The year 3 students this English unit of work on persuasive writing is aimed at is diverse in

age, academic ability, socio-culturally and writing developmental stages with the class size
of 29. The ages of the students vary from 8 to 9 years of age. This fact has been considered
when designing this unit of work as some students potentially could have spent 8 12
months extra in the schooling system, which may place them further along the academic
learning scale in comparison to students who have spent less time at school.
The cohorts ability levels consist of medium ability (18), lower ability (7) and high achieving
(4) students. The lower ability students are working at below year level and closer to a year
2 level in their reading, displaying lower level of sight words, word recognition phonemic
awareness and comprehension skills. Their writing is still ego centric and minimal and
students can spell some frequently used words accurately at times and can make some
connections within a text. They lack strategies to work through general classroom activities
on their own needing explicit teaching and scaffolding.
The high achieving students are working at a year 3 and beginning of the middle primary
writing stage with the ability to communicate ideas after a class discussion in a mix of
personal and impersonal writing. This in itself raises various issues in the successful delivery
of this unit surrounding equitable assessment, communicating clear assessment goals to
students, teacher marking time and assessment validity with Brady (2012) stating that Valid
and reliable assessment tasks will ensure that there is a solid foundation for the assessment
process.
There is a minority of students from differing cultural backgrounds including 4 Indigenous,
with 2 in the lower ability range, 1 ESL learners in the lower ability grouping also within the
classroom students come from varying family situations from single parent, living with care
givers, dual parents and foster care. The majority of students in this student cohort have
progressed through schooling at the same rate and have shared class teachers previously.
This lends to close group ties that will strengthen the collaborative approach in completing
the main learning objectives of this unit to develop their oral, reading and writing skills.

The main learning objectives for this unit are for students to develop and understanding of
the purpose, language features, text structure, audience and format of persuasive writing
thought a gradual release of responsibility model with links to the Australian Curriculum all
of which are in the unit outline.

Basic understanding of an exposition and its structure

Students to understand what an exposition is used for
Students understand that technical vocabulary is used to help shape argument
Students can distinguish emotive vocabulary and its uses in convincing the reader
Students can locate and give examples of points of views from persuasive texts
Students can make judgements on who text is written for (audience)

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Students will understand that the introduction of a persuasive text is to appeal to the reader
and grab their attention
Students understand the introduction also contains the writers view point or opinion and
stance on the topic
Through modelling, deconstruction and construction of introduction student will understand
what an introduction contains
Through modelling, deconstruction and construction of body student will understand the
body points are from most to least importance and in paragraphs
For students to understands to persuade the reader verbs , present tense and emotive
vocabulary can represent emotion, points of view and consolidate ideas
Students develop an understanding of sound letter relationships and knowledge of prefix
and suffixes
Students to use opinion , facts, statements in supporting their points of view when writing
the body of a persuasive argument
Students to utilize graphic organisers to compare/contrast opposing arguments in text
Students understand that conjunctions join sentence ideas and connectives links ideas from
different sentences
Students to understand that modality helps strengthen writers ideas and statements
Through modelling, deconstruction and construction of conclusion students will understand
that a conclusion is a summary of arguments and it reiterates the authors point of view
Students to understand the differences between homophones and that they can contain
dissimilar meanings. I.e. heard, herd, hear, here
Through modelling, deconstruction and construction of introduction, body and conclusions
students will learn to plan a draft and write a persuasive text taking into account purpose,

language features, text structure, audience and format based on their own
experiences.
Each of the objectives have been developed with the theme of exploring different persuasive texts
and stimuli giving the students a balanced view on persuasive text and formats. I have written the
objectives for this essay and only now included them into my unit plan as I have tried using a
different method of writing objectives so I can adjust my unit sequence and resources upon
reflection.

The unit of work was developed to appeal to the students sense of moral judgement by exploring
both sides of a persuasive argument surrounding the effect and use of environment resources. The
theme focuses on what impact our actions can have on the environment and the dilemma of
sustaining ourselves in order to survive and the lasting impact that our footprint can leave on the
environment and how different types of persuasive texts can convince us. Students will explore their
own thoughts and feelings on the use of natural resources. Is it ok to use environmental resources?
Should we care if they are renewable? Who does it effect? What are the outcomes of our use?
Should we be able to pollute? Should we care if it affect others? This theme will be explored through
a persuasive writing format that will look at persuasive adverts, narratives, and videos with differing
viewpoints and persuasive techniques.

