Assignment cover sheet

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Student ID Number/s: Student Surname/s: Given name/s:

S00171763 Barbari Tatiana

Course: Bachelor of Education (Early Childhood to Primary) School: ACU Melbourne Campus

Unit code: EDLA369 Unit title: Literacy Education 2

Due date: 1/09/2017 Date submitted: 1/09/2017

Lecturer-in-Charge: Gavin Smith-Pill Tutorial Group/Tutor: Gavin Smith-Pill

Assignment Title and/or number: Assessment Task 2: Reading Co mprehension for Year 4 Students

DECLARATION OF ORIGINALITY
By submitting this assignment for assessment, I acknowledge and agree that:
1. this assignment is submitted in accordance with the University’s Academic Regulations, Assessment Policy
and Academic Honesty Policy. I also understand the serious nature of academic dishonesty (such as
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group work as defined in the unit outline.
4. this assignment has not been recycled, using work substantially the same as work I have completed
previously and which has been counted towards satisfactory completion of another unit of study or credited
towards another qualification, unless the Lecturer in Charge has granted prior written consent to do so.
5. a copy of the original assignment is retained by me and that I may be required to submit the original
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Signature of student(s): __________Tatiana Barbari______________________ Date: 1/9/2017

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 Australian Catholic University- St Patrick’s Campus, Melbourne
EDLA369 Assessment Task #2

Student Name: Tatiana Barbari Student Number: S00171763 Tutorial Group: Wednesday 10am

A Plan for the Teaching of a Reading Comprehension Strategy

PART A: RATIONALE

The lesson plans support the VC learning area of literacy, substrand interpreting, analysing, evaluating. The relevant elaboration chosen for the lessons is learning how to find the
main ideas in multimodal texts (VCAA, 2014). The second VC learning area chosen is science, substrand biological sciences. Students will learn that “different living things have
different life cycles” (VCSSU058) (VCAA, 2014). Throughout the lessons, students will be recoding the main events of living things as they develop through their life cycles
(VCAA, 2014). These two VC learning areas are highly connected as a life cycle are main events in an organisms life that show the changes that occur over a period of time.

Wing Jan (2015) suggests that the selection of the text has to be appropriate to the student environment and have a clear purpose. The lessons are planned for a grade four
classroom, with a progression of reading development at mostly level E, were the students are able to link and combine information in paragraphs. Most of the students in this
classroom are working towards level F, were they need to learn how to interpret readings, this includes summarizing and identifying the main ideas. After analysing what they
know in level E and what they need to learn from level F, It was concluded that that the next step is to use their knowledge of linking and combining information in paragraphs to
learn how to summaries and identify the main ideas in digital and print texts. This will allow students to apply their previews knowledge to learn new skills, creating deeper
connections and meaningful learning (Wing Jan, 2015).

The reading comprehension lessons have been designed to include differentiate learning and teaching strategies in order to cater to all students in the literacy classroom (Wing
Jan, 2015). The first lesson begins with the students completing a KWL chart. The Department of Education (2013) suggests that when introducing a new topic, it is important to
find out the students prior knowledge and as they complete it, it will show the students progress in the learning (Appendix 1B). The first reading comprehension text chosen for
the whole class is “How Do Flowers Grow From Seeds? Educational Video for Kids”. It is a nonfiction digital text that explores the stages of a flower’s life cycle. It was chosen as
it includes the five semiotic systems of linguistic, visual, gestural, spatial and audio for the students to make meaning of the text (Anstey & Bull, 2012). The whole class strategy
for reading the text is shared viewing in order for everyone to see the educational video on the interactive white board. The strategy of stopping the video at certain parts gives
students the opportunity to process the important information and record it into their main event log, in order to be able to go back to it just incase they have forgotten (Appendix
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1C & 2B). The strategy was also used as a chance for the teacher to ask students questions that will provoke their learning. By using open-ended questions, it gives the student
the chance to explain or justify what they have learnt and allows the teacher to gain an understanding of how much the students have understood the text (McDonald, 2010). The
follow up activity is for students to identify the main stages in a seed’s life cycle, supported with the evidence from the main event log (Appendix 1C). Students will use their
knowledge of identifying main events and sequencing to complete the activity.

The second lesson reading comprehension text chosen for the whole class is “The Tiny Seed” By Eric Carle. It is a fiction print text that emphasis the on the linguistic, spatial and
the visual (Anstey & Bull, 2012). Seely Flint, Kitson, Lowe, & Shaw (2013) encourage reading aloud to students due to its benefits, which is why it is included in lesson two. They
explain that reading to the students exposes them to a high level reader that will model reading different types of text and vocabulary (Flint et.al, 2013). The follow up activity
includes applying the knowledge learnt in the previous lesson and their understanding of the story to rewrite it from a different perspective. This activity will show the students
understanding of the main events, as they adapt the events to rewrite the story from a different character’s perspective.

