Vivian Tran S00137191 - EDLA369: Assessment 2

Overview:

Rationale of lessons
Evidence and research about content and pedagogy

In every classroom, there are children who have difficulty with literary
practices. These children are usually referred to as struggling readers,
which are often children who are one or more years below their respective
year level (Seely Flint, Kitson, Lowe & Shaw, 2014). This is determined
through various informal and formal assessments such as NAPLAN,
teacher observations, anecdotal notes, etc. There are various factors in
which can heavily influence and impact on a students ability to be
successful in reading and writing, some of which that may have impacted
Ray is his cognitive processing and motivation.
Based on the vignette, it is evident that Ray has some difficulty with
comprehension and fluency however, Ray is very eager to be involved,
eager to please and eager to learn; he is highly motivated. (Seely Flint et
al., 2014) state cognitive processing difficulties influence the extent to
which a student understands a given text (p. 465) and so, they do not
understand that reading should make sense or that they should use their
prior knowledge and the context to determine what is coming next in the
text. The vignette mentions that Ray has difficulty in recalling what he has
just read, lacks understanding and rarely self-corrects. (Ruddell & Ruddell,
1994) believe that cognitive processing difficulties may be evident when
students are not able to initiate purpose, recognise meaning, sample
details, connect facts, select important sentences, predict, infer, make
connections, engage in self- correcting behaviours, and retain what is read
or written (as cited in Seely FIint et al., 2014, p. 465).
Motivation and the level of engagement play a significant role in how
struggling readers respond to literacy events and practices (Seely Flint et
al., 2014, p. 466). A students desire to learn is critical to their level of
motivation and this can be encouraged through meaningful involvement

with relevant and purposeful activities. We are able to use students

interests and strengths and be able to incorporate these into their reading
and writing. Providing students with the necessary skills to read and learn
is merely not enough. Students must also develop the intrinsic motivation
to learn and read. Referring back to the vignette, Ray seems like he is the
slightest bit extrinsically motivated as his strong desire to please becomes
apparent.
Based on the vignette about Ray as a reader and writer, we must take into
consideration the evidence of the research and findings beyond the
vignette when making decisions about lesson content and pedagogy. With
all this in mind, there are various strategies and activities that we, as a
teacher, can aim to implement within the classroom in order to cater for
Rays learning needs as well the learning needs of the other students
within the classroom.
There are various individual, small group and whole-class level strategies
that can be implemented in order to target Rays learning needs. Some of
these ideas and strategies include modelled and shared reading, which
will help guide Ray and the other students to writing tasks. Modelled
reading can be conducted as a whole-class, small group or one-on-one
activity. It consists of the teacher reading in a fluent and phrased manner,
modelling effective reading behaviours. The explicit planning of specific
reading behaviours for modelling may include leading students to make
predictions about the story, identifying familiar words and phrases,
recognising new words and phrases, fluency, phrasing and
comprehension.
Shared reading can also be conducted as a whole-class, small group or
one-on-one activity. It consists of involving students reading from an
enlarged text e.g. IWB, big books, sentence strips, etc in unison with the
teacher. (Seely Flint et al., 2014) believes that shared reading ensures
that comprehension is maintained. Any meaning that is lost throughout

the course of reading is restored when the teacher reads the next
sentence, paragraph or page.
Other ideas and/or strategies that teachers are able to implement into
their lessons are to focus on recording the main idea of the story and to
also be able to make appropriate predictions. The aim of lessons like these
is to teach students how to determine the main idea of a meaningful
section, to make predictions and then to evaluate such predications.

Lesson Plan Overview/s

Class: Year 4

Date: n/a

Time: Over a period of 5 lessons, can be sequential or nonsequential.

Key Learning Area: English

Lesson Topic: Modeled Reading, Shared Reading, Prediction Charts, Main Idea Records &

and Science

Independent Writing.

