Alisse Young
Monday: Reading. Tuesday: Reading.
LI:
 We are learning to
understand a non-fictional
text in order to be able to
answer inferential
comprehension questions.
SC: I am successful when…….
 I can read a non-fiction text
and gain understanding
 I can make inferential
connections to the text
from other texts, my own
experiences and world
events
Use comprehension
strategies to build literal and
inferred meaning and begin
to evaluate texts by drawing
on a growing knowledge of
context, text structures and
language
features (VCELY257)
Earth Focus instruction: Shared
(Student reading. Read PM writing
B) book. Pg. 32 snake bite
procedure. Highlight
features: goal, materials,
steps, diagrams etc.
Explain rotations. Send
Wednesday: Reading.
LI:
 We are learning to use
connections and prior
knowledge to understand
non-fiction texts.
SC: I am successful when…
 I can make inferential
connections to the text from
other texts, my own
experiences and world events
 I can use my prior knowledge
to complete sequencing
tasks.
Draw connections
between personal
experiences and the
worlds of texts, and share
responses with others
(VCELT251)”
Focus instruction: Shared
reading. Re-visit PM
writing book. Pg. 32 snake
bite procedure. Highlight
features: goal, materials,
steps, diagrams etc.
Explain rotations. Send
BEC418
Thursday: Reading.
LI:
 We are learning to use
connections and prior
knowledge to understand
non-fiction texts.
SC: I am successful when…
 I can make inferential
connections to the text from
other texts, my own
experiences and world events
“Identify features used in
imaginative, informative
and persuasive texts to
meet the purpose of the
text, and understand how
texts vary in complexity
and technicality depending
on the approach to the
topic, the purpose and the
intended audience
(VCELA277)”
Focus instruction: Shared
reading. Read PM writing
book. Pg. 18 how to catch
the train procedure.
Highlight features: goal,
materials, steps, diagrams
etc. Explain rotations.
Friday: Reading.
LI:
 We are learning to understand a
non-fictional text in order to be
able to answer inferential
comprehension questions.
 We are learning to use the text
to inform our writing.
SC: I am successful when…….
 I can read a non-fiction text and
gain understanding
 I can use the text to answer
book review questions.
“Identify features used in
imaginative, informative
and persuasive texts to
meet the purpose of the
text, and understand how
texts vary in complexity and
technicality depending on
the approach to the topic,
the purpose and the
intended audience
(VCELA277)”
Focus instruction: Shared
reading. Re-visit PM writing
book. Pg. 18 how to catch
the train procedure.
Highlight features: goal,
materials, steps, diagrams
etc. Explain rotations. Send
Assessment 1 Part B
LI:
 We are learning to understand a
non-fictional text in order to be able
to answer inferential
comprehension questions.
 We are learning to summarise facts.
SC: I am successful when…….
 I can read a non-fiction text and gain
understanding
 I am able to convert the information
I find into my own words.
Use comprehension strategies to
build literal and inferred meaning
and begin to evaluate texts by
drawing on a growing knowledge
of context, text structures and
language features (VCELY257)
Focus instruction: Shared
reading. Read PM writing
books. Pg. 32 snake bite
procedure and pg. 18 how to
catch the train. Briefly highlight
features: goal, materials, steps,
diagrams etc. compare
differences and similarities.
Alisse Young BEC418 Assessment 1 Part B