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The text this unit utilizes range from YouTube adverts, posters and narratives. The YouTube advert is
from an oil company and it tries to persuade the watcher by using a sincere casually dress employee
of the company , who is talking with emotion and sincerity that they (the company) are committed
to funding, finding and developing renewable energy resources, combined with another person
alongside that being a trustworthy and intelligent teacher mentioning the exact same points, thus
trying to persuade the watcher that the company has the same ideas and focus on renewable energy
as teachers have and that that both agree. This video we can explore as class and highlight how the
advert is trying to persuade us that both the teacher and company man are in agreement in what
needs to happen right now but when you break down the video the teacher mentions renewable
energy resources of wind and solar however the company man only agrees on solar and mentions
bio fuels technologies which is a resource that needs to be manufactured. As a learning material we
can explore the use of technical, emotive vocabulary, passive, active voice, fact, opinion, text
structure and audience.
The resources, Should we pay for plastic bags?, My Favourite animal, The world best animal is are to
be used as a starting point for students to dissect, deconstruct, construct text into, body and
conclusion as well as using it as stimuli for developing further ideas for developing arguments on
either side for or against or differing opinions. These resources combined with the
introduction/body/conclusion worksheet will form part of the formative assessment on students
understanding of persuasive devices and text structure through teacher modelling.
The What you do in your garden resources is for the class to discuss the visual metaphors persuasive
texts can take and the impact it has in persuading the reader. This is to be used as an oral discussion
point in as an inclusive class activity. The class will be able with scaffolding to deconstruct/ construct
the text in info, body and conclusion while examining the language features.
The main text of focus for this unit is The Lorax written by Dr Seuss which is a story about issues of
environmental destruction and consumerism. This story gives students rich examples of language
features, text structure, audience, differing purposes and many areas to initiate oral discussions. The
story is able to create connections to the real world with scaffolding from the teacher has numerous
examples for explicit teaching in the deconstruction of text, finding prefix, suffixes, verbs, voice,
phonemes, homophones, conjunctions, connections, tense, text structures, facts and opinions. The
book has all the attributes needed as a source in the teaching of persuasive writing.
The idea of the above mentioned text resources being in contrasting forms from posters, videos,
narratives to expositions is so the students develop the understanding that persuasion can come in
various formats but still have one main goal, which is to persuade the reader or watcher.

Analyse and critically reflect on unit outline

The unit outline that I have created covers most areas of persuasive writing and is at a comparable
level for year 3 students but on reflection I believe it has many flaws and can be improved in many
areas.
After initially developing the unit of work then the lesson plan before writing this essay I believed my
unit of work was solid but not spectacular and the lesson plan to be not bad if I had to judge.
However upon writing this essay and progressing through each section I slowly realized how out of
tune my unit of work and lesson 1 was with the overarching theme of the unit. So as I wrote and
reflected I have change some of the stimuli material to co- inside with the overarching theme. The

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learning materials that had previously incorporated were not connected to the overarching
environmental theme. I now think the learning materials in lesson 1 are more suited but I may have
missed an opportunity to link the learning materials to other areas of the curriculum such as science
inquiry: Science involves making predictions and describing patterns and relationships (ACSHE050)
or Science knowledge helps people to understand the effect of their actions (ACSHE051) or in the
form of an geography or history investigation. I believe the main text chosen is suitable for the year
3 level with the significance of the environmental issues facing the students of today relevant. Giving
students ample time to explore and develop their persuasive stance as the culminating activity for
this unit, on reflection I believe the number of lessons and time allocated to develop deep
connection to each part of the unit is too short a time frame.
I think I have tried to cover too many elements in each lesson, which students would benefit if the
elements were spread over more lessons. Such as lesson 4 & 5 material could be covered over a 3
lesson period so I will have a better opportunity to teach for deeper understanding rather than just
pushing through the content in a surface approach, this will also benefit diverse students, giving
them time to grasp the concept and ideas presented through collaboration and teacher scaffolding.
Rushing through a program as a teacher does not provide an equal opportunity for diverse learners
and inhibits deep learning. Another issue that could impact on the delivery of this unit more from a
pedagogical perspective is the reading level and comprehension of some students.
Students who display a low ability in reading, comprehension and spelling potentially could face
difficulties throughout this unit. The opening lesson for this unit focus on different types of texts
from adverts which are visual in form to multimedia YouTube videos, written text in persuasive text
and narrative. I have adjusted the initial instruction sequence by including modelling, demonstrative
practices, sharing, and have involved student collaboration combined with guided practice and
teacher scaffolding when needed as to include the diversity of learners in the student cohort. I have
provided opportunities for myself and students to think aloud through each process in the lessons
from questioning, providing feedback.
The main focus text The Lorax may be too hard for some students to read and comprehend so a
strategy I have used is for the students to watch a narrated YouTube version which we will stop and
discuss as an inclusive activity. Other learning areas covered throughout this unit may be challenging
for some students but utilising the gradual release of responsibility pedagogical approach and
including a diverse range of resources such as multimedia should ensure that students will not be
left to their own devices until they can demonstrate through formative/summative opportunities
that they are ready for more responsibility in applying their understandings and skills independently.