Recent Prior Experience:

Prior to such lessons and/or mini-lessons, Ray and the other students should have already experienced modelled and shared
reading on a one-on-one, small group and whole-class level. At this stage, Ray and the students should have experience in
exploring a variety of roles when interacting in pairs and groups, attending to different views and responding appropriately.
Students should be familiar with reading independently and integrating a range of skills and strategies efficiently when
reading, interpreting, analysing and evaluating texts and visual images. Students should begin to understand how to identify
literal information in texts and make inferences, integrating and linking ideas and asking questions to clarify understandings.
Students must also be familiar with creating well-structured imaginative, informative and persuasive texts.
Syllabus Outcome(s):

EN2: 4A: uses an

Indicators of Learning for this lesson:

Assessment:

By the end of these lessons, the students will:

Whole Class:

Read different types of texts by combining contextual,

increasing range of

semantic, grammatical and phonic knowledge using

skills, strategies and

text processing strategies for example: monitoring

knowledge to fluently

meaning, cross checking and reviewing (ACELY1679,

read, view and

ACELY1691).

comprehend a range of

texts on increasingly
challenging topics in
different media and

Level of students
engagement and
participation throughout
these lessons.

Use strategies to confirm predictions about author

Level of contribution.

intent in imaginative, information and persuasive texts.

Students ability to help

Summarise a paragraph and indicate the main idea,

key points or key arguments in imaginative,

one another.

technologies.

informative and persuasive texts.

Individual:
-

Type of contribution and

ideas they bring to these

Understand and apply knowledge of language forms

lessons.

EN2-2A: plans,

and features: plans, drafts and publishes imaginative,

composes and reviews a

persuasive and informative texts containing key

range of texts that are

information and supporting details (ACELY1682,

prediction chart, main

more demanding in

ACELY1694).

idea record, independent

Plan, compose and review texts

writing.

terms of topic, audience

Work samples:

and language.

Any safety issues to be

considered:

Resources:
-

No activity or lesson will affect

students physical safety.

Various texts for modelled and shared reading (narratives, informative, non-fiction,
fiction, etc)

Main Idea Record (Typed up- worksheet)

Prediction Chart (Typed up- worksheet)

Students creative writing books

The Rabbits John Marsden & Shaun Tan

Information Graphics: Animal Kingdom Simon Rogers

English writing books

Pencils/pens

Tables & chairs

MINI-LESSON SEQUENCE 1 Modelled Reading (The Rabbits John Marsden & Shaun Tan)
Lesson Content / Indicators
of Learning (What is
Taught):
INTRODUCTION

Postmodern Picturebook
Encourage Ray to make
predictions
about
the
book based on the front
and back cover (Title,
pictures, etc)

Timin Teaching Strategies / Learning

g
Experiences:
(How it is taught)

2-3
mins

Resources and Organisation:

T to sit Ray down and introduce the

mini lesson focus: Modelled reading
The Rabbits by John Marsden & Shaun
Tan.
T to ask Ray to make a few predictions
about the book and to write it down into
his English book.
T will encourage Ray to think about the
title and the illustrations on the front
and back cover.

T to start reading the book to Ray.

Making sure to read in a fluent and
phrased manner, modeling effective
reading behaviours.
Ray participates by listening and
watching.

T to ask Ray if he thinks his predictions

were correct/incorrect and why?

Quiet area tables & chairs

The Rabbits John Marsden
& Shaun Tan
English Book
Pencil/pens

DEVELOPMENT

T to model effective
reading behaviours
Focusing on predictions
and main ideas of the
book

10
15
mins

The Rabbits John Marsden

& Shaun Tan

CLOSURE

Refocusing
on
Rays
predictions and evaluate

English Book
Pencil/pens

them
Main ideas of the book

2-3
mins

T to ask Ray what he thinks the main

ideas of the book are.
Ray to write his answers into his English
book.

LESSON SEQUENCE 2 Main Idea Records

Lesson Content / Indicators

Timin Teaching Strategies / Learning

of Learning (What is

Taught):
INTRODUCTION

Main

Idea

Resources and Organisation:

Experiences:
(How it is taught)

Record

instructions

T to sit Ss down on the floor.

