EDLA309 S00146864 AT3

Catering for the range of abilities within level 5- Information Reports

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Section 1:
Rational of My Place Episode

This unit of work will be based on the My Place episode 14, The Penny Farthing featuring Henry from 1878. The video was chosen as it spring boards the
theme of technology, but more specifically inventions, electronic media and transport. It is a worthy base to introduce the topic of technology and provides a
basis of how it has advanced throughout the ages (as students investigate it further). The topic of technology is what the unit focuses on and students are
required to build an information report around Technologies through the ages.

Words: 97

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Section 2:
LITERACY / UNIT PLANNER

Topic: My Place; Episode 14: Henry; The Penny-Farthing 1878 Year Level: 5 Term: 3 Weeks: 1-6 Date:
GRAMMAR FOCUS: (levels) Text type and mode Listened to Spoken Read Written Viewed Produced

1. Whole text structure of a information report Information X X X X X X

report
General opening statement to introduce the topic
Main body of report includes a description of the aspects, Steps in Teaching and Learning Cycle: (adapted Derewianka, 1990/2007)
features or characteristics of the subject of the report. 1. Building topic knowledge
Related information grouped in paragraphs 2. Building text knowledge/Model the genre
Topic sentence providing an indication of what is to follow 3. Guided activities to develop vocabulary and text knowledge
Paragraph content that elaborates on or supports the content 4. Joint construction of text
of the topic sentence 5. Independent construction of text
Concluding information or summary paragraph 6. Reflecting on language choices
Heading to signify structure, sections and content
List of resources and references (if appropriate) Frequently used Literacy Instructional Strategies: Gradual Release of
Language features for the text-type: Responsibility Model
1. Sentence level Language Experience Approach (R/W) Picture Chat Read to Shared R/W
Sentences containing one or more facts Guided R/W Modelled writing Interactive writing Independent R/W
Written in third person Literature Circles Reciprocal Teaching Mini lesson Roving conferences
Formal and objective style of writing Teaching techniques: Think Aloud, Text analysis, Cloze exercises, Note-taking,
Language of comparison Graphic Organisers: T-chart, Y-chart; Venn diagram, Data grid, Sunshine wheel,
Economical use of language KWL chart, Flow chart, Story map, templates for text-types for planning,
2. Word level
Specialised vocabulary
Definitions of uncommon or subjective specific terms
(Wing Jan, 2009, pp. 122).

CONTEXT: Overview of series of lessons and background information

This unit of work is designed to inform students how to structure and write an information report and
effectively research relevant information to create their own piece of work to be shared with the class.

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Pre-assessment of students skills and knowledge:
Standardized tests for reading/writing/ NAPLAN
Profile of Data Progression of Reading Development
Conferences/interviews
Student written work samples
Self-assessments
Literacy Learning intention: We are learning to use specific research specific
knowledge to inform others in the method of a information report
Learning behaviours: I need toextract meaning for the information and infer this
knowledge to inform others.
Success criteria: I know Im doing well if I can link the knowledge provided and
categorise it appropriately in my information report.
Four resource model (Freebody & Luke, 1990/1999): Code Breaker; Text Participant/Meaning
Maker; Text User; Text Analyst
Comprehension Strategies: Predicting; Visualising; Making connections; Questioning; Inferring;
Determining important ideas; Summarising; Finding evidence in the text; Understanding new
vocabulary; Synthesising; Comparing and contrasting; Paraphrasing; Recognising cause and effect;
Skimming and scanning; Five semiotic systems: linguistics, visual, auditory, spatial, gestural.
Question types: self-questioning; 3 levels; (literal, inferential, evaluative); QAR
Thinking Routines: See, Think, Wonder; Headlines; +1, Three word summary, 5VIPs, Give One,
Get One (refer Ritchhart, R., Church, M., & amp; Morrison, K. (2011). Making Thinking Visible:
How to Promote Engagement, Understanding, and Independence for All Learners. eBook online)

Topic-specific vocabulary for the unit of work: Resources:

Categorise Wing Jan, L. (2009). Write ways. South Melbourne: OUP.pp; EPISODE 14 English
Classification
teaching resources downloaded on XX from www.myplace.edu.au/. My Place website
Stereotype
Torment www.myplace.edu.au Video clip Episode 14; ABC3 MyPlace
Bibliography http://www.abc.net.au/abc3/myplace/ OTHER?
Brainstorm