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References
ACARA see Australian Curriculum Assessment and Reporting Authority

Australian Curriculum Assessment and Reporting Authority. (2014). Year 2: English. Retrieved from

http://www.australiancurriculum.edu.au/Year3

Brady, L., & Kennedy, K. (2012). Assessment and reporting: celebrating student achievement. (4th ed.,
p. 31-47). NSW: Pearson Australia.

Det.act.gov.au,. (2014). Literacy - Education and Training Directorate. Retrieved 28 April 2014, from
http://www.det.act.gov.au/teaching_and_learning/literacy_and_numeracy/literacy Fisher, D.
(2008). Effective Use of the Gradual Release of Responsibility Model (1st ed., pp. 1-4).

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Appendices
Unit Focus
Persuasive Writing

Unit Duration
Possibly 3x40 min lessons
per week for 4 weeks.

Year Level
3

Unit Overview
This unit of work on persuasive writing will utilise the book The Lorax as stimuli in developing
a deep understanding of the concepts involved in writing persuasively. The unit will focus on
verbs, tense, prefix, suffix, conjunctions, connectives, modality, passive voice, phonemes,
rhymes, homophones and exposition structure, combined with a class and student focus on
deconstruction, joint construction, and finally individual construction of persuasive writing
text. This unit will be taught using a gradual release of responsibility pedagogical model,
through modelling, sharing, guiding and independent writing.
The culminating activity of students work is to write a persuasive text either supporting the
Lorax or Once-lers view on utilising natural resources.

Learning Outcomes
Australian Curriculum English
Language
Examine how evaluative language can
be varied to be more or less forceful
(ACELA1477)
Understand how different types of texts
vary in use of language choices,
depending on their purpose and context
(for example, tense and types of
sentences) (ACELA1478)
Understand that paragraphs are a key
organisational feature of written texts
(ACELA1479)
Understand that verbs represent
different processes, for example doing,
thinking, saying, and relating and that
these processes are anchored in time
through tense (ACELA1482)
Learn extended and technical
vocabulary and ways of expressing
opinion including modal verbs and
adverbs (ACELA1484)
Understand how to use soundletter
relationships and knowledge of spelling
rules, compound words, prefixes,
suffixes, morphemes and less common
letter combinations, for example tion

Focus Questions

Cross Curricular priorities

Aboriginal & Torres Strait Islander histories
and culture
Asia & Australias engagement with Asia
Sustainability

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(ACELA1485)
Literature

Discuss texts in which characters,

events and settings are portrayed in
different ways, and speculate on the
authors reasons (ACELT1594)
Draw connections between personal
experiences and the worlds of texts,
and share responses with others
(ACELT1596)

General Capabilities
Literacy
Numeracy
ICT
Critical & creative thinking
Ethical behaviour
Personal & social competence
Intercultural understanding

Literacy

Identify the point of view in a text and

suggest alternative points of view
(ACELY1675)
Identify the audience and purpose of
imaginative, informative and persuasive
texts (ACELY1678)
Plan, draft and publish imaginative,
informative and persuasive texts
demonstrating increasing control over
text structures and language features
and selecting print,and multimodal
elements appropriate to the audience
and purpose (ACELY1682)
Write using joined letters that are clearly
formed and consistent in size
(ACELY1684)

Year 3 Achievement Standard

Receptive modes (listening, reading and viewing)
By the end of Year 3, students understand how content can be organised using
different text structures depending on the purpose of the text. They understand
how language features, images and vocabulary choices are used for different
effects.
They read texts that contain varied sentence structures, a range of punctuation
conventions, and images that provide additional information. They identify
literal and implied meaning connecting ideas in different parts of a text. They
select information, ideas and events in texts that relate to their own lives and to
other texts. They listen to others views and respond appropriately.

