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EDBED 3111

LITERACY, LANGAUGE &


LITERATURE B

Word Count Section A- 674 excluding


references - Section B- equivalent to 1000
Image provided by Lester and Tulloch (2011a) words, excluding references.

Ally Van De Burgt 30126881


WRITTEN JUSTIFICATION OF PLANNNING DECISIONS (PART A) &
SEQUENCE OF LEARNING (PART B)
I have chosen One Small Island as the literacy piece for my sequence. The set text is an informative narration of

Macquarie Island. The text covers the History of the island, the Science of how the island came to be, and what

has happened since. Climate, flora and fauna, species of the island, deforestation, and geographical location are

covered; all written in a persuasive manner that sides the reader to save Macquarie Island. Genres of text within

the picture story book range from, diary entries to newspaper articles. The upper text of each page is aimed at the

upper primary level, which is where I have aimed the learning of literacy activities, integrated with cross curricular

success criteria (Lester & Tulloch, 2011a: Lester & Tulloch, 2011b: Booker & Batt, 2013).

I have decided to observe the students, use peer assessment, ask prediction and comprehension questions of the

set text. The overall summative assessment for learning, is in the last learning experience. This A.f.L binds all the

previous success criteria together as the students write a persuasive text using PEEL. This way, the students can

gain all learning outcomes and have an explicit comprehension of the relevant curriculum. The Assessment rubric,

student checklists and two stars one wish are assessments of learning (A.o.L), which is at the end of the

sequence. I would like for the students to reflect upon their learning with the A.o.L to become self-regulated

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learners (Regier, 2014: Davis, 2015). Once I collect the A.f.L after each learning experience I will adjust my groups

or tasks if need be.


I collect observations of the childrens comprehension; observations throughout the sequence will show me their

progress of understanding. This can be completed via a checklist. Peer assessment is also an important aspect of

my collection, students asking and answering questions will show me specific knowledge of where students are in

their success criteria. Documentation of this can be recorded. Drafts, and final copies of summative assessment is

the most important aspects. I can grade each student according to the rubric and check off the success criteria that

has been met; just as important, what success criteria will need revisiting in the future (Roveda, 2014). Throughout

the sequence I have focused on students development of multiliteracies, these include; phonic awareness,

alphabetic awareness (guided reading and group reading), visual literacies (creating and image), technological

literacies (research via technology) as the skills for my grade five class (Emmitt, Zbaracki, Komesaroff, & Pollock,

2014, p134). These literacy skills are either written or observed as the sequence progresses as previously

explained.


The 5E model is imbedded through my sequence as it has substantial based evidence that the instructional model

has significant improvement of student engagement and effectiveness of learning (Bybee et al., 2006, p.9;

Science, 2016). Each learning experience has an activity that is linked with a stage of the 5E model and is chosen

for that reason, to engage, explore, explain, elaborate or evaluate.

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In the middle of learning experiences; two Explore and three Explain I would have the students explore more

about Macquarie Island, to better meet the success criteria of three, four and five experiences (please see

appendix two for further insight).

Point, Evidence, Explain and Link (PEEL) is a strategy that is used within my summative assessment of learning

piece. The PEEL strategy improves students paragraph structuring and formatting capabilities. It breaks down the

paragraph that the student wants to write, in a planning format. This will create a higher quality piece of work for

the student, and the student will gain knowledge of how to write a persuasive piece, not only in English, but in

other domains such as History. This strategy caters for students with diversity such as Dyslexia, as it breaks down

instruction in an easy to read format (Beard, Burrell, & Homer, 2016).

Throughout my learning sequence I have grouped students for the most part, and have planned with only minimal

teacher scaffolding. Inquiry Based Learning (IBL) is the reason behind this. IBL is an innovating way of teaching

since 2009 (Krause, Bochner, & Duchesne, 2006). The Zone of Proximal Development (ZPD) (Vygotsky, 1987,

cited in Harland, 2003) works really well inside IBL, which is why I have decided to group the students in multiple

intelligences (Gardner, 1983, cited in Ekinci, 2014). This is so that the students can help each other, while I

observe. Giving the students the chance to work with multiple intelligences will give the students a more supportive

environment for learning.

