EDLA 369 Literacy Education 2_2016 Ashley Shanks S00164983

Assessment 3

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

RATIONALE
This sequence of five lesson plans explores the 1918 chapter of My Place by Rawlins and Wheatley. This chapter being set in 1918 gives the
reader a sense of what it was like to live through the War as well as the devastating aftermath on families who had soldiers never returning home.
The following series of five lesson plans uses an information narrative to develop the students ability to create the orientation part of the structure
with a closer focus put on the descriptive language used as well as writing in first person tense.

LESSON PLANNING

Literacy Unit learning intentions

In this unit we are learning to ... Develop our understanding of descriptive words and writing in first person in an information narrative

Learning behaviours
I need to ... Ensure that the students work efficiently both independently and in groups as they work towards understanding the set text and
conducting their own research to begin writing their narrative.

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LESSON 1 198 words

Learning Structure Resources Assessment Criteria

Intentions and Success Criteria
We are learning WHOLE CLASS FOCUS: Wheatley, N. & Rawlins, D. Assessment Type
to identify and Building topic knowledge on the use of descriptive language (1987). My Place: 1918. VIC, -Observational notes on
use descriptive to enhance the meaning of a text. Australia: Collins Dove children during the
language Publishers. picture chat and
TASK: modelled reading
-Picture chat on chapter 1918
-Interactive read aloud of the chapter use prompting Success criteria for
question whole class
Language
-Discussion on descriptive language and how its used to I am doing well if I
features of this
create more vivid images of chapter 1918 Can write 3
text type
-Students choose 1 character from chapter 1918 and write sentences using
examined in this
3 sentences using descriptive language to discuss how they descriptive language
lesson:
would be feeling at that point in time (appendix 1A list of
Descriptive
descriptive words to assist students)
language
DIFFERENTIATION STRATEGY:
-The students are given 3 sentences that have already
been written and they are to find and highlight the
descriptive words within the text (appendix 1B)

OUTCOMES REQUIRED
-Understanding of descriptive words
-Being able to outline where descriptive words are within a
written text

INSTRUCTIONAL STRATEGY/IES CHOSEN: 4 - PROMPTING QUESTIONS:

Interactive read aloud teacher to stop at certain parts to discuss meaning Looking at the images in this chapter, what do you
with students think is happening?
What descriptive words can you see in this text?
Do you think there is a better word you can use to
describe this?
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LESSON TWO 215 words

Learning Structure Resources Assessment Criteria

Intentions and Success Criteria
We are learning WHOLE CLASS FOCUS: Wheatley, N. & Rawlins, D. Assessment Type
to understand Building text knowledge and modelling the genre (1987). My Place: 1918. VIC, Ask students to give you
the structure of an Australia: Collins Dove a score out of 5 about
information TASK: Publishers. how much they
narrative -Shared reading with partner of chapter 1918 remember on narratives
-Introduce information narrative and topic (students write on mini
-Show example of information narrative and deconstruct whiteboards and hold
layout, sequence and organisation of the text above their head)
Language
-Give students an information narrative getting them to
features of this
highlight the parts e.g. orientation, complication and Success criteria for
text type
descriptive language whole class
examined in this
-Students work in pairs, try replace any descriptive words I am doing well if I Can
lesson:
with those better suited (Appendix 2A) identify the parts of a
Descriptive
narrative and descriptive
language
DIFFERENTIATION STRATEGY: words used
-Students use listening post to read story
-Students work in pairs and given a shorter narrative where
they are to find and highlight descriptive words used.

OUTCOMES REQUIRED:
-Explain how a narrative is constructed
-Identify descriptive words within a narrative
-Replacing a word with a better descriptive word

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Assessment 3

INSTRUCTIONAL STRATEGY/IES CHOSEN PROMPTING QUESTIONS:

Shared reading students pair up and read through the chapter together Can anyone tell me what they think an information
narrative might look like?
What descriptive words can you identify in this piece
of text?
Can you think of a better descriptive word you can use
in that sentence?