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Productive modes (speaking, writing and creating)

Students understand how language features are used to link and sequence
ideas. They understand how language can be used to express feelings and
opinions on topics. Their texts include writing and images to express and
develop in some detail experiences, events, information, ideas and characters.
Students create a range of texts for familiar and unfamiliar audiences. They
contribute actively to class and group discussions, asking questions, providing
useful feedback and making presentations. They demonstrate understanding of
grammar and choose vocabulary and punctuation appropriate to the purpose
and context of their writing. They use knowledge of sounds and high frequency
words to spell words accurately, checking their work for meaning. They write
using joined letters that are accurately formed and consistent in size.

Unit objectives

Basic understanding of an exposition and its structure

Students to understand what an exposition is used for

Students understand that technical vocabulary is used to help shape argument

Students can distinguish emotive vocabulary and its uses in convincing the reader

Students can locate and give examples of points of views from persuasive texts

Students can make judgements on who text is written for (audience)

Students will understand that the introduction of a persuasive text is to appeal to the reader
and grab their attention

Students understand the introduction also contains the writers view point or opinion and
stance on the topic

Through modelling, deconstruction and construction of introduction student will understand

what an introduction contains

Through modelling, deconstruction and construction of body student will understand the
body points are from most to least importance and in paragraphs

For students to understands to persuade the reader verbs , present tense and emotive
vocabulary can represent emotion, points of view and consolidate ideas

Students develop an understanding of sound letter relationships and knowledge of prefix and
suffixes

Students to use opinion , facts, statements in supporting their points of view when writing the
body of a persuasive argument

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Students to utilize graphic organisers to compare/contrast opposing arguments in text

Students understand that conjunctions join sentence ideas and connectives links ideas from
different sentences

Students to understand that modality helps strengthen writers ideas and statements

Through modelling, deconstruction and construction of conclusion students will understand

that a conclusion is a summary of arguments and it reiterates the authors point of view

Students to understand the differences between homophones and that they can contain
dissimilar meanings. I.e. heard, herd, hear, here

Through modelling, deconstruction and construction of introduction, body and conclusions

students will learn to plan a draft and write a persuasive text taking into account purpose,

language features, text structure, audience and format based on their own
experiences.

Unit Planning Template

Learning Experiences

Teaching Strategies
Intro into unit of work:
Persuasive writing

Learning Sequence 1
Exposition, what is it?

Learning Sequence 2
Text Orientation

Learning Sequence 3
Text Orientation

1. Read as a class The

Lorax
Purpose, generic
structure
Modelling write and
display example
Deconstruct text
group.
Look at other
persuasive texts
2. Class to focus on
language features
Focus on one side of
text

3. Class to focus on
language features

Adjustments for needs of

Learners
Utilize YouTube reading of
The Lorax on Interactive
white board:
Where appropriate, use
graphics to communicate and
support text
If appropriate read questions
or text to student
Use scaffolding to help
student reach next level ie a
list of web sites or printed
information to scaffold
research, research
scaffolding questions
If requested and appropriate,
offer to record oral responses
to questions

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Focus on both sides of

text
Discuss as class
different points of view
change according on
audience
Learning Sequence
4&5
persuasive writing :
Introduction

4& 5 Introduce
Introduction: Teacher
model, share, guide
using examples
As a class find and
discuss verbs, present
tense, prefix, suffix
,emotive vocabulary in
text
Jointly constructed &
deconstructed writing

Learning Sequence
6&7
Persuasive writing:
Body

Give feedback in a familiar

and comfortable setting
Identify strategies for
achieving competence in the
future
Use feedback as a learning
opportunity
applied learning and connect
to the Real World
Use of home language
Collaboration in learning
(sense of community)
Allow for indirect questioning

6& 7 Explore Body : 3

arguments
Teacher model, share,
guide using examples
Students joint construct
& deconstruct text
Use T graph to
compare/contrast ideas
Find and discuss
conjunctions,
connectives, modality,
passive voice in text

Learning Sequence
8&9
Persuasive writing:
Conclusion

8 & 9 Explore
conclusion: Teacher
model, share, guide using
examples
Students joint construct
& deconstruct text
Discuss phonemes,
rhymes, homophones,
voice and opinion in
supporting arguments
Hang the jointly
constructed text, intro,

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body, conclusion in
class for students to
use as format and
stimuli for persuasive
writing final task.