Ss seated down on the floor.

T to introduce the reading activity that

Main Idea Record (Typed up-

all the Ss will do during their reading

5 10
mins

worksheet)

groups.

Activity is called: Main Idea Record

will

explain/model

this

process

(worksheet) to Ss before they go off

into their reading groups to do it
themselves.
DEVELOPMENT

How

to

determine

the

will

direct Ss

to

their

allocated

Ss focus texts.

main idea of a meaningful

reading groups.

section

To make predictions

Evaluate predictions

10
15
mins

T will assign Ss to read a section of

Main Idea Record (Typed upworksheet)

their focus text in their readings groups.

Tables & chairs

T will direct Ss:

Ss are able to work on the

Identify who and what the selection

floor also if they wish.

is about.
-

Identify what is important about the

who and what.

-

Within

their

groups,

Ss

are

to

develop a main idea statement about the who

and what. Record it on their worksheet.
Students are to record the statement in their
Main Idea Record.
-

Skim the section for quotes that

confirm the main idea statement. Ss are to

share their quotes amongst each other.
CLOSURE

Summarise

the

key

elements on the activity.

Ss

to

draw

on

strategies they used.

the

T to regroup Ss back onto the floor.

T to ask Ss to share their findings from

5
mins

each group.

T will ask Ss what strategies did they

use to identify the main ideas of the
text.

Ss to be seated on the floor.

LESSON SEQUENCE 3 Prediction Chart

Lesson Content / Indicators

Timin Teaching Strategies / Learning

of Learning (What is

Experiences:

Taught):
INTRODUCTION

Prediction

Resources and Organisation:

(How it is taught)

Chart
5

instructions

T to gather Ss down on the floor.

Ss to be seated on the floor.

T to draw on previous lesson (Main Idea

Prediction Chart (Typed up-

mins

Record) and introduce the focus of this

worksheet)

lesson: Prediction Chart

T will explain what is expected of the Ss

and what this Prediction Chart is and
how they are going to use it in their
reading groups.

DEVELOPMENT

To

make

predictions

appropriate

T to direct Ss to their allocated reading

groups.

Prediction Chart (Typed upworksheet)

Evaluate predictions

Identify

quotes

15
which

support Ss predictions

mins

T to direct Ss:

To think back to the previous reading

of the allocated sections of their text.

-

Make predictions about what might

happen next based on this first reading of the

section.
-

Students should be able to provide

and

identify

quotes

to

support

their

predictions.
-

After reading the next section of the

text, students should refer back to their

predictions and evaluate them before making
new predictions.
-

Students record comments under

Evaluation.

T to encourage Ss to ask and respond

to the following:

Was my prediction correct? If not,

explain (under Evaluation) what really
happened in the text.
If my prediction was incorrect, were
there clues within the text that hinted at what
actually happened? List new clues (under
Evaluation).
CLOSURE

Pencil/pens

their

T to regroup Ss back onto the floor.

strategies in regards to

T to ask Ss to share their findings from

Ss

to

share

making predictions

What

helped

them

to

mins

going

to

Ss to be seated on the floor.

each group.

decide what they thought

was

T will ask Ss what strategies did they

use to make predictions about the text.

happen

next?

LESSON SEQUENCE 4: Shared Reading (Information Graphics: Animal Kingdom Simon Rogers)
Lesson Content / Indicators

Timin Teaching Strategies / Learning

of Learning (What is

Experiences:

Taught):

(mins

(How it is taught)

Note key skills, concepts and

Write detailed steps showing what the

values addressed in each

teacher (T) will do and what students (Ss) will

section. Link to your Indicators

do.

Resources and Organisation:

of Learning.
INTRODUCTION

Information book

Encourage

Ss

to

make

predictions in relation to
title

and

illustrations

T, Ss & Ray to place their chair into a

Circle of chairs

circle.

T & Ss are seated on a chair

T to introduce the shared reading text

for the lesson: Information Graphics:

each.