LESSON THREE 226 words

Learning Structure Resources Assessment Criteria

Intentions and Success Criteria
We are learning WHOLE CLASS FOCUS: Wheatley, N. & Rawlins, D. Assessment Type
to write using Guided activities to develop vocabulary and text knowledge (1987). My Place: 1918. VIC, 3-2-1 (Appendix 3D)
first person Australia: Collins Dove
TASK: Publishers. Success criteria for
-Picture chat on map in chapter 1918 whole class
-Introduce use of first person when writing a narrative, give I am doing well if I can
examples on worksheet (appendix 3A) understand how to write
-Model orientation of narrative ensuring its written in first in first person
Language
features of this person (and descriptive language) (appendix 3B)
text type -Students to research a War Veteran as a basis for their
examined in this narrative they will be writing (appendix 3C)
lesson: -Students also access My Place website where they can
First person use the videos in 1918 Bertie to inform their research
tense further

DIFFERENTIATION STRATEGY:
-Students work in pairs, given the name of a War Veteran
and a print out of information about them, students to depict
important information for basis of their narrative

OUTCOMES REQUIRED:
-Explain what it means to write in first person
-Identify in a narrative where its evident it has been written
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in first person
- Able to identify what a War Veteran is then research one

INSTRUCTIONAL STRATEGY/IES CHOSEN PROMPTING QUESTIONS:

Picture chat on the map in chapter 1918 gaining more information to how Can anyone tell me what it means to write in first
life was during the War person?
Can you tell me how it is evident this narrative has
been written in first person?
What does War Veteran mean?

LESSON FOUR 190 words

Learning Structure Resources Assessment Criteria

Intentions and Success Criteria
We are learning WHOLE CLASS FOCUS: Wheatley, N. & Rawlins, D. Assessment Type
to Write the Joint construction of text (1987). My Place: 1918. VIC, Exit slips (appendix 4A)
orientation of a Australia: Collins Dove
narrative using first TASK: Publishers. Success criteria for
person and -Shared reading of chapter 1918 with partner whole class
descriptive -Model on board the orientation of an information narrative I am doing well if I
language using students ideas of using first person and descriptive can understand how to
language write the orientation of a
Language
-Students to continue research to gather final information on narrative using first
features of this
their War Veteran person and descriptive
text type
-In pairs students read their findings to one another language.
examined in this
lesson:
DIFFERENTIATION STRATEGY:
First person
-Students to watch the videos of 1918 Bertie on the My
tense and
Place website to gain any extra information to use in their
descriptive
narrative
language
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OUTCOMES REQUIRED:
-Offer ideas on how to begin a narrative
-Give suggestions on how first person is incorporated in an
information narrative
-Assist including descriptive language into an information
narrative
INSTRUCTIONAL STRATEGY/IES CHOSEN PROMPTING QUESTIONS:
Shared reading of chapter 1918 with a partner Who can give me an idea of how to begin the
narrative?
How have you included first person in the writing?
Can anyone suggest how to incorporate descriptive
language?

LESSON FIVE 171 words

Learning Structure Resources Assessment Criteria

Intentions and Success Criteria
We are learning WHOLE CLASS FOCUS: Wheatley, N. & Rawlins, D. Assessment Type
to Write the Independent construction of text (1987). My Place: 1918. VIC, Finished Narrative
orientation of an Australia: Collins Dove (Appendix 5A)
information TASK: Publishers.
narrative -Revise first person, descriptive language, and orientation Success criteria for
of narrative whole class
-Students re-read over chapter 1918 I am doing well if I

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Assessment 3

Language -Students look over their notes taken on their researched Can write an orientation
features of this War Veteran and begin to write their own orientation of an of an information
text type information narrative on chosen Veteran narrative based on a
examined in this War Veteran
lesson: DIFFERENTIATION STRATEGY:
Descriptive -Students to present their findings in same pairs orally to
language, first the teacher instead of writing an information narrative
person tense
OUTCOMES REQUIRED:
-Recall what first person and descriptive language is
-Understand structure of orientation of narrative
-Students own finished orientation of an information
narrative including descriptive language and first person

INSTRUCTIONAL STRATEGY/IES CHOSEN PROMPTING QUESTIONS:

Independent reading of the chapter 1918 students re-read before they Who can remind me of what writing in first person and
begin writing to focus them in on the topic descriptive language is?
What does the orientation of a narrative look like?