each group off once they each group off once they Send each group off once each group off once they Explain rotations. Send each
understand their task. understand their task. they understand their task. understand their task. group off once they
understand their task.
Using text to sequence. Sequencing. Working in Predictions. Teacher group. Book review.
How to wash your dog pairs, find the correct title, First looking at the front Speak about predictions Five questions that require the
sequencing task. Provide goal, materials, utensils cover of the book, Slam from previous day. Identify book and their comprehension
students with work and steps. Sequence steps Dunk! Write down what features, title, contents skills to answer. Answer on
sheet. Students are in correct order and glue you think this book is page, subheadings, sheet and then glue into
required to identify the onto A3 paper. Once about and whether this diagrams, photographs, reading scrap book. What is
goal, materials and finished, swap with book is a fiction or non- captions, index, glossary. the subheading on page 4?,
steps/method and re- another pair and ensure fiction text. Write down Each student to turn around how many players are on the
write them in their the steps have been what features you think and read from page 1 court at one time?, what is the
reading books. Use steps sequenced correctly. this book might have. silently. I will come around semi-circle at each end of the
provided to sequence the Silent independent reading Write down any and conference with each court called?, list one fact and
steps on following page. once finished. connections you can make student. Observing goals, one opinion about this book,
2) underline the correct to yourself with this setting new goals if previous who would you recommend
first step (using text) 3) book/about basketball. have been met, noting this book to?.
write another step you Write your answers in dot observations and Silent, independent reading
might do at the points and glue sheet into interesting/new words, once task has been completed.
beginning. 4) write a step your reading scrap book. students will then find their
you might end with. 5) definition and I will verbally
Draw diagrams to explain the definition to
demonstrate the 3 build vocabulary. Discuss
captions. whether any other
connections have been
made now that we’ve read
the book. Reflect on
predictions were they
accurate etc.
Silent, independent reading
Silent independent once task has been
reading once finished. completed.
 Alisse Young
Critical Student B required Completed activity quite
reflection assistance to read the efficiently. Some writing
worksheet. Once she was small/unclear making
understood what was it difficult to read/decode.
asked of her she was able As this lesson was
to complete the activity. developed by other
students the procedures
were quite basic, these
were everyday activities
that students should have
prior understanding of
therefore giving them a
chance to make
connections to
themselves.
Saturn Procedural texts. Predictions. Look at photo
(student Working in pairs within of the front cover of
A) your group to create a “Surprising secrets of
procedure (how to make seahorses”. Fill in the title
toast, how to brush your and authors. Answer
hair, how to get ready for following questions in your
school etc.) must have lined reading book: Do you
goal, materials, utensils think this book is a fiction
and steps. Must use or non-fiction text: why do
explicit, descriptive you think this?, what do
language. Will be cut out you think this book is
and Earth will have to about?, what connections
sequence the steps can you make to this
tomorrow. book?, are these
Note: Do not number connections to yourself or
steps. another text, what do you
think will happen within
this book?. Write your
BEC418
Students struggled to
write down features but
gave valid and informed
reasons about what the
book might be about.
Teacher group.
Speak about predictions
from previous day. Identify
features, title, contents
page, subheadings,
diagrams, photographs,
captions, index, glossary.
Each student to turn
around and read from
page 1 silently. I will come
around and conference
with each student.
Observing goals, setting
new goals if previous have
been met, noting
observations and
interesting/new words,
students will then use
Students were able to
verbalise the features that
they struggled with when
doing their predictions. Set
new goal for student B.
Book review.
Answer book review
questions on A4 sheet and
glue into reading scrap
book. Summarise the
information on page 6,
Title, Authors, what page is
the glossary on? What does
the diagram on page 2 tell
you. How many times does
the seahorses fin move in
one second?, What do
seahorses anchor
themselves to? Why do
they do this?, Where does
the Pygmy seahorse hide?,
Which gender seahorse
carries the babies?, What
Assessment 1 Part B
Recalling is slowly improving,
students may be able to start
summarising. Will need to be
covered as a whole class,
refresher for those already
doing it.
Mars (student B): iPads. Using
natgeokids.com/au to research
facts about 2 different topics.
10 facts per topic. Summarise
and write in reading book.
Must choose topics that they
haven’t researched before.
Silent, independent reading
once finished.
 Alisse Young BEC418 Assessment 1 Part B

Silent, independent answers in full sentences
reading once task has and glue into your reading
been completed. scrap book once complete.
Silent
independent reading once
task has been completed.
Reflection: Reflection:
Teacher group to share Teacher group to share
what they learnt, what they learnt,
connections they made connections they made to
to the book or one fact the book or one fact and
and one opinion about one opinion about the
the book. book.
Critical Students have a decent Activity was successful,
reflection understanding of student A answered all
procedural texts and questions in full and in-
therefore were able to depth sentences. Student
ensure they had all A finished relevantly
requirements. Explicit quickly; I could have added
language is still being more questions to extend
developed and will be this activity.
focused on in writing.
dictionary or glossary (if
applicable) to find the
definition of the new word
to build vocabulary.
Discuss connections to
self, world and other texts.
Reflect on predictions
were they accurate etc.
Discuss possible
predictions for
similar/relevant texts.
Silent, independent
reading once you have
finished reciprocal reading.
Reflection:
Teacher group to share
what they learnt,
connections they made to
the book or one fact and
one opinion about the
book.
Whole group have a sound
understanding of the
features of non-fiction
texts. Their predictions
were relevant and student
A was able to make
relevant connections to
themselves and other
known texts.
does the glossary tell us?
What is a swim bladder?
List one fact and one
opinion about this book.
Silent, independent reading
once task has been
completed.
Reflection:
Teacher group to share
what they learnt,
connections they made to
the book or one fact and
one opinion about the book.
Activity reflects, summarises
and requires students to
give their opinion regarding
the book. Reflections and
summarising help to
improve comprehension. All
students worked well, using
the book to complete their
review.
Reflection:
Teacher group to share what
they learnt, connections they
made to the book or one fact
and one opinion about the
book.
This lesson promotes research
skills and ICT use. I allowed
free choice to encourage
consistent work although some
students within group may
have benefited from having
more guidance and having a
topic selected for them.
Alisse Young BEC418 Assessment 1 Part B