Analysing Estimating Listening Performing Reading Seeing patterns Testing

Checking Explaining Locating information Persuading Recognising bias Selecting information Viewing
Classifying Generalising Making choices Planning Reflecting Self-assessing Visually representing
Cooperating Hypothesising Note taking Predicting Reporting Sharing ideas Working independently
Considering options Inferring Observing Presenting Responding Summarising Working to a timetable
Designing Interpreting Ordering events Providing feedback Restating Synthesising
Elaborating Justifying Organising Questioning Revising

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TEACHING & LEARNING CYCLE
(Identify step in the T & L cycle and the
literacy learning intention or sessions
focus )
We are learning to ...
WHOLE CLASS MINI LESSON
Hook or Tuning In (Explicitly model the use of a new strategy
(Identify a strategy or a tool to help activate or a tool to assist with the literacy learning
prior knowledge and/or to introduce the intention or focus of the session and to
topic.) prepare students for successful
completion of the set task. Reference to
Wing Jan include page details)
INDEPENDENT
LEARNING
(Extended opportunity for students to work
in pairs, small groups or individually on a
set task. Time for teacher to probe
students thinking or work with a small
group for part of the time. Reference to
Wing Jan include page details)
SHARE TIME AND
TEACHER SUMMARY
(Focussed teacher questions and summary
to draw out the knowledge, skills and
processes used in the session)
Link back to literacy learning intention and
key points of effective reading/writing,
speaking, listening and viewing.
ASSESSMENT
STRATEGIES
(should relate to literacy learning intention
or focus of the session. Includes how &
what you will use to make a judgment on
students attempt/work)
Success criteria written for students to
know what the minimum expectation is.

1. Revision of Students will watch a previously viewed Volcano YouTube clip (https://www.youtube.com/watch?v=WgktM2luLok) to detect the
previously learnt skill key ideas and knowledges in order to build a mind map as a whole class. The mind map will include key facts, knowledges and
We are revisinghow to characteristics of an information piece, then organise these into categorise with validations as to why they belong there.
extract information
from within a text.

2. Building topic Students are presented with a wide range of different genres and formats of text and are required to organise these into their specific
knowledge categories. Theyre then required to explore the structure and information within the text s of the different genres and note key
We are learning to features of each type, with a specific focus on non-fiction text types (Appendix 1). Collaboration of key features found within each
recognise specific text type is to be placed into a table and discussed as a class.
features of an
information text.

3. Building topic SeeThinkWonder Shrinkingnotes ThinkPairShare ReflectionCircles Anecdotalnotes

knowledge Display photographs of Demonstratehowtouse Students in table groups Revise main concepts of During focus group
We are learning to the era of men and Shrinkingnotes(see (pairs) use class laptops, Shrinking notes and discussion record
detect key concepts women as prompts for Appendix2)andmodel watch an episode on select 6 students work student ideas and
within a multimodal ideas and discussion. how totakenotesto technology (My Place samples that have good understandings, noting
text and construct complete the activity website, themes, examples of note taking, their key words and how
meaningful notes. Whatdoyouthinklife sheet using video clip technologies). Allow referring back to the they refine their ideas.
mighthavebeenlikefor about My Place video students to take their focus questions. AS a
childrenin1878? 14 The Penny- own Shrinking notes and whole class discuss the
Whattoolsand Farthing (1878 collaborate ideas with different inventions they

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technologiesdoyou Henry) partner, adding to their viewed and record on