JUSTIFICATION
Evidence of your reading of research for your instruction strategies:

Instructional strategies are a method you use in teaching in order to facilitate the students learning through engaging them in the topic, activating
their curiosity of the topic and aiming to keep them on task (Jonassen, Grabinger & Harris, 1991).
It has been proven by research that the most valuable read-alouds are those where the teacher is not simply just reading the book and the students
sit there listening, however they should involve having the students actively involved in the reading process by either answering questions or making

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Assessment 3

predictions about the text (Dickinson, 2011 as cited in, Mcgee & Schickedanz, 2007). This made it essential that when including a read aloud in
Lesson 1, that it involved more than just reading the book to the students but also involving the prompting questions in order to get them to be
thinking about what was being read and being able to answer those questions efficiently.
Another way to help boost a students understanding of the book they are reading is to allow them the opportunity to participate in shared-reading.
As students participate in shared-reading lessons, it helps toward giving them positive social interactions; they begin to increase their vocabulary, as
well as expanding their reading comprehension skills all of which are not generally achieved when the students are left to read alone (Kesler, 2010).
Including shared-reading practices in the sequence of lessons was essential as the students were to use the text as well as further research in order
to create an information narrative, hence the importance of gaining a thorough understanding of the topic to be able to produce a well thought out
and understood piece of writing at the conclusion of lesson 5.

Explain what you understand about the needs of this grade level:

As students reach level 5, their English skills thus far involve the students being able to read texts for their own enjoyment, they are familiar with text
structures that include things such as chapters, headings, indexes and tables of contents as well as having gained the ability to produce a range of
different text types which include narratives, procedures, performances, reports, reviews, explanations and discussions (Victorian Curriculum and
Assessment Authority [VCAA], 2016).
In order for students to successfully complete level 5 and move forward to level 6, there are many areas that need to be covered first. Text structure
and organisation is one area to be covered, where the students begin to familiarise themselves with the stages and features that are involved in the
different text types such as: narrative, procedure, explanation, informative and discussion texts (Victorian Curriculum and Assessment Authority
[VCAA], 2016).
This series of lesson plans covers the teaching of the text type information narratives, where the students learnt what they are, how they are
structured, as well as the language features they include.
Literature and content is another area that needs to be covered for students to be successful in level 5. In this area students need to be able to
identify the diversity of peoples experiences within different cultural groups looking at things such as the differences in their lifestyles and settings
(Victorian Curriculum and Assessment Authority [VCAA], 2016). Exploring the text My Place in this series of lessons covers this area as the
students are exposed to how life was like at the same one place starting from 1788-1988, as they explore the different lifestyles and cultural

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Assessment 3

differences (My Place, 1987).

Another area to be covered in level 5 is expressing and developing ideas. In this area students learn how to use vocabulary to prompt a greater
expression for the meaning of a word (Victorian Curriculum and Assessment Authority [VCAA], 2016). As students were learning how to write an
information narrative in this series of lessons, part of this learning involved learning about the language features of this text type.

How are you supporting the development of oral and written language?

Throughout this sequence of 5 lessons, the Curriculum Cycle has been used in order to help support the students development of oral and written
language (Gibbons 2002). The Curriculum Cycle is made of up of stages where each of these has a particular purpose for teaching (Gibbons,
2002).
Stage one involves building topic knowledge where quite obviously the focus is primarily on the content of the topic you are focusing on. Gibbons
(2002), describes this stage as involving a general need for open communication as well as reading, writing and speaking.
Stage two involves building text knowledge/modelling the genre (Gibbons, 2002). In lesson two of the sequence of lessons, the teacher orally
rehearses the narrative and associated language features to the students before she even considers setting them to write their own.
Stage three involves guided activities to develop vocabulary and text knowledge where teachers introduce the vocabulary that is to be used in the
text (Gibbons 2002). Lesson three in the sequence of lessons involved introducing to the students the use of writing in third person when writing an
information narrative..
Stage four is the joint construction of text, in lesson four, the teacher modelled the narrative on the board however was guided by the students
ideas. Not only does this support the students oral language skills but also helps them improving their ability to write a narrative piece.
Lastly, stage five is the independent construction of the text, where the students begin to write their narratives based on everything they have learnt
previously. In this stage students use their knowledge of the topic and their understanding of the text type and are able to create their own written
piece (Gibbons, 2002).
Throughout the sequence of five lessons, it was also important to include the gradual release of responsibility framework so that by the end of the
lessons the students had become competent, independent learners (Fisher & Frey, 2008 p.2). This framework is based on the teacher having full
responsibility, to joint responsibility of teacher and learner to finally independent responsibility of the learner (Fisher & Frey, 2008). The basis for the
sequence of lessons provided, was aimed towards using the Gradual Release of Responsibility Framework and the Curriculum Cycle in order to

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Assessment 3

facilitate an environment where students are building on their oracy and writing skills in order to become the best readers and writers that they can
be.