Each lesson has a focus group that consists of 50582413, 64139216, 61100916, 10906789 and 31249379. These five students are mainly at level C phrase level meaning,
working towards level D sentence level meaning. Although the focus group read the same text as the whole class in both lessons, the activities had to be altered in order to cater
to their abilities. As students are up to the phrase level meaning, they are able match images to words; therefore students will be provided with a summary of the text with visuals,
for the focus group to understand the story (Appendix 2E). In order to evaluate the whole class and focus group reading comprehension, rubric assessments are used throughout
both lessons (Appendix 1D,F & 2C,F). The rubric provides consists of a criteria of the focused learning that will measure the students learning for the lesson (Black & Wiliam,
1998).

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 REFERENCES for RATIONALE:

Anstey, M. & Bull, G. (2012). Using multimodal factual texts during the inquiry process. PETAA Paper 184. Marrickville: PETAA. pp. 1-12.

Black, P., & Wiliam, D. (2010). Inside the Black Box: Raising Standards Through Classroom Assessment. Retrieved from http://www.dietkasaragod.org/

McDonald, T. (2010). “Classroom management: Engaging students in learning” South Melbourne: Vic: Oxford University Press.

Seely Flint, A., Kitson, L., Lowe, K., & Shaw, K. (2013). Literacy in Australia: Pedagogies for engagement. Milton, Qld: John Wiley & Sons Australia Ltd.

The Department of Education. (2013). Teaching and Learning Strategies. School Drug Education and Road Aware. Retrieved from http://leo.acu.edu.au/

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

Victorian Curriculum and Assessment Authority. (2014). Victorian Curriculum. Retrieved from http://victoriancurriculum.vcaa.vic.edu.au

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PART B: Lesson Plan 1

TOPIC: VC Learning area:

 Science – Biological Sciences- Different living things have different life cycles and depend on each other and the environment to survive (VCSSU058) (VCAA, 2014).
 Literacy - Interpreting, analysing, evaluating - Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking
ideas and analysing and evaluating texts (VCELY288) (VCAA, 2014).

Year Level: 4

Time: 60 minutes approximately

Relevant Elaborations:

 Literacy: finding the main idea of a text.

 Science: recording observations of living things as they develop through their life cycles.

During this lesson students will: Anaylse, identify and sequence the main events in a seed’s life cycle.

LESSON INTRODUCTION:

o The Hook:
Students will get their reading compression book and a pencil.
o Literacy learning intentions:

We are learning to:

- Identify the most important events in a nonfiction digital text.

- Record the most important events in the correct sequence.

o Learning behaviours:

I need to read, identify and record the main events/stages in the correct sequence.

o Success criteria for whole class:

I am doing well if I can:

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 - Include the most important stages of a seed’s life cycle in the story.
- Sequence the main events/stages of a seed’s life cycle in the correct sequence.

o Success criteria for focus teaching group:

I am doing well if my focus group can:

- Identify five events/stages of a seed’s life cycle in the correct sequence.

Shared nonfiction digital text for whole class: How Do Flowers Grow From Seeds? Educational Video for Kids (Appendix 1A).
Consider your role for whole class and focus group instruction:
 Encourage independent writing and share discussion.
BEFORE:
- Teacher will explain the learning intention.
- Teacher will ask question to access any previews knowledge on life cycles: What is a life cycle?
- Focusing on the life cycle of a flower, students will complete the first two sections of a KWL chart (Appendix 1B).
DURING:
- Reading strategy: shared viewing in order for everyone to see the video (Appendix 1B).
- Students may complete the main event log worksheet as they watch the video (Appendix 1C).
- Teacher may stop the video at any time to: give time to students to take any notes down, further explain the video and ask open-ended questions.
AFTER:
Whole class activity/thinking routine to explore the text using the reading comprehension strategy:
- Students will complete the last section of the KWL chart by writing the main stages of a seed’s lifecycle, in the correct sequence (Appendix 1B).
- Assessment: Rubric (Appendix 1D).
Focussed teaching group: (Appendix 1E)
- Students will gather together on the carpet with their writing book and pencils.
- Students will complete the last section of the KWL chart by drawing the main stages of a seed’s lifecycle, in the correct sequence (Appendix 1B).
- Assessment: Rubric (Appendix 1F).
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 - Students may collaborate to complete the task.
LESSON CONCLUSION:

Teacher will ask students to recall the main stages in a seed’s life cycle.