noticeinthe Demonstrate how to use own if partner discusses the Technology wall
photographs? dot points, what key something different to (word wall) for future
Whatareyour words are and how to their own notes. reference.
wonderings? note them in point form.
While watching Episode Focusteachinggroup:
14 model the first stage Rewatch My Place
of the Shrinking notes video 14 The Penny-
and as a class complete Farthing (1878
the next two stages (on Henry) and ask students
completion of video) to summarise text in
stimulating student their own words.
discussion on key ideas Discuss as a group what
to produce concise they recurring
notes. themes/ideas were and
how they can be used to
simplify/condense a
summary. Repeat
process until each
student can state/explain
ideas from text in
several words only.
4. Building topic Re-watch My Place video 14 The Penny-Farthing (1878 Henry). Students add to Technology wall, then they finding connection
knowledge between their use/ function and their developments from 1878 to now.
We are learning to
organising and
categorising
information.
5. Building topic Shared reading Fact Tree Think Pair Share Roving Formal assessment
knowledge. Show whole class Model how to create a Using own information Allow student to rove to Collect student work to
We are learning to examples of information Fact Tree (appendix 3) book in table groups other groups to share mark. Look at students
understand the purpose reports and information from an information (pairs) students are to their draft fact trees and categorisation and how
and general structure of texts. book using headings create their own Fact Tree. discuss with students they have allocated their
Collaborating with their
an information report. Whatdoallofthese created from class why they categorised information. Giving
partner they are to discuss
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informationreportshave discussion (Wing Jan, and refine their Fact Tree the information the way them cool and warm
incommon?Whatdo 2009. P130). and then create a basic they did. feedback for future
younoticeaboutthem? Discuss the importance information report (using Bring students together reference.
of each idea and identify headings from Fact Tree). and discuss one-three
Whatisthepurposeof
Using headings as topic
informationreports? how to organise the things they learnt from What are their
sentence, they will expand
Teacher noting key information their dot points into,
viewing other students categories? Are they
headings that are a categorically (Wing Jan, sentence form. reports. relevant?
common feature of 2009. P130). Teacher is to encourage
information report. students to make
Discuss unfamiliar connections between
terms and add to class categories and headings.
glossary.
Focus group:
Using prepared strips of a
deconstructed information
report, students are to
place material onto a Fact
Tree. Students are required
to differentiate between
topic headings and
information and place
according onto the tree.
Guide student discussion
before placing onto tree.

Can this information

relate to more than one
topic sentence? Why/why
not?
6. Guided activities to Read to class Wanted: The perfect pet by Fiona Roberson. Students are to collaborate ideas onto key categories of text to create
develop vocabulary or appropriate subheadings. As a class students are to allocate appropriate information into the correct headings, practising language
specific language features and whole sentences.
feature.
We are learning to What makes language objective/subjective?
categorise information Why do you think it is important to use objective language and avoid using subjective language in an Information Report?
into appropriate
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subheadings.

7. Guided activities to Students will be given a factual text in the form of dot points in pairs they will be required to first categorise the information and
develop vocabulary or then connect the dot points by writing/ paraphrasing them into sentences. Students are to focus on having one fact per sentence and
specific language exploring avenues of using conjunctions to connect two or more facts.
feature.
We are learning to
recognise the language
features and structure of
an information report.

8. Joint construction of Dictogloss Think Aloud Graphic organiser Reflection Circles Running records
text. Selected and read a Model how to complete Students select an Evaluate key ideas of Focus Group Note
We are learning to to fictional/ subjective text a scaffold for an information text about how to recognise students justifications
construct and to class, encouraging Information Report (See technology from an information within a and categorising of text
information report. students to focus on Appendix 5) about a assortment and use this text and how to use that excerpts. Focussing on
significant words and technology currently to fill in their own information to create their understandings of
ideas explored. used (eg: car, cart etc). Information Report the scaffold/structure of the introductions,
Discuss words/phrases Scaffold sheet an Information Report. paragraphs and
recognised by students, Examine what an (Appendix 6) Select 2-4 students to conclusions?
underlining similarities introduction, paragraph present their scaffolds
and differences in and conclusion are and Students do not need to to the class and support Collect samples of
collections. their features. write paragraphs for student discussion on students Information
each concept/topic, just whether the Report scaffold sheets.
Can you detect any Highlight to students topic sentences and classifications are
words that have similar how authors use two or write sentences with validated.
meanings? What more facts within the two or more facts within
categories can we put same sentence. it (using correct Summarise features of
our words into? Demonstrate how to do conjunctions). introductions,
this. paragraphs and
Focus Group: conclusions.
How many paragraphs Using a deconstructed

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should you use? How text, students are to take

do you know how many extracts from an
to use? How does an Information Report and
introduction differ from examine where each
a conclusion? How piece of information
might you connect two belongs to(the
facts together? introduction, main
paragraphs or in
conclusion).

What language
features can we use to
help us decide?
Does your part of text
belong in the
introduction, in the
paragraphs or in the
conclusion? Explain

9. Joint construction of Students are required to form topic sentences and put into full sentences (if capable) from their Information Report Scaffold sheet
text. created in the previous lesson. Prompt students to use key language features within the information report and where possible use
We are learning to terminology specific to their topic.
Construct an
information report
10. Joint construction of Explanation Game Connect Extend What Makes You Say Three Ws Anecdotal notes
text. Display a graph/diagram, Challenge That? Students discuss What Teacher observation
We are learning to which includes pictures Demonstrate to the Students are divided they learnt, its relevance with anecdotal notes as
Construct and organise of common appliances students how to extract into groups of 3-4 and to writing an required.
meaning from visual and items found in meaning/s from each group given a information report, So
texts to use in our homes from the 1800s as pictures/diagrams and picture/diagram of an What?, and how they Were students able to
Information Reports. well as from the present. how you might organise item that was used in can use what they have infer meaning from
What do you think these them into categories the 1800s and is still learnt to help them use visual texts to construct
are pictures of? How based on the used in present day. The diagrams/pictures when ideas?