Evidence of your understanding of differentiation and EALD issues and how they are reflected in your plans:

Each classroom you visit will have a diversity of students, such as those coming from a variety of sociocultural backgrounds, EALD students as well
as students who may be at the expected level, above the expected level or even below the expected standard, each of which have varying needs
(Wing Jan, 2015). As a teacher you need to be providing these students with differentiated teaching that caters for each learner (Wing Jan, 2015,
p.20).
There are two ways that you can group these students to ensure that you are meeting each specific need of the students. One is homogenous
groups that refer to putting students in a group together who all have similar literacy needs (Wing Jan, 2015). The second is mixed ability groups,
which involves grouping together students of diverse abilities in order for them to be able to bounce ideas and learning off of each other (Wing Jan,
2015), each of the students in these groups brings about something different that they are able to share with each other and further develop their
learning.
Throughout this sequence of lessons, 5 differentiated activities have been included to provide each individual student with a meaningful learning
experience. The use of homogenous groups was in particular a focus, as students of like literacy needs were able to work alongside each other to
support one another in the creation of their narrative. When providing a differentiated strategy for the diverse learners in the classroom it was
important to be changing only either the input or the output of the activity to suit their needs, not both of them. For example in lesson one the task
for the whole class was to create 3 sentences and use descriptive words within them, however the differentiated strategy was to change the input
where students were given the sentences already written and they were to highlight the descriptive words they could find within them.

WORD COUNT TOTAL:

Rational: 94 words
Lessons: 1000 words
Justification: 1346 words

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APPENDICES:

Appendix 1A: List of descriptive words basic ble blind bouncy broken bustling dangero deep ng dim dreary ht
students may wish to use to help them write beautif bite-sized blissful bountif bronze busy us defensele dense dimpled dirty drab
ul bitter blond ul brown buttery dapper ss dental dimwitte disguis drafty
their sentences. (EALD students have their belate black blue bowed bruised buzzing daring defensive dependa d ed dramati
own copies in their desk). d blushin darling defiant ble direct dishone c
belove g dark deficient depende disastro st dreary
d dazzling definite nt us dismal droopy
A
dead definitive descriptiv discrete distant dry
deadly delayed e disfigur distinct dual
deafenin delectabl deserted ed distorte dull
abandone active aggress amazin anxious attache
C g e detailed disgusti d dutiful
d actual ive g any d
dear delicious determin ng dizzy
able adept agile ambitio apprehen attentiv
dearest ed disloyal dopey
absolute admirabl agitated us sive e
calculat chea cloudy complex coordina critical devoted dismal
adorable e agonizi ample appropriat attractiv
ing p clueless complica ted crooked different
adventuro admired ng amuse e e
calm cheer clumsy ted corny crowded
us adolesc agreea d apt austere
candid ful cluttered compose corrupt cruel
academic ent ble amusin arctic authent
canine cheer coarse d costly crushing E
acceptabl adorable ajar g arid ic
capital y cold concerne courage cuddly
e adored alarmed anchor aromatic authori
carefre chief colorful d ous cultivated
acclaimed advance alarmin ed artistic zed
e chilly colorless concrete courteou cultured each elaborate embellis enrage even excited
accomplis d g ancient ashamed automa
careful chub colossal confused s cumbers eager elastic hed d evergre exciting
hed afraid alert angelic assured tic
careles by comfortabl consciou crafty ome earnes elated eminent entire en exotic
accurate affection alienate angry astonishin avaricio
s circul e s crazy curly t elderly emotiona envious everlasti expensiv
aching ate d anguis g us
caring ar common consider creamy curvy early electric l equal ng e
acidic aged alive hed athletic averag
cautiou classi compassio ate creative cute easy elegant empty equator every experien
acrobatic aggravat all animat e
s c nate constant creepy cylindrica easy- elementar enchante ial evil ced
ing altruisti ed aware
cavern clean competent content criminal l going y d essenti exalted expert
c annual aweso
ous clear complete conventi crisp ecstati elliptical enchanti al excellen extraneo
another me
celebra clear- onal c embarras ng esteem t us
antique awful
ted cut cooked edible sed energetic ed exempla extrovert
awkwar
charmi cleve cool educat enlighten ethical ry ed
d
ng r cooperati ed ed euphori exhaust extra-
close ve enormou c ed large
close s excitabl extra-
d e small
B