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APPENDIX 1A: Whole class nonfiction digital text

https://www.youtube.com/watch?v=Avrbtt7izP4

APPENDIX 1B) Whole class KWL chart.

Gadner, B. (2017). Teachers Pay Teachers. Retrieved from https://www.teacherspayteachers.com/Product/KWL-Chart-595724

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APPENDIX 1C: Whole class and focus group worksheet.

Name: _________________ Text: _________________ Date:_____________

Main Event Log

Directions: Keep track of the sequence of events in the story or process.

Event 1

Event 2

Event 3

Event 4

Event 5

Event 6

Event 7

Event 8

Event 9

Event 10

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APPENDIX 1D) Whole Class Rubric

Reading Comprehension: Identify the main events in the correct sequence.

Criteria Task accomplished Some progress Little progress No progress

Identifies Student has clearly Student has Student has Students has
main events demonstrated a full demonstrated some demonstrated demonstrated no
understanding by understanding by limited understanding has
identifying all the main identifying three to understanding by they weren’t able to
events. six main events. identifying three or identify any main
less main events. events.

Sequence of Student has clearly Student has Student has Students has
events demonstrated a full demonstrated some demonstrated demonstrated no
understanding by understanding by limited understanding has
sequencing all the main sequencing three to understanding by they weren’t able to
events in the correct six main events in sequencing three or sequence any main
sequence. the correct less main events in events in the correct
sequence. the correct sequence.
sequence.

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Appendix 2E) Focus Group: 50582413, 64139216, 61100916, 10906789 and 31249379 are at progression of reading development level C (Phrase-level meaning) working
towards level D (Sentence-level meaning).

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APPENDIX 1F) Focus Group Rubric

Reading Comprehension: Identify the main events in the correct sequence.

Criteria Task accomplished Some progress Little progress No progress

Identifies Student has demonstrated Student has Student has Students has
main events understanding by demonstrated some demonstrated limited demonstrated no
identifying five main events. understanding by understanding by understanding has
identifying four main identifying three or they weren’t able to
events. less main events. identify any main
events.

Sequence of Student has clearly
events demonstrated a full
understanding by
sequencing all the main
events in the correct
sequence.
Student has Student has Students has
demonstrated some demonstrated limited demonstrated no
understanding by understanding by understanding has
sequencing four sequencing three or they weren’t able to
main events in the less main events in sequence any main
correct sequence. the correct events in the correct
sequence. sequence.

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PART B: Lesson Plan 2

TOPIC: VC Learning area:

 Science – Biological Sciences- Different living things have different life cycles and depend on each other and the environment to survive (VCSSU058) (VCAA, 2014).
 Literacy - Interpreting, analysing, evaluating - Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking
ideas and analysing and evaluating texts (VCELY288) (VCAA, 2014).

Year Level: 4

Time: 60 minutes approximately

Relevant Elaborations:

Relevant Elaborations:

 Literacy: finding the main idea of a text.

 Science: recording observations of living things as they develop through their life cycles.

During this lesson students will: Anaylse, identify and sequence the main events in a fiction text, to rewrite the story from a different perspective.

LESSON INTRODUCTION:

o The Hook:
- Ask students to sit on the carpet.

o Literacy learning intentions:

We are learning to:

- Identify and sequence the main events in a fiction text.

- Use the main events to rewrite the story from a different perspective.

o Learning behaviours:

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 I need to:

- Identify, record, and sequence the main events.

- Use the events recorded to rewrite the story from a different perspective.

o Success criteria for whole class:

I am doing well if I can:

- Include the most important events in the story.

- Sequence the main events.
- Rewrite The Tiny Seed by Eric Carle, demonstrating a character’s perspective throughout the story.

o Success criteria for focus teaching group:

I am doing well if my focus group can:

- Identify three sequenced main events in the story.

- Write the seed’s perspective in the three events.

Shared fiction print text for whole class: The Tiny Seed by Eric Carle (Appendix 2A).
Consider your role for whole class and focus group instruction:
 Read aloud
 Encourage independent writing and shared discussion.
BEFORE:
- Recap last lesson.
- Explain the learning intention.
DURING:
- Whole class strategy for reading the text: read aloud.
- The teacher will read the text to the students.
- Students may complete the main event log as they listen to the story (Appendix 2B).
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 - The teacher will stop at the main events of the book to: give time to students to record the events, discuss the illustration in order to understand the meaning of the story
and ask open-ended questions.
AFTER:
Whole class activity/thinking routine to explore the text using the reading comprehension strategy:
- Students will rewrite the story of The Tiny Seed by Eric Carle from the seed’s perspective.
- Assessment: rubric (Appendix 2C).
Focussed teaching group: (Appendix 1E).
- Students will sit on the carpet with their writing book and pencils.
- Each student will pick three sequenced events from their main event log.
- Students will write a summary of the main event and write down what they think the seed is doing, thinking, feeling, etc.
- Provide students with a visual book of the Tiny Seed (Appendix 2E).
- Assessment: rubric (Appendix 2F).
- Encourage collaboration.
LESSON CONCLUSION:

- Students will share their stories with the classroom.