The lesson plans I have provided have detailed a week of reading lessons for 2 of 4 reading groups of which my focus students are a part of. I have planned
my lessons in line with the Tullamarine instructional model. The model includes, an introduction (where learning intention and success criteria is covered),
focus instruction (topic overview and shared reading, i.e. PM benchmark shared reading and what the students will be doing within work time), work time
(40 minutes inclusive of at least 15 minutes silent, independent reading within reading lessons) and reflection (of the lesson: what you enjoyed, what you
learnt, what you want to know). As part of my full control it is my responsibility to plan all classes, including reading lessons (5 per week). At Tullamarine
Primary School, reading lessons include shared reading, reading rotations and silent, independent reading. I have used the data I collected to inform my
teaching and planning as well as consultations with my mentor teaching while ensuring to align with the group plan decided upon by the ¾ team each week
in planning. Students are split into ability groups for reading rotations, these ability groups are decided by current Fountas and Pinnell (Fountas and Pinnell,
1996) reading levels and essential assessment pre-tests. I have selected books in accordance with the levels my focus students and majority of the group
are currently working towards. The current literacy focus at Tullamarine Primary School is non-fiction texts, particularly procedural texts for the 3 /4
cohort. When planning these lessons and throughout my entire placement, in all subjects, I ensured to adhere to the high impact teaching strategies. These
lessons cover all 10 strategies, particularly strategy 1: goal setting (students help the teacher to set new goals for their learning. We discuss why this goal
was decided and how this goal will be achieved), strategy 2: structuring lessons (throughout my time at Tullamarine Primary all of my reading rotations
included predictions, reciprocal reading and a book review. This became familiar for students and through suitable repetition of these activities the
students knew what to expect and how to achieve the desired outcome) and strategy 10: differentiated teaching (the range of abilities in my class required
significant differentiation, I have done this by providing each group with suitable books and activities while ensuring I am providing explicit instructions with
the opportunity for extension tasks available.) (Department of Education, 2019)

Through the assessments I undertook of my focus students, particularly the Fountas and Pinnell running records, (Fountas and Pinnell, 1996) a common
problem for both students were their comprehension skills and lack of vocabulary. The on-demand data showed me where the students are currently
sitting while the Essential Assessment post-test I undertook showed that student A misunderstood 8 concepts in the range of 2.5-4, one being the ability to
“identify features used in imaginative, informative and persuasive texts to meet the purpose of the text, and understand how texts vary in complexity and
technicality depending on the approach to the topic, the purpose and the intended audience (VCELA277)” (VCAA, 2017) for this reason I developed the
Alisse Young BEC418 Assessment 1 Part B

procedural text activity. The post test for student B showed that she misunderstood 10 concepts within the range of 1.5-3. One being the ability to “Draw
connections between personal experiences and the worlds of texts and share responses with others (VCELT251)” (VCAA, 2017) for this reason I have
included a number of connection experiences within the lessons. It is vital to include an ICT task within reading lessons although, from my
observations/data collection I realised that sequencing skills are more beneficial for Earth group (student B) as they need to build this skill before they are
able to summarise as this is a metacognitive skill that is enhanced through critical thinking and is required when researching. Aloqaili (2012) states that
there is a direct correlation comprehension skills and critical thinking. Aloquili (2012) also states that there is a strong relationship between prior knowledge
and critical thinking. (Aloquili, 2012) This aligns with the research provided by the Department of Education and Training 2018 that states: To build
comprehension skills students should be using prior knowledge to make connections before, during and after reading the text, make predictions before,
while reading and reflect on these predictions once finished reading and summarising the text they have read although sequencing and ability to retell is
vital in this skill. (Department of Education and Training, 2018) For this reason, I have included: sequencing, predictions, making connections to self, text,
world and reviewing/inferencing tasks within the lessons.

Through my observations and discussions with my mentor it became clear that this class require a lot of repetition, this is beneficial to the whole class as “a
single exposure is usually inadequate for good long-term retention” (Kang, 2016). This is why our shared reading at the beginning of each lesson is quite
similar if not the same within each lesson. I have used two PM benchmark books and completed the week by comparing the two books. Comparing and
contrasting is also a skill the students are working on within all aspect of their learning.

I have included a range of teaching strategies including hands-on activities, written tasks, time to share/reflect and work sheets. The hands-on activities
allowed students to express their creativity and gave physical elements to help visualise the correct sequence. Both focus students benefit from having a
range of activities and these rotations have provided that.
Alisse Young BEC418 Assessment 1 Part B

REFERENCE:

Aloqaili, A. S. (2012). The relationship between reading comprehension and critical thinking: A theoretical study. Journal of King Saud University-Languages
and Translation, 24(1), 35-41.

Department of Education (DET), 2018. “Guided reading lessons” State Government of Victoria. Retrieved from:

https://www.education.vic.gov.au/school/teachers/teachingresources/discipline/english/literacy/readingviewing/Pages/exampleguidedlevelq26.aspx

Department of Education (DET), 2019. “High Impact Teaching Strategies”. State Government of Victoria. Retrieved from:
https://www.education.vic.gov.au/Documents/school/teachers/support/high-impact-teaching-strategies.pdf

Kang, S. H. (2016). Spaced repetition promotes efficient and effective learning: Policy implications for instruction. Policy Insights from the Behavioral and
Brain Sciences, 3(1), 12-19.

Victorian Curriculum and Assessment Authority, 2017. “Victorian Curriculum: English; Literacy” Retrieved from:
https://victoriancurriculum.vcaa.vic.edu.au/english/curriculum/f-10#level=4