Learning Sequence
10
Plan construction

10 Explore plan: Modelling,

sharing, guiding,
independent

Learning Sequence
11
Individual construction

11 Students utilise plan to

construct persuasive
text.
Teacher to scaffold
students if needed
referring back to model,
share and guiding text
constructed.

Learning Sequence
12
Publish - share

12 Students publish and

share their text.

Culminating activity/presentation of student work

The culminating activity of students work is to

write a persuasive text to persuade the reader of
either the Lorax or Once-lers view on utilising
natural resources.

Resources
The Lorax YouTube:
http://www.youtube.com/w
atch?v=soRbNlPbHEo
The Lorax book (soft cover)

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Develop Assessment

Type of assessment
Formative.

Summative

What will be assessed

When it will be assessed

Lesson activities,
construction and
deconstruction.
Portfolios
Students
engagement/participation
levels in group discussion.
Students engagement and
participation levels in group
work
Students appropriateness of
questioning
Presentation /Summary of
findings/ Content knowledge

Formative assessment
will be conducted
throughout each lesson
focusing on students
engagement levels,
contribution to research
and content knowledge
via portfolio.

Peer assessment

Peer assessment will be

conducted alongside
teacher summative
assessment on the final
task. Marking criteria will
be in the form of
assessment rubric.

Assessment for students with special education needs:

Modification of the assessment process

Modification of assessment activities (Fewer questions to be asked, use
simpler language,)
Different response design ( Dot point reporting, graphic presentation)
The ongoing assessment of this unit of work is to guide students learning
experiences as the bases for students progression through the learning
sequences, culminating in the students informed presentation.

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Persuasive Writing:
Lesson Plan One
Lesson
Information
Unit Topic

Lesson One

Band and year

Lower Primary year 3

Strand

English

Students

29

Persuasive Writing: The Lorax

CURRICULUM CONNECTIONS AND OUTCOMES:

Curriculum Connections
English

Curriculum outcomes

Identify the audience and purpose of

imaginative, informative and persuasive texts
(ACELY1678)

Plan, draft and publish imaginative,

informative and persuasive texts demonstrating
increasing control over text structures and language
features and selecting print, and multimodal
elements appropriate to the audience and purpose
(ACELY1682)

Write using joined letters that are clearly

formed and consistent in size (ACELY1684)

Lesson Overview
This lesson focus is on developing students awareness of an exposition and its structure
through the reading of the stimulis book The Lorax and teacher modelled examples using
sampled text.

Start by explaining an exposition

Discuss the basic structure (Introduction, body, conclusion)
Model and display examples (My favourite animal and The worlds best animal is)
Look for more examples from local newspaper
Students to cut up MY Favourite animal exposition and place under the heading
Introduction, body and conclusion.
Students write a few points describing the stance of the exposition

Outcomes

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Students will have an understanding of an expositions basic structure. That of

introduction, body and conclusion
Students will have an understanding of what an exposition is used for
Students will understand that the introduction of a persuasive text is to appeal to the
reader and grab their attention
Students can locate the writers view point or opinion and stance on the topic in the
introduction

LESSON STRUCTURE:
Topics

Teaching Questions/activity/Actions
Method

Introduction

Explaining

Describe classroom expectations, rules and

standards (Classroom management) See
attached sheet
Give students and overview of the lesson. Focus
on learning about persuasive writing and purpose

Collaborative

Accessing Prior Knowledge using KWL chart

http://www.teachnology.com/worksheets/graphic/kwl/

Activity

Modelling

Teacher discusses what an exposition is, what it

looks like in text and the intended audience.
Discuss the basic structure and highlight for
students on Interactive white board(IWB) Use My
Favourite animal and exposition resource

Activity

Collaborative

As a class discuss and explore We Agree

YouTube video and what ends up in your garden.
Make sure to think aloud when discussing,
planning and developing ideas. Tease out and
table students ideas.

As a class with teacher scribing and scaffolding

have class develop a persuasive argument for
and against: Should we pay for plastic bags?,
utilizing the correct persuasive format discussed
and modelled earlier, using a T graph.