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would you topic/question of group must collaborate creating their own

classify/organise these Where might you find what they think the item Information Reports Could students
items? each of these items in was/is used for, how it Now What? justify/explain their
your home and how has improved since its reasoning effectively?
have they changed from use in the 1800s (if at Discuss the importance
the 1800s to the present all), and how they of using diagrams and If they struggled to
day? would construct a illustrations in create/infer meaning
Brainstorm ideas on concept map about the Information Reports to what strategies and/or
whiteboard in the form item. make the reports more cues did they use to
of a concept map. The groups then begin aesthetically appealing help them? (Research
their information report. and how they can be item, refer to previous
used to demonstrate an work?)
Focus Group: idea.
Give students a
picture/diagram of an
item used in the 1800s
and ask them to discuss
what it is and its
possible use/s and
record ideas. Give them
the original text from
which the picture was
taken and review their
previous
ideas/explanations.

Were our original ideas

the same/similar to the
text? If we were right
what new information
can the text provide us?
If we werent right
what strategies could
we use in future to help

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us better understand
visual texts?

11. Joint construction of Students continue to create their Information Reports using the images and diagrams given to them. Encourage students to provide as
text. much information as possible and allow groups who may need further information to research item being explored. Remind students
We are learning to their Information Reports needs to include an introduction, at least 2-4 paragraphs (which include topic sentences), and a concluding
Construct and organise paragraph/statement.
meaning from visual
texts to use in our How has your item been improved by technology from its use in the 1800s to now?
Information Reports. How could your item be further improved, if at all?
12. Preparation for Explore what a checklist/criteria sheet is and how it is used to distinguish standards of Information Reports. Teacher will show
independent students a standard checklist used for marking Information Reports (See Appendix 7), use this as a basis to create own criteria sheet
construction of text. that theyre going to be marked off.
We are learning to Explain what a bibliography is and why it is important. Model how to make a bibliography and what information needs to be
Construct criterion for a included in one. Students will need to include a bibliography in their Information Reports.
cohesive Information
Report.
13. Individual See Think Wonder Think Aloud Individual research What Am I? Annotated checklist
construction of text. Display several examples Demonstrate how to Using laptops, iPads and In groups of 3-5
We are learning to Information Reports up research information textbooks from the students take turns Teacher to rove around
Research information to around the room. relevant to a topic using library students begin to describing the key room and complete a
produce our own What information is the internet and books. research information for words they used to checklist which will
Information Report. included in each their Information research their topic to provides them with a
Information Report? Discuss how to identify Reports on the topic of which the rest of the clear overview of the
Where/how do you think information that is Technology Over the group has to try and students
the author found the relevant to the topic and Years. guess what their progress(Wing Jan,
information to construct how key words are Specific information to technology is. 2009, p 81), while also
their report? What important when refining be contained in the allowing them to make
resources can you use to searches and when reports involve Explore whether notes or comments if
create your own report? using glossaries and researching technology students researching needed (appendix 8)
internet searches. used in the 1800s, how similar technologies
that technology has used similar or different
changed to what we use key words and why they
today and what has used them.

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What key words might influenced/impacted the

be associated with this use of and evolution of Did someone else use a
topic? that technology. key word you had not
How can we use a yet considered? Could
glossary/index to find Information Reports these words help you
specific information? needs to include 4-5 with your research?
Where do we find the paragraphs. Have you changed the
glossary/index in a Remind students to way you approach your
text? record which resources research process?
they use to include in
their bibliography.

Focus Group:
Give students a topic
other than technology,
which could be the basis
of an information report.
Discuss and record key
words associated with
the topic and could be
used when researching.
Type key words into a
search engine and
examine what they find.

What were our key

words of use when
researching the topic?
Could we use other key
words which may give
us better
resources/results?

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14. Individual Students continue to research information on a technology used in the 1800s that is still used in present day. When they believe they
construction of text. have enough research students will construct a concept map, which will then form the structure of their information report.
We are learning to
Use our own research to Remind students that they are required to include 4-5 paragraphs and therefore require 4-5 focuses on their technology. They must
create a concept map. also incorporate some form of visual aspect into their reports.

