided with multiple written language opportunities
as in each class they produce at least one work sample from the information they have
learnt.

The instructional strategies begin by the teacher showing the students how to read the
allocated section of My Place (Wheatley & Rawlins, 1992) and how to take information
from it. Together they progress to shared experiences which is we do and by the
completion of the unit of work students partake in independent writing to publish their
information reports which is you do. This series of instructional strategies encourages
the gradual release of responsibility model and is intertwined within the five sequential
lessons. It has been researched and established as an effective approach for improving
literacy achievement (Fisher & Frey, 2007), as well as improving literacy outcomes for
English language learners (Kong & Pearson, 2003).The gradual release of responsibility

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model can be seen as a type of scaffolding (Wood, Bruner & Ross, 1976). It involves
teachers modelling to their students and students having opportunities for guided
practice and then students independently Literacy strategies have been
practicing their new learning (Maynes, Julien- incorporated into each lesson
(Standard 2.5).
Schultz & Dunn, 2010). For this model to be
effective teachers need to engage students in
purposeful instruction to meet the needs of
individuals which ensure that students are
supported in their acquisition of the skills and strategies necessary for success (Fisher,
2008).

The teaching and learning cycle involves building topic knowledge, building text
knowledge, guided activities to develop vocabulary and text knowledge, joint
construction of the text, independent construction of text and reflecting language
choices (Smith-Pill, 2016). The educational process is also influenced by instruction,
assessment, and curriculum (Jones, 2008). Assessment is essential in the teaching and
learning cycle as it assists teachers to analyse evidence of student learning and assists
in making judgment about the effectiveness of the teaching (Wing Jan, 2015).

The cycle is closely linked in with the five consecutive lesson plans as it was discovered
when teachers incorporate the teaching and learning cycle in their daily planning and
instructional delivery, students learning was enhanced (Jinkins, 2011). Jinkins (2011)
states that being familiar with the teaching and learning cycle and applying it daily,
whilst reflecting on the students outcomes allows teachers to develop an awareness of
links between their instructional decisions and student learning. Additionally, it permits
teachers to articulate their understanding and modify their practice accordingly (Jinkins,
2011).

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The lesson plans are focused on a grade 5 class
The Victorian Curriculum was taken
which contains multiple EALD students. Students in into consideration when planning
this level are developing socially, intellectually, these lessons (2.3)

emotionally and physically (Diemert, 1992).The

genre of information report was selected as it
connects with the Victorian Curriculum when
identifying text structures and language features used in information reports (VCELY320)
(Victorian Curriculum and Assessment Authority, 2016).

Cole (2008) depicts that English as an additional language or dialect (EALD) students are
often not intellectually challenged as teachers often restrict their activities to the lowest
level, however, there is evidence to suggest that like other students, EAL students
benefit from high challenge programs (Hammond, 2012).

A difficult task for teachers is providing support for EALD students and other students to
ensure everyone has access to high challenge programs (Hammond, 2012). This is why
in each lesson plan there is a section for prompting students who may be EALD as well
as an extending prompt for students who may finish the whole class task early. By doing
this the teacher will be able to accommodate for both these types of learning.

Students need to have the opportunity to build on their knowledge of every day and
literate spoken language to develop understandings of written genres and they need
support to develop insights into the structures and grammatical patterns of these genres
(Hammond, 2012). Pressure is on teachers to cover the curriculum which means it is
difficult to have a program that allows time for students to engage at a deep level with
the curriculum knowledge (Hammond, 2012).

The literary features of this text type intertwined with the instructional strategies enable
students to best enhance their oracy skills.

WORD COUNT TOTAL: 2,466

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APPENDICES:
Appendix 1.1
On tablets or computers students individually explore aboriginal customs discussed in
My Place and write notes in their books. Discuss the importance of using a variety of
resources when researching a topic. They are able to build topic knowledge using videos
and various texts, they are able to find images to contribute to their information reports.
Assist the students in developing effective note-taking skills by demonstrating how to
read for specific information. Organise the information in their books by using a T-chart
with the question and then the answer.
Focus questions/prompting questions to promote students thinking (write these on the
board):
Why were aborigines always moving around?
Why did they have so many homes?
What tools might they have used?
What food did they commonly eat?
What is Fire-stick farming?

Appendix 1.2
Why were aborigines always moving around?
Why did they have so many homes?
What tools might they have used?
What food did they commonly eat?
What is Fire-stick farming?

Appendix 2.1
As a group orally discuss the language features and structure of and information report.
Discuss the layout, sequence and organisation of the text.
These include:
Definitions of uncommon or subject-specific terms
Third person
Factual information
Timeless present tense

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 General nouns
Headings
Opening statement
Related information grouped in paragraphs
Visual text
Descriptive language

Appendix 2.2
On a smart board analyse Antarctica article below with students to identify features.
Focus on the POV that information reports are written in.