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Class: Curriculum area/s: Strand/ substrands: Duration: 5 days ( 2 x 60 minute
Literacy, Geography, Histroy, Sustainability, creative lessons, 2 x 90 minutes lessons, 1x
Literacy, Grade five Science, Visual Art thinking 75 minutes lesson - 1 lesson daily
1. Aim for sequence: 2. Rationale:
I would like for my students to achieve comprehension and understanding on the book Why does this learning matter?
One Small Island- including: An understanding of Sustainability, important in the twenty first century. (VCGGK097)
The geographical location of the Island: (VCGGK096)
What animals live on the Island, and why The learning matters because it is mandatory for the students at grade five level to know
The history of the Island (VCELA309) (VCELA321) (VCELA310) for text structure, organisation and purpose from
The text structure and text genre and what the purpose of the story is; including English.
how the author positions the reader. Completing comprehension activities will give the students a understanding of
(VCSIS088) (VCSSU079) (VCSSU075) from science.
Understanding set text will enable students to cover (VCHHC087) (VCHHC082) in History.
(Victorian Curriculum and Assessment Authority, n.d)
3. End product (assessment of learning) what does successful learning look
like?
The image to the right is an example of what I would like my students to produce
when creating an image of Macquarie island. animals, trees, geographical
location, weather appropriateness. The image would be linked with the assessment
of learning persuasive piece save Macquarie Island, an example of what I would
like them to cover is in the appendix.

5e phase, Time Indicator code and Elaboration Learning Experience/ Success criteria Resources Assessment Strategy
allocation Intention
Engage Reading Hook/ Groups of 4 For the students to Tunning in word cards Formative Assessment as
rearrange the words; enough for multiple learning (A.a.L): Observation on
LEARNING (VCELA309), -becoming familiar with the Engaging the students
construct a full sentence groups how the students place the cut
EXPERIENCE 1 typical stages and language features of with Tune in cards
out cards together to structure
such text types
90 Minutes

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and explain why in that the sentence. Have they put the
30 minutes tuning in (VCELT314) - words from the
last sentence of structure. sentence in correct order? If not?
60 minutes Guided orally, in writing or using digital media, Why?
reading- giving a considered interpretation and
the book For For students to work in a
if we can save collaborative way that
opinion about a literary text,
*This guided reading is an one small island, promotes all student
extensive amount of time, perhaps we can understanding
as it is very informative save them all.
and will take time to stop cut out and
and start with questioning. placed on the
floor randomly -
linked (VCELA309)
- Groups will be
selected
according to
One Small Island, By Formative; A.a.L Prediction and
Speaking mixed abilities For the children to listen Alison Lester & Coral comprehension questions before
and diverse to the guided reading of
(VCELT336), posing and discussing Tulloch and during the text.
learners. one small Island,
questions, such as Should this
character have behaved as they did? Whole class -Guided answering prediction and
reading on the book comprehension
One Small Island one questions (appropriable)
student reading one page out
loud at a time. Links to -
(VCELT336).

Explore Reading Hook/Groups For the children to fill in Brainstorming Sheet Assessment for learning (A.f.L)
the brainstorming
LEARNING VCELY320 Children will work in Pencils Observe students working in
EXPERIENCE 2- small groups (3-4) to re- template effectively and groups
Identifying the text structures and fluently with minimal One small Island
read One Small Island.
75 minutes language features and to consider how scaffolding Take the brainstorming sheets
Children will brainstorm
these meet the purpose of the text and see if the students
45 minutes re-reading on what is the genre of
brainstormed the correct
30 minutes of text, text structure, book structure, genre, and purpose.
brainstorming genre and the purpose of
text. Links to- VCELY320

Explain Writing (Visual stimulus) Hook/Groups Work effectively within A4 recycled paper for (A.f.L)
the group, share and draft
LEARNING VCELT327 Children will work in the Take up the images of what the
create ideas and think for
EXPERIENCE 3 same small groups to students have created.
drawing upon fiction elements in a themselves.
plan an imaginary image
60 Minutes range of model texts in order to