Do I have enough information to write my Information Report?

Have I covered all the requirements from the checklist?
What pictures/diagrams have I used to support my Information Report?
15. Individual Students will finish their concept maps if they havent done so already, and will attempt to finish a draft of their Information Report.
construction of text. Students who complete their draft and have it checked by the teacher will then decide on the manner in which they will present their
We are learning to information report to the class (poster, video, PowerPoint presentation etc.).
Construct our own
Information Report
from our research and
concept map.
16. Individual Students will continue to finish their concept maps if they havent done so already, and will attempt to finish a draft of their
construction of text. Information Report.
We are learning to Students who complete their draft and have it checked by the teacher will then decide on the manner in which they will present their
Construct our own Information Report to the class (poster, video, PowerPoint presentation etc.).
Information Report
from our research and
concept map.
17. Individual During this lesson students are required to present their Information Reports in their chosen form, using the subheadings and
construction of text. language features taught throughout the unit. Teacher is to use criteria sheet to mark each students use of Information Reports
We are learning to structure.
Present our Information
Reports using visual Have students selected appropriate information to talk about? Are students using correct conjunctions when connecting two or more
representations. facts within a sentence?
18. Reflection

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Appendices:

Appendix: 1:
Characteristics & Features of Text Types

Text Type Purpose Characteristics

Retells events which have already happened Describes events in chronological order
Recount Includes some form of background information
Written in past tense
Provides classifications on factual information Begins with statement/overall classification
Information Report Formal & Objective Language
Has a concluding statement/paragraph
Instructs how to do something Has an overall goal/aim
Procedure Lists steps/procedure in order
Steps begin with verbs (mix, make, cook etc.)
Tells a story Has an orientation, problem and resolution
Narrative Usually fictional
Has an underlying meaning/message
Explains how/why something occurs Written in present tense
Explanation Introduces topic/event
Explains how event occurs in order
Summarises, analyses, discusses Includes specific information on topic (characters,
Review story
Describes how features may/may not appeal

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Appendix 2:

Shrinking Notes Activity (Example)

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Appendix 3:
Fact Tree (Wing Jan, 2009. P. 130)

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Appendix 4:
Fact Tree Headings, Topic Sentences & Information

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Appendix 5:
Scaffold for an Information HEADING Report

TOPIC TOPIC
SENTENCE SENTENCE

INFO INFO INFO INFO

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Appendix 6:
Example Information Report Checklist
Appendix 7:
Skills & Knowledge Checklist (Wing Jan, 2009. P. 81)

Section 3:
Justification
A quality literacy program should support student knowledge on building a specific

text type, but also build oral language skills to make them more proficient communicators

(Education Department of Western Australia, 2005). In this unit of work a strong focus is

on student-student communication to assist scaffolding their knowledge, which in turn

builds their verbal skills. It is designed for a classroom with a high level of students that

have English as a Second Language (ESL) and due to this the focus is on oral language

activities (Education Department of Western Australia, 2005). This paper will introduce

how and why student discussion can build their use of combining two or more facts

within a sentence and economical use of language students will learn how to

research and create their own information report. Research based evidenced has been used to

ensure that the level of activities is above standard and is accessible to all students

within the class, regardless of their capability.

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In education, scaffolding refers to a variety of instructional procedures used to move students gradually toward stronger understanding and, ultimately,

greater independence in the learning process, in this case, language development (Liyanage, 2004). Or put simply, through student interaction you gradually

build on their skill and knowledge base. This unit attempts to use this to it full advantage as it provides multiple successive levels that assist students reach

higher levels of comprehension and skill acquisition that they would not be able to achieve without assistance (Liyanage, 2004). There is a range of different

ways student discussion can be conducted, Kayi-Aydar (2013) suggests that varied throughout a unit students should exposed to three main types; formal

lectures, small group work, and student-led whole class discussions. This unit attempts to incorporate these into most of the lesson to utilise the benefits of

scaffolding to maximum student achievement. Examples of these within this unit are See-Think-Wonder (sessions 3&13), Think-Pair-Share (sessions 3&5) and

Shrinking notes (session 3), however, all of these sessions are accompanied by another form of student discussion activity to continue the enhancement of

scaffolding (Education Department of Western Australia, 2005).