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(Board of Studies Teaching & Educational Standards NSW, 2007)

Appendix 2.3
Focus on the POV that information reports are written in. Look at my place, 1788 and get
the students to discuss what POV it is written in.

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Discuss what verb tenses might be used when writing in different POV. Ask students to
individually write three sentences, one for each POV (first, second and third person).
Once they have done this focus on the third person perspective in appendix 2.2.

Appendix 2.4
What POV is my place written in?
What POV is an information report written in?
What types of verbs are used in information reports?
What types of tense is used in information reports?

Appendix 3.1
Open up to 1788 in my place and read the first page. On the board draw up a T-chart
that has the headings fact and opinion.
As a class students are to deconstruction what elements on that page are fact and
opinion. Whilst doing this the students must be able to justify to their peers why they
think it belongs under that heading. Peers need to agree or disagree and justify
themselves.

Appendix 3.2
As a class refer again to appendix 2.2, read it out line by line and ask the students to put
up their hands when they think a fact is mentioned. Emphasise that there are no types
of opinions mentioned in the information report and that this is a common language
feature.

Appendix 3.3
Students are to do independent writing where their information revolves around facts (5
sentences); they are able to use IPads or laptops to gain information. Once completed
students get into pairs and swap work. Students need to analyse their peer's work,
investigate if they have only written about facts and provide feedback.

Appendix 3.4

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(Fact versus Opinion, 2012)

Appendix 3.5
What is a fact?
What is an opinion?
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 What is the difference between the two?

Appendix 4.1
Here is an example of the template
1. Introduce topic classification of the thing about which the report is written
2. Headings throughout, e.g. title, sub-headings
3. Main body, descriptions
a. Topic sentences(introductory sentences for each paragraph)
b. Paragraph content to elaborate content in topic sentence
4. Concluding information

Appendix 4.2
How can we start out information report?
What language features must our reports include?

Appendix 5.1
Have you included all the language features we have explored?
Have you included headings?
Have you revised your work to make sure you only have facts?

REFERENCES:
Board of Studies Teaching & Educational Standards NSW. (2007). Information report on
Antarctica - Morgan. Arc.bostes.nsw.edu.au. Retrieved 12 October 2016, from

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 https://arc.bostes.nsw.edu.au/go/stage-3/english/stu-work/c/information-report-on-
antarctica-morgan
Brown, M. (2016). Arthur Games. Binky's Facts and Opinions. Pbskids.org. Retrieved from
http://pbskids.org/arthur/games/factsopinions/factsopinions.html
Cole, R. (2008). Educating Everybody's Children: Diverse Teaching Strategies for Diverse
Learners (2nd ed., Chapter 2). Alexandria, VA: Association for Supervision and
Curriculum Development.
Diemert, A. (1992). A needs assessment of fifth grade students in a middle school.
Retrieved from http://files.eric.ed.gov/fulltext/ED362332.pdf
Fact Versus Opinion. (2012) (1st ed., pp. 5-6). Ottawa, Canada. Retrieved from
http://mediasmarts.ca/sites/mediasmarts/files/pdfs/lesson-
plan/Lesson_Fact_Versus_Opinion.pdf
Fisher, D. (2008). Effective use of the Gradual Release of Responsibility model. Retrieved
from https://www.mheonline.com/_treasures/pdf/douglas_fisher.pdf
Fisher, D., & Frey, N. (2007). Implementing a Schoolwide Literacy Framework: Improving
Achievement in an Urban Elementary School. The Reading Teacher, 61, 32-45.
Hammond, J. (2012). Hope and challenge in the Australian curriculum: implications for
EAL students and their teachers. Australian Journal of Language and Literacy,
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p=AONE&sw=w&u=acuni&v=2.1&it=r&id=GALE
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Hernandez, N. (1973). Instructional Strategies in Mathematics Education. The
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Jinkins, D. (2011). Impact of the implementation of the teaching/learning cycle on
teacher decision-making and emergent readers. Reading Psychology, 22(4), 267-
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Jones, D. (2008). The Teaching and Learning Cycle: Integrating Curriculum, Instruction,
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Ritchhart, R., Church, M., & Morrison, K. (2011). Making Thinking Visible. San Francisco,
CA: Jossey-Bass.
Rickards, D., & Hawes, S. (2004). Raising writers: The teacher's role. Educational
Leadership, 62(2), 68-71.
SDERA,. (2015). Teaching and learning strategies (1st ed., p. 325). Western Australia:
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Oxford University Press
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