Information Graphics: Animal

(front and back cover)

2-3

Animal Kingdom Simon Rogers.

mins

will

encourage

the

Ss

to

Kingdom Simon Rogers.

make

predictions about this text and share it

amongst the group.

T will encourage Ss to think about the

title, the illustrations as well (on the
front and back cover).

T will ask Ss questions such as:

What do you think the title means?

What illustrations do you see?

What kind of book do you think this

is? A narrative? An information book? Nonfiction, fiction? Etc.

DEVELOPMENT

Any meaning that is lost

throughout the course of

15

reading is restored when

mins

T to begin the shared reading of the

novel by reading the first page.

T & Ss will take turns in reading a page

the T reads the next page.

each. This will continue until the text is

Shared reading enables Ss

finished.

to feel comfortable with

reading in a small group.

T will encourage Ss to share and

discuss

with

the

group

what

they

learned, liked, and disliked, and any

general thoughts they may have.

CLOSURE

Ss to identify the purpose

T to conclude the lesson by asking Ss to

of shared reading and how

share one final thought about the text,

it helps them with their

either what they liked, disliked, etc.

2-3

reading.

mins

T to ask Ss share their experience of

shared reading.

MINI-LESSON SEQUENCE 5: Independent Writing

Lesson Content / Indicators

Timin Teaching Strategies / Learning

of Learning (What is

Experiences:

Taught):
INTRODUCTION

(How it is taught)

T to introduce mini-lesson: independent

writing.

T to introduce this mini lesson as an

2-3

extra task, to be completed if all other

mins

work is finished. (Sort of like a reward).

T will explain to Ss what is expected of

Resources and Organisation:

them and the independent writing task.

Ss are to a compose a text of their

choice based on their interests for
example, a creative narrative piece, an
information report on animals (Ray),
etc.

DEVELOPMENT

10-15
mins

Ss to decide what type of text theyre

Ss to be engaged in quiet

going to write based on their current

independent writing at their

interest.

desk.

T will encourage Ss to think outside of

Ss to do their independent

the box and use this time wisely to

writing task in their English

create a well thought-out of piece of

writing books.

writing.

During this time, T will purposefully

roam around the classroom to ensure
all Ss are on task (whether it be another
activity or this independent writing
task).

T will be of assistance if need be.

To conclude this mini lesson, T will

CLOSURE

2-3

encourage Ss to share their writing with

mins

each other as well as with the T.

T will give Ss the opportunity to share

their written work with the class if they
choose to.

T will transition Ss into the next block.

Summary:
Outlining where these lessons might be useful for teaching in the
upper primary.
These lesson plans can used be in an upper primary setting as the level of
literacy is aimed at primarily stage 2-3 students. These lesson plans can
be taken and used in other classrooms and settings, as it is easily
adaptable to the students level of literacy. These lessons focus on
fluency and comprehension and struggling readers find it the most difficult
to understand both.

(Block, 2003) believe that when teachers provide appropriate scaffolding

to struggling readers and writers, they create a learning environment that
presents a challenge in a supportive contexts; provides security through
successful risk taking on a daily basis, and includes opportunities for
students to begin assuming responsibility for their learning (p. 480).
It is of extreme important for teachers to scaffold students learning as it
provides them with the individual support to help bridge the gap between
what a learner knows and can do with what a learner needs to know in
order to succeed (Seely Flint et al., 2014, p. 480). Scaffolding is often
what us teachers describe as the action that we take in order to provide
struggling students with support and guidance. Throughout these lessons,
scaffolding is evident as it provides students with opportunities to engage
in new tasks.

Appendix

Reference List
Seely Flint, A., Kitson, L., Lowe, K., & Shaw, K. (2014). Literacy in Australia:
Pedagogies for engagement. Milton, QLD: John Wiley & Sons Australia.
Vaughn Gross Center for Reading and Language Arts (formerly the University of
Texas Center for Reading and Language Arts). Effective Instruction for
Secondary Struggling Readers: Research-Based Practices. Austin: Texas
Education Agency, 2002.