Have students dissect the collaborate persuasive

text constructed and The world best animal is
text, into introduction , body and conclusion
Paste into resource document
Introduction/body/conclusion (Summative ass)

Guiding

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Activity

Collaborative

Activity

Individual

Activity
Extension
Conclusion

Individual

Homework

Student to write a few points describing the

purpose of the piece.
As a class students will sit on floor
Before teacher reads the book The Lorax class to
discuss and activate prior knowledge of the
book. Who has read it, who has seen the movie,
audience?
Teacher to read the text with students focusing
on intro, body and conclusion
Students to be mindful of audience and
persuasion with the teacher pausing,
discussing(scaffolding) and reviewing for student
comprehension

Students to re-read book themselves noting any

new connections within the story.
Diverse learns can access the narrated storybook
online The Lorax (EBook )
(http://www.youtube.com/watch?v=soRbNlPbHEo)
Start to reread book individually
Revisit outcomes with informal discussion and
clarify any misconceptions or further questions
as a class. Remind students to complete reading
and or video for homework

Students are to reread book or watch video

taking note of the contrasting sides within the
story.

ASSESSMENT:
Summative
Assessment

Activity sheets will be added to working persuasive writing portfolio

- Teacher to check the student understands the structure of an
exposition(Introduction, body, conclusion) and purpose

Participation

Teacher to note students participation and engagement levels

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Formative
Assessment

Gather evidence of student learning, idea depth, progression and

provide feedback during lesson.
Activity sheets will be used to form a formative assessment of
students connection to content

Resources

Butchers Paper
Whiteboard
Rulers
Interactive whiteboard
Pencils
Erasers
Activity sheets

Safety

General Classroom OH&S

Watch for cords on ground from electrical equipment
Locate any tripping hazard and remove
Make sure sharp objects ie scissors or Stanley knives are put away in cupboard
Make sure students seating arrangements are appropriate ie no one seated behind
doors

Notes

Pedagogical approached used will be a student centred approach with the teacher
scaffolding class and individual students where needed.
The classroom will be an inclusive environment with all students to feel safe and
valued in participating in all classroom activities.

CLASSROOM MANAGEMENT:

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Topics

Teaching
Method

Introduction
Of acceptable
behavior

Explaining

Actions

I expect you all to listen without talking

while I am talking or a student is asking
or answering a question, please show
them the respect they deserve to be
heard
Not to distract others, they have the right
to learn
If you have a question raise your and I will
respond to you when I can
Lastly by showing me that you can
respect others it shows me that you have
respect for yourself.

REFLECTION:
Topics

Teaching
Method

Actions

See Attached reflection sheet to fill in

post lesson

Resources:

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We Agree: Oil Companies Should Support Renewable Energy video:

http://www.youtube.com/watch?v=ujR9K0cFNBE

The Lorax (EBook)

http://www.youtube.com/watch?v=soRbNlPbHEo

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Introduction/body/conclusion

Introduction:
________________________________________________________________
________________________________________________________________
________________________________________________________________

Body:
________________________________________________________________
________________________________________________________________
________________________________________________________________

Conclusion:
________________________________________________________________
________________________________________________________________
________________________________________________________________
Cordy__J_S206946_ELA300 _ Assignment 3
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References:
Chevron. (2010, October 15) We Agree: Oil Companies Should Support Renewable
Energy [Video file]. Retrieved from http://www.youtube.com/watch?v=ujR9K0cFNBE
My Favourite Animal. (2011) (1st ed., p. 1). Retrieved from
http://www.qsa.qld.edu.au/downloads/p_10/naplan_lit_sample_favouriteanimal.pdf
NSW Government Education & Communities,. (2011). What you do in your garden ends
up in our waterways. Retrieved from http://www.schools.nsw.edu.au/learning/712assessments/naplan/teachstrategies/yr2011/index.php?id=literacy/reading/lr_cold/lr_c
old_s4b_11
The worlds best animal is. (2011) (1st ed., p. 1). Retrieved from
http://www.qsa.qld.edu.au/downloads/early_middle/naplan_lit_sample_bestanimal.pdf
Rasaviharii. (2011, November 11) The Lorax (ebook) [Video file]. Retrieved from
http://www.youtube.com/watch?v=soRbNlPbHEo
Schools.nsw.edu.au,. (2011). NAPLAN 2011 Teaching Strategies. Retrieved 2 June 2014,
from http://www.schools.nsw.edu.au/learning/712assessments/naplan/teachstrategies/yr2011/index.php?id=literacy/reading/lr_evld/lr_e
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