F
babyis beneficial black- bogus brave bubbly
D
h better and- boiling breakab bulky
bad best white bold le bumpy
fabulou fast filthy flimsy forthright frilly
back bewitched bland bony brief buoyant
damage decent delightful difficult distant doting s fat fine flippant fortunate frizzy
baggy big blank boring bright burdenso
d decimal delirious digital downrig double failing fatal finished flowery fragrant frivolous
bare big-hearted blaring bossy brilliant me
damp decisive demandi diligent ht downrig faint fatherly firm fluffy frail front
barren biodegrada bleak both brisk burly

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Assessment 3

fair favorabl first fluid frank frosty lame lazy lighthearte little long- low
I
faithful e firsthand flustere frayed frozen lanky leading d live term loyal
fake favorite fitting d free frugal large lean likable lively loose lucky
false fearful fixed focused French fruitful last leafy likely livid lopside lumberin
icky ill-fated impeccabl impure infatuat intellige
familiar fearless flaky fond fresh full lastin left limited loathsom d g
icy ill- e inborn ed nt
famous feisty flamboya foolhard frequent fumbling g legal limp e lost luminous
ideal informe impartial incompara inferior intent
fancy feline nt y friendly function late legitimat limping lone loud lumpy
ideali d imperfect ble infinite intention
fantasti female flashy foolish frightene al lavish e linear lonely lovable lustrous
stic illiterate imperturb incompati informal al
c feminin flat forceful d funny lawful light lined long lovely luxurious
identi illustriou able ble innocent interesti
far e flawed forked frightenin fussy liquid loving
cal s impish incomplet insecure ng
farawa few flawless formal g fuzzy
idle imaginar impolite e insidiou internal
y fickle flickering forsake frigid
idiotic y important inconsequ s internati
far- n
idoliz imaginat impossibl ential insignifi onal
flung M
ed ive e incredible cant intrepid
far-off
ignor immacul impractica indelible insistent ironclad
ant ate l inexperien instructi irrespon
mad masculi medium milky modern mountain
ill immateri impressio ced ve sible
made-up ne meek mindles modest ous
illegal al nable indolent insubsta irritating
G magnific massiv mellow s moist muddy
immedia impressiv infamous ntial itchy
ent e melodic miniatu monstrou muffled
te e infantile
majestic mature memora re s multicolor
immens improbabl
gargantu gifted gloomy graciou gregario growing major meager ble minor monthly ed
e e
an giving glorious s us growling male mealy menacin minty monume mundane
impassi
gaseous glamoro glossy grand grim grown mammot mean g misera ntal murky
oned
general us glum grandio grimy grubby h measly merry ble moral mushy
generous glaring golden se gripping grueso married meaty messy miserly mortified musty
gentle glass good granular grizzled me marvelo medical metallic misguid motherly muted
genuine gleamin good- grateful gross grumpy us medioc mild ed motionle mysteriou
J
giant g natured grave grotesqu guilty re misty ss s
giddy gleeful gorgeo gray e gullible mixed
gigantic glistenin us great grouchy gummy
jaded jaunty joint joyful judicious junior
g graceful greedy grounde
jagged jealous jolly joyous juicy jumpy
glittering green d
jam-packed jittery jovial jubilant jumbo juvenile
N

H naive nautical negative next nocturn noteworth

K
narrow near neglected nice al y
nasty neat negligible nifty noisy novel
hairy hard-to- healthy hidden honest humble natural necessar neighborin nimbl nonstop noxious
kaleidoscop key kindhearte klutzy knotty know
half find heartfel hideou honorabl humiliatin naught y g e normal numb
ic kin d knobb knowledgeab n
handma harmful t s e g y needy nervous nippy notable nutritious
keen d kindly y le kooky
de harmless hearty high honored humming new noted nutty
knowing koshe
handso harmonio heaven high- hopeful humongo
r
me us ly level horrible us
handy harsh heavy hilario hospitab hungry
happy hasty hefty us le hurtful O
happy- hateful helpful hoarse hot husky
L
go-lucky haunting helples hollow huge
hard s homel obedient odd old- orange original outrageou
y obese oddball fashione orderly other s