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APPENDIX 2A: Whole class print fiction text.

Good Reads. (2017). The Tiny Seed. Retrieved from https://www.goodreads.com/book/show/241074.The_Tiny_Seed

The Tiny Seed print text is used in this lesson, however this is the link to the digital version: https://www.youtube.com/watch?v=ls6wTeT2cKA&t=465s

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APPENDIX 2B: Whole class and focus group worksheet.

Name: _________________ Text: _________________ Date:_____________

Main Event Log

Directions: Keep track of the sequence of events in the story or process.

Event 1

Event 2

Event 3

Event 4

Event 5

Event 6

Event 7

Event 8

Event 9

Event 10

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APPENDIX 2C) Whole Class Rubric

Reading Comprehension: Rewrite the story of The Tiny Seed by Eric Carle from a different perspective.

Criteria Task accomplished Some progress Little progress No progress

Identifies main Student has clearly demonstrated Student has Student has Students has demonstrated
events in the a full understanding by identifying demonstrated some demonstrated limited no understanding has they
story. all the main events. understanding by understanding by weren’t able to identify any
identifying three to 6 identifying three or less main events.
main events. main events

Sequence of Student has clearly demonstrated Student has Student has Students has demonstrated
events in the a full understanding by demonstrated some demonstrated limited no understanding has they
story. sequencing all the main events in understanding by understanding by weren’t able to sequence any
the correct order. sequencing three to six sequencing three or less main events in the correct
main events in the main events in the order.
correct order. correct order.

Demonstration Student has clearly demonstrated
of a different understanding of the character’s
perspective in perspective in the story by using
the story. specific word choice.
Variety of strong verbs and vivid
adjectives, precise vocabulary;
the words enhance the
characters perspective.
Student has Student has Student did not demonstrate
demonstrated demonstrated little an understanding of the
understanding of the understanding of the character’s perspective in the
character’s perspective in character’s perspective in story.
the story by using the story.
specific word choice. Limited word choice. No
Used some verbs and attempt at narrating the
Strong verbs and good adjectives. character’s perspective in the
adjectives, some variety. story.

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APPENDIX 2D) Focus Group: 50582413, 64139216, 61100916, 10906789 and 31249379 are at progression of reading development level C (Phrase-level meaning) working
towards level D (Sentence-level meaning).

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APPENDIX 2E) Focus group visual book. https://www.teacherspayteachers.com/Product/Adapted-Sensory-Story-The-Tiny-Seed-1829223

Page 1 Page 2 Page 3 Page 4 Page 5

Page 6 Page 7 Page 8 Page 9 Page 10

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Appendix 2F) Focus Group Rubric
Reading Comprehension: Reading Comprehension: Rewrite the story of The Tiny Seed by Eric Carle from a different perspective.
Criteria Task accomplished
Identifies main Student has demonstrated
event in the story. understanding by identifying three main some understanding by
events.
Sequence of Student has clearly demonstrated a full
events in the story. understanding as they’ve used
sequencing words to arrange all three
main events in the correct order
Demonstration of a Student has clearly demonstrated
different understanding of the character’s
perspective in the perspective in the story by using
story. specific word choice.
Variety of strong verbs and vivid
adjectives, precise vocabulary; the
words enhance the characters
perspective.
Some progress
Student has demonstrated
identifying two main events.
Student has demonstrated
understanding by sequencing
three main events in the
correct order.
Student has demonstrated
understanding of the
character’s perspective in the
story by using specific word
choice.
Strong verbs and good
adjectives, some variety.
Little progress
Student has demonstrated
limited understanding by
identifying one main event.
Student has demonstrated
limited understanding by
sequencing two main events
in the correct order.
Student has demonstrated
little understanding of the
character’s perspective in the
story.
Used some verbs and
adjectives.
No progress
Students has demonstrated
no understanding has they
weren’t able to identify any
main events.
Students has demonstrated
no understanding has they
weren’t able to sequence any
main events in the correct
order.
Student did not demonstrate
an understanding of the
character’s perspective in the
story.
Limited word choice. No
attempt at narrating the
character’s perspective in the
story.
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