In terms of information reports, one of the language features focussed on is using language economically, that is synthesising information into a shorter

form. This is supported by oral language activities such as Shrinking Notes and Fact Trees. Both of these are oral language activities use scaffolding of students

learning to assist them in developing new ideas to further their knowledge (Hammond, 2001). The activity Shrinking Notes explicitly develop students ability

to recognise informant/key information within a text and continually having to critically analyse it to end up with the final few key facts. Enabling pair and

whole group discussions, students are learning through language and about language (NSW Department of Education and Training, 2003). Similarly, the

activity Fact Tree encourages students to then refine their information even more to extract a topic sentence which helps with the transition into the formal

writing of a report (Hammond, 2001). Again, student discussion is used to help students clarify, compare and contrast their information while building their

own knowledge base. With both of these activities the student is selecting the information that they deem important and relevant to them, and through
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collaboration children build on upon each others talk, extend their range of phrases and negotiate meaning (Education Department of Western Australia,

p200., 1994). Therefore the students are able to contribute at their own level and having ESL students in the classroom conversation is a must (Education

Department of Western Australia, 1994).

As this unit has such a strong focus on communicative activities such as Think-Pair-Share and Reflection circles are used to assist students in

expanding their viewing and listening proficiency (Hammond, 2001). As these strategies allow students to process what they hear it can be beneficial for ESL

learners and supports their oracy development, which provides the foundation for reading and writing. Throughout day-to-day life analyse the words, sounds

and grammar that we hear and connect this to our background knowledge, which enables us to comprehend (Gebhard, 2006). Thinking routines such as Think-

Pair-Share are employed to support students facilitate discussion, rehearsal, and oral language development. Research suggests that to learn a second language

you must be using it (Education Department of Western Australia, 2005). Therefore for ESL students in the classroom context language and learning are seen as

explicitly linked and developed through the childs readiness to make meaning from the context (Education Department of Western Australia, 2005). So

strategies such as this scaffold learners such as ESL students as it provides opportunity to clarify thinking and develop language patterns (Gregory and

Kuzmich, 2005). Speaking and listening should be explicitly taught as it accompanies almost all behaviours that students do throughout the day. It is a

responsibility of the teacher to seek opportunities for student-to-student talk, whether this is formal or informal, dialogue, discussions, or performances

(Department of Education WA, 2013). For those students that are not as confident in their speaking, or for ESL students, Think-Pair-Share affords students an

opportunity to participate with a partner in supportive dialogue and encourages learners to listen and express their thinking (Raison & Rivalland, 1997). Active

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listening and speaking skills are reinforced in conversational activities as research shows that we retain 70% of what we explain to others, and are therefore an

effective cognitive strategy (Fountas and Pinnell, 2001).

The activity Dictogloss is a useful procedure to immerse the students in the language in order to develop their listening and comprehension skills. The

Dictogloss is a comprehension strategy that encourages the learner to think reflectively upon their own understanding and oral language ability (Hammond,

2001). The Dictogloss activity scaffolds the learners listening skills as it develops their oracy skills and ability to process language. This leads to contexts

where the teacher should expose the students to spontaneous speech, which are more familiar to the characteristics of oral language (Fountas and Pinnell, 2001).

The Dictogloss is advantageous as it provides opportunity for students, especially ESL learners, to engage in both written and oral language, try new language

forms, and reflect on language to further their understanding of it (Tedick, 2001). Pair work and whole class discussion promotes connections between meaning

and form in terms of comprehension. Through dialogue students are more likely to understand and retain this comprehension to further build their own

knowledge (Tedick, 2001). If the learner is struggling to connect written or spoken language with the ability to make meaning from aural or written text, then a

beneficial strategy is note taking. Text interaction is important for students to process, comprehend and retain information (Department of Education NYC,

2014). Note taking is also purposeful to help recall information, summarise it, or to use it in various other ways, for example, as a starting point for research

(Fountas and Pinnell, 2001).

When creating a quality literacy program teachers should create activities that are accessible to all students and have a strong focus on using scaffolding

to support student knowledge for a specific text type. Giving all students, especially those with ESL, an opportunity to practice their oral skills within a
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controlled environment allows them to expand their knowledge while assisting them in becoming proficient communicators. This unit has a strong focus on

student-student communication using scaffolding as the central point for building understanding to maximise student achievement. The activities surrounding

the language features used were built off research-based evidence to ensure that the activities are above standard and accessible to all students within the class,

regardless of their capability.

Word count: 1256

References

Allen, L. (1997). Oral language (1st ed.). Port Melbourne, Vic.: Rigby Heinemann.

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