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oblong offbeat d organi our outstandin radiant ready reliable repulsiv roaste royal y sympath
oily offensiv only c outlying g ragged real relieved e d rubbery snoop etic
oblong e open ornate outgoing oval rapid realistic remarkabl revolvin robust rundow y
obvious official optimal ornery outlandis overcooke rare reasonab e g rosy n
occasion old optimisti ordinar h d rash le remorsefu rewardin rotatin ruddy
al c y overdue raw red l g g rude
opulent overjoyed recent reflecting remote rich rotten runny T
overlooke reckless regal repentant rigid rough rural
d rectangul regular required right round rusty
ar respectful ringed rowdy tall temptin thick thrifty tough trivial
responsib ripe talkativ g thin thundero traumatic troubled
le e tender third us treasured true
P tame tense thirsty tidy tremendo trusting
tan tepid this tight us trustwort
tangibl terrible thorough timely tragic hy
palatable periodic plaintiv poor pretty profus S e terrific thorny tinted trained trusty
pale perky e popular precious e tart testy those tiny tremendo truthful
paltry personal plastic portly previous proper tasty thankfu thoughtf tired us tubby
parallel pertinent playful posh pricey proud sad separate silly sociable square stupendo tattere l ul torn triangular turbulent
parched pesky pleasa positive prickly pruden safe serene silver soft squeaky us d that threadba total tricky twin
partial pessimist nt possible primary t salty serious similar soggy squiggly stupid taut these re trifling
passiona ic please potable prime punctu same serpenti simple solid stable sturdy tediou trim
te petty d powerful pristine al sandy ne simplis some staid stylish s
past phony pleasin powerles private punge sane several tic spherical stained subdued teemin
pastel physical g s prize nt sarcastic severe sinful sophistica stale submissi g
peaceful piercing plump practical probable puny sardonic shabby single ted standar ve
peppery pink plush precious producti pure satisfied shadowy sizzlin sore d substanti
perfect pitiful polishe present ve purple scaly shady g sorrowful starchy al
perfumed plain d prestigio profitabl pushy scarce shallow skelet soulful stark subtle U
polite us e putrid scared shamefu al soupy starry suburban
political puzzle scary l skinny sour steep sudden
pointed d scented shamele sleepy Spanish sticky sugary ugly uneven united unripe untrue uprig
pointles puzzlin scholarly ss slight sparkling stiff sunny ultimate unfinishe unkempt unruly unused ht
s g scientific sharp slim sparse stimulati super unaccepta d unknow unselfi unusual upset
poised scornful shimmer slimy specific ng superb ble unfit n sh unwelco urban
scratchy ing slipper spectacul stingy superfici unaware unfolded unlawful unsight me usabl
scrawny shiny y ar stormy al uncomforta unfortuna unlined ly unwieldy e
second shocked slow speedy straight superior ble te unlucky unstea unwilling used
Q seconda shocking slushy spicy strange supportiv uncommon unhappy unnatura dy unwitting useful
ry shoddy small spiffy steel e unconsciou unhealth l unsung unwritten usele
second- short smart spirited strict sure- s y unpleas untidy upbeat ss
quaint quarrelso queasy questiona quick- quirky hand short- smogg spiteful strident footed understate uniform ant untimel utilize
qualifi me querulo ble witted quixoti secret term y splendid striking surprised d unimport unrealist y d
ed quarterly us quick quiet c self- showy smoot spotless striped suspiciou ant ic untried utter
quintessen quizzic assured shrill h spotted strong s unique
tial al self- shy smug spry studious svelte
reliant sick snapp stunnin sweaty
selfish silent y g sweet
sentime silky snarlin swelterin V
R ntal g g
sneak swift

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vacan valuabl venerate victoriou violent vital

t e d s virtual vivacious
vague vapid vengeful vigilant virtuou vivid
vain variable verifiable vigorous s voluminou
valid vast vibrant villainous visible s
velvety vicious violet

wan wealthy well- white winged worried

warlike weak groome whole wiry worriso
warm weary d whoppi wise me
warmhear webbed well- ng witty worse
ted wee informe wicked wobbly worst
warped weekly d wide woeful worthles
wary weepy well-lit wide- wonder s
wasteful weighty well- eyed ful worthwh
watchful weird made wiggly woode ile
waterlogg welcome well-off wild n worthy
ed well- well-to- willing woozy wrathful
watery document do wilted wordy wretche
wavy ed well- winding worldly d
worn windy worn writhing
wet wrong
which wry
whimsic
al
whirlwin
d
whisper
ed

yawning yellow yellowish young youthful yummy

yearly

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zany zealous zesty zigzag

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Appendix 1B: Sentences for students to read through and highlight the descriptive words