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experiment with new, creative ways of of Macquarie Island.
Create ideas using the Colour penicils, crayons,
communicating ideas what do you think will brainstorming worksheet texta, grey leads. Fine
Macquarie Island will
Art liners, rulers.
look like in the future? Start drafting image
VCAVAR032 being the assessment Brainstorming sheet.
making judgments about the practices question links to
of artists, what and why they design VCAVAR032, VCELT327
and create, using visual conventions

Elaborate Writing Groups The image should A3 white cardboard A.s.L


display flora, fauna and
LEARNING VCELT327 Children will continue to Colour penicils, crayons, Completion of the image will be
specific animals to the
EXPERIENCE 4 work in their groups to texta, grey leads. Fine shown to the rest to the class.
drawing upon fiction elements in a island, weather
create their future image liners, rulers. Children can peer assess and
60 minutes range of model texts in order to specifications,
experiment with new, creative ways of
of Macquarie Island, compare theirs to others ask
geographical location.
reflecting on what they questions on why certain
communicating ideas Does not need to be in
can improve on from the choices.
Art scale.
draft - VCELT327
VCAVAR032 Creativity of the final
making judgments about the practices image will link into
of artists, what and why they design VCAVAR032
and create, using visual conventions

Writing Individual work To write a persuasive Writing Books Students work samples will be
writing piece save collected and marked
Evaluate (VCELY329) Students will create a Pen
selecting an appropriate text structure Macquarie Island; using Assessment of Learning
persuasive piece of text
LEARNING for the writing purpose and sequencing the skills and Student checklist of what (A.o.L) against the rubric
that covers all that the
EXPERIENCE 5- content according to that text structure, understandings gained a persuasive piece of included in the appendix.
introducing the topic, children have learnt in
from set text actives. writing should include
90 Minutes the last four learning
using paragraphs to present and experiences. - Using text Assessment rubric
30 minutes of planning
sequence a text: using appropriate
structure, writing
60minutes of drafting grammatical features, including more - Text purpose,
complex sentences and relevant verb text construction, purpose, correct
and finalising.
tense, pronoun reference, adverb and sequence of
text genre. Why
noun groups/phrases for effective PEEL, spelling,
descriptions Macquarie Island
should be saved, grammar and
Geography paragraphs
what species are
(VCGGC085) correct, includes
in need of help.
examining how the use of space within image.
an area may be influenced by

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designation of land, for example,
national parks, reserves, significant - This is not only - Use success Two stars and a wish Once the children have finished
sites for English, but criteria from handout. the writing pieces. Two stars and
History to also see the previous one wish will be completed
cross curricular experiences to individually for post assessment
(VCHHC084)
content within include cross and teacher reflection.
retrieving census data to construct the persuasive curricular
arguments for and against migration
text that the indicators. i.e.
Science student creates. Science, History,
(VCSSU074) Sustainability,
Geography.
describing and listing adaptations of
living things suited for particular
Australian environments.
(VCAA, n.d)

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Appendix 1- Images of resources used through sequence

Image 1. Tuning in Cards Learning Experience 1


(Booker & Batt, 2013)
Image 3. Persuasive Checklist for the students- Learning experience 5
(Harper, 2015)

Image 2. Brainstorming Template Sheet Learning Experience 2


(Topic Brainstorming template, n.d.)

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Image 4. Example of persuasive writing piece I would like the students to produce using PEEL

(Costello, 2016)

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Image 5. Assessment rubric- Learning Experience 5 (Booker & Batt, 2013)

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Image 6. Two stars one wish, post assessment for the students

Appendix 2- Learning Experiences not included in the sequence.

Between learning experiences two and three I would give the students a chance to explore more about Macquarie Island.
Learning opportunities would be locating Macquarie Island on a map, including digitally. I would then get the students to
understand why the weather happens the way it does (history; tectonic volcanic plates and geography reasons; close to the
Antarctic). These two learning opportunities would take place over one lesson. I would then move to the species on the
Island and why some are endangered. The flora and fauna would also be explored. This may be done via iPad work in
groups to get the children to explore and inquire about the island. This would be the summery of another lesson.

This would cover two additional learning experiences (lessons) in-between Explore and Engage on the learning sequence.

When the students know more about the island, success criteria will be more achievable and will engage the students and
get them prepared in the learning experiences of three, four, and five. Below are screenshots of what the children could
research.

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(Watson, n.d.)

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(Coghlan, n.d.)

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(Macquarie island -- sightseeing with Google satellite maps, n.d.)

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(Macquarie
island -- sightseeing with Google satellite maps, n.d.)

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(Macquarie island -- sightseeing with Google satellite maps, n.d.)

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References

Beard, R., Burrell, A., & Homer, M. (2016). Investigating persuasive writing by 911 year olds. Language and Education.

doi:10.1080/09500782.2015.1133638

Booker, K. (2012). Using Picturebooks to Empower and Inspire Readers and Writers in the Upper Primary Classroom. Practical

Strategies, 20(2),

Booker, K., & Batt, J. (2013). Save one island, save them all. Retrieved October 19, 2016, from English for the Australian Curriculum,

http://e4ac.edu.au/units/year-5/sequence01.html

Bybee, R. W., Taylor, J. A., Gardner, A., Van Scotter, P., Carlson, J., Powell, Landes, N. (2006). The BSCS 5E instructional model: Origins,

effectiveness, and applications. Retrieved from https://www.bscs.org/sites/default/files/_legacy/BSCS_5E_Instructional_Model-

Executive_Summary_0.pdf

Coghlan, R. D. Plants of Macquarie island. Retrieved October 20, 2016, from http://www.apstas.com/sgaptas-treas3.htm

Costello, C. (2016). PEEL paragraph writing. Retrieved October 20, 2016, from http://www.virtuallibrary.info/peel-paragraph-

writing.html

Ekinci, B. (2014). The relationships among Sternbergs Triarchic abilities, Gardners multiple Intelligences, and academic achievement.

Social Behavior and Personality: an international journal, 42(4), 625633. doi:10.2224/sbp.2014.42.4.625

Emmitt, M., Zbaracki, M., Komesaroff, L., & Pollock, J. (2014). Language and Learning: An Introduction for Teaching (6 ed., pp. 130-159).

South Melbourne: Oxford.

Harland, T. (2003). Vygotskys zone of proximal development and problem-based learning: Linking a theoretical concept with practice

through action research. Teaching in Higher Education, 8(2), 263272. doi:10.1080/1356251032000052483

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Harper, R. (2015, May 22). Persuasive writing checklist. Retrieved October 19, 2016, from

https://www.teacherspayteachers.com/Product/Persuasive-Writing-Checklist-1867731

Krause, K.-L., Bochner, S., & Duchesne, S. (2006). Educational psychology: For learning and teaching (2nd ed.). Australia: Cengage

Learning Australia.

Lester, A., & Tulloch, C. (2011a). One small island: The story of Macquarie island. Melbourne: Viking Australia.

Lester, A., & Tulloch, C. (2011b). One small island. Retrieved from http://www.puffin.com.au/extras/61/9780670072361/educational-

text/Teaching%20Notes.pdf

Macquarie island -- sightseeing with Google satellite maps. Retrieved October 20, 2016, from http://www.satellite-

sightseer.com/id/6242/Australia/Tasmania/Macquarie_Island/Macquarie_Island

Roveda, F. (2014). EDLA369 unit plan Overview<br /><br />. Retrieved October 19, 2016, from

http://theinfluencesofpeopleonplaces.weebly.com/

Science, A. A. of. (2016). 5Es teaching and learning model - PrimaryConnections: Linking science with literacy. Retrieved October 8,

2016, from https://www.primaryconnections.org.au/about/teaching

Topic Brainstorming template. Retrieved from http://www.acqnotes.com/Attachments/brainstroming%20template.pdf

Victorian Curriculum Assessment Authority. Years F10 sequence. Retrieved October 8, 2016, from

http://victoriancurriculum.vcaa.vic.edu.au/level5

Watson, A. Macquarie island animal species. Retrieved October 20, 2016, from

https://www.google.com.au/search?q=macquarie+island+animal+species&rlz=1C1EJFA_enAU712AU712&espv=2&biw=1366&bih=6

62&source=lnms&tbm=isch&sa=X&ved=0ahUKEwiMren3mujPAhVP62MKHeyhBaQQ_AUIBigB&dpr=1

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