1. The little girl was unhappy as she had just slipped over and hurt her elbow.

2. The giant slide looked extremely scary but the boy still happily went down it.

3. What a messy room! Mum exclaimed. You had better come and tidy this up quickly!.

4. The waves crashed along the shore making an extremely loud crashing sound.
Appendix 2A: Information Narratives

SUMMARY HISTORICAL FACTS?

ORIENTATION
(who/what/where/when)

SERIES OF EVENTS AND

COMPLICATION

RESOLUTION
Appendix 2B: Information narrative students to highlight main parts:

Retrieved from:
https://k12.thoughtfullearning.com/studentmo
dels/indy%E2%80%99s-life-story
Appendix 3A: Examples of sentences with and without using first person students to circle either YES or NO for whether it is or isnt in first
person:

1. My name is Elisha and I will be telling you about my holiday to Queensland YES/NO

2. The young girl dropped her ice cream and started crying YES/NO

3. Its finally my birthday! I have been waiting for this day for so long. YES/NO

4. I cant wait for it to be Christmas because that means my family and I almost leave to go on a big holiday. YES/NO

5. She couldnt stop laughing after her Dad told her a joke. YES/NO

6. My sisters birthday is today and I bought her a pair of earrings. YES/NO

7. Why did it have to rain the day of the boys graduation!? YES/NO

8. We got home in record timing, I couldnt believe it. YES/NO

Appendix 3B: Model the orientation of a narrative using first person and descriptive language

My Time at War
Its a Wednesday morning on a cold and blistery winters day in my hometown of Eden. The year is 1914 and I have suddenly woken to a loud
knock at the door. The knocking got louder and louder and as I approached the door I knew it was not going to be good news. I got confirmation that
I will be departing in the morning to serve for my country at War. I slowly walk back to the room, shaking with fear. My wife has dropped to her
knees, covering her face with her hands sobbing as I tell her the news. I take one look at her and I quickly begin to cry as well.

Appendix 3C: Research veteran information on sheet

Students Name: ________________________________
Your task: You will begin to research a War Veteran of your choice who will become the author of your information narrative you will be writing. The
information narrative will be of the orientation and will need to include descriptive words and be written in first person.
You may use the internet, you can access the My Place website for additional information, or alternatively you can use books from the library.

War Veteran: __________________________________

About:
_____________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________

3-2-1 NAME:
Appendix 3D: 3-2-1 - write 3 things you learnt, 2 things your wanting to know more about and 1 question they might have
3 things I have learnt

2 things I want to learn more about

1 question I have
Appendix 4A: exit slips

3 things I learnt today are

NAME:______________

1.

2.

3.

Appendix 5A: Rubric to mark finished narrative

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Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA:
Association for Supervision and Curriculum Development.
Jonassen, D. H., Grabinger, R. S.,& Harris, N. D. (1991). Analyzing and Selecting Instructional Strategies and Tactics. Performance Improvement
Quarterly,10(1), 34-54. doi:10.1111/j.1937-8327.1997.tb00029.x

Kesler, T. (2010). Shared Reading to Build Vocabulary and Comprehension. The Reading Teacher, 64(4), 272-277. doi:10.1598/rt.64.4.5

McGee, L. M., & Schickedanz, J. A. (2007). Repeated Interactive Read-Alouds in Preschool and Kindergarten. The Reading Teacher, 60(8), 742-
751.doi:10.1598/rt.60.8.4

Victorian Curriculum and Assessment Authority. (2016). Victorian Curriculum: English: Level 5. Melbourne, Australia: VCAA. Retrieved from
http://victoriancurriculum.vcaa.vic.edu.au/english/curriculum/f-10?y=5&s=R&s=W&s=SL&layout=2

Wheatley, N. & Rawlins, D. (1987). My Place: 1918. VIC, Australia: Collins Dove Publishers.

Wing Jan, L. (2015). Write ways: Modelling writing forms (4th ed.). South Melbourne, Vic.: Oxford University Press