EDLA309: Literacy Education 2

Jessica McQueen
S00144107

Jessica McQueen

S00144
Justification for instruction
This unit focuses on students developing their understanding of
information narratives and being able to write their own narrative
based on the time period of World War 1. Students learning of writing
this text type is supported through a range of oral language activities
because developing students oral language is likely to benefit their
writing (Do You Hear, 2012). This is because through oracy activities
students can practice the text type and the relevant language features
before they are expected to independently write these. Oral language
has the potential to be a powerful vehicle for learning [and]
deepen [students] understanding and further their learning (Gilles &
Mitchell, 2003, p.58).
Throughout the unit students have multiple opportunities to develop
their oral language skills. This includes multiple discussions both class
and small group, cooperating in small groups to plan or present texts,
verbally practice using the relevant language features and sharing the
texts which they have created to the class. Through these oral
language activities students are engaged in a less formalised and
more dialogic classroom which allows them to improve their reading
and writing skills (Arnott, 2014, p.13).
By providing students with the opportunity to orally communicate
about information narratives and World War 1 they are able to make
more sense of it and therefore understand it better (Arnott, 2014). The

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EDLA309: Literacy Education 2

Jessica McQueen
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oral language activities in the unit promote substantive conversations
which are an effective tool for learning because they allow the
development of critical thinking skills (Arnott, 2014).
There are a number of language features relevant to information
narratives including descriptive language, adjectives, adverbs, first and
third person pronouns, dialogue and tense changes (Wing Jan, 2009).
Two of these language features which are explicitly scaffolded through
oral language activities are adjectives and dialogue.
In this unit adjectives are explicitly promoted through oral language
activities such as barrier games. Barrier games can be a motivating
and engaging way for students to develop and practice oral language
skills. There is a physical and information barrier and each person has
separate information that requires their partner to ask questions in
order to obtain information so that they can complete the task
(Hertzberg, 2012, p.54). Students are able to practice using adjectives
through their questioning and clarifying.
Barrier games involve partner/group work which is essential for English
as second language (ESL) students. Communicative work promotes
learning opportunities but also has affective benefits (Hertzberg,
2012). Equality of speaker status is when students are more
comfortable communicating with their peers than their teachers, which
is evident as students practice using adjectives in games with a
partner (Hertzberg, 2012). Oral language activities should occur before

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and then continue during reading and/or writing learning and teaching
(Hertzberg, 2012).
Communicative activities, like barrier games are based on the idea that
language is learnt through use (Hertzberg, 2012). Therefore, in order
for students to learn about adjectives they need to have opportunities
to use it orally such as in barrier games and class discussions. The
initial aim should be on approximation and experience instead of
accuracy because this will encourage students to feel more confident
in using adjectives in the future including in their information
narratives (Hertzberg, 2012).
Dialogue is the second language feature to be promoted through oral
language activities. Dialogue is explicitly focused on through readers
theatre which involves students reading with expression and fluency to
convey the storys mood without using props (Wing Jan, 2009).
Students learn that adding dialogue to narratives makes them more
entertaining and engaging and allows the audience to gain a better
understanding of the characters thoughts and emotions (Wakabi,
2015). Readers theatre is drama based which supports students
literacy learning because drama is a medium through which students
can use all four language modes speaking, listening, reading and
writing (Bunyan, Donelan & Moore, 2003; Hertzberg, 2000). Therefore,
incorporating drama-based activities into literacy gives students
including ESL students the opportunity to develop their oral language

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EDLA309: Literacy Education 2

Jessica McQueen
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Jessica McQueen

S00144
skills and understanding how dialogue works in narratives (Fennessey,
2011).
Readers theatre helps to develop oral language skills as it motivates
students meaning they are more engaged in their learning (Samar,
2010). Samat (2010) explains drama brings about significant role in
the oral development and heightens students confidence and
motivation level (p.67). Readers theatre is based on story telling
which helps students develop speaking and listening skills therefore
developing oral language skills in a fun and motivating environment
(Hertzberg, 2000; Moss, 2007). Therefore readers theatre provides
opportunities for students to practice and be confident in using
dialogue in their writing.
Drama-based activities are a powerful medium for developing
speaking and listening (Bunyan et al., 2003, p.62). Readers theatre
places students in situations which are beyond their everyday
experiences which allow them to use and evaluate different language
registers and dialogue which they do not normally use in everyday
language (Bunyan et al., 2003). This setting provides students with a
safe environment to practice their use of dialogue before they are
expected to include it in their writing.
All activities in the unit, including the oral language ones can be
altered to suit students individual literacy needs which is important in
a mixed ability class. Differentiation of tasks occurs through focus
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Jessica McQueen
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groups which allows the teacher to plan and teach appropriate
activities that target those students specific needs. These groups
allow the teacher to provide guided instruction and support to the
students as they use, transfer, and/or consolidate what they have
learnt in the whole class focus time (Wing Jan, 2009, p.73). This
intervention allows students to further develop their skills and
knowledge (Wing Jan, 2009, p.73). These focus groups will support
ESL students and other students who require additional support to
successfully complete tasks. At the same time these activities can be
extended to support students who are more capable and require
extension.
The unit contains collaborative and purposeful activities which provide
ESL students the opportunity to participate, promoting their sense of
belonging and improving their oral English development (Pang, 2014).
Therefore ESL students and other students in the class can interact
more with their peers verbally as they will be more relaxed allowing
oral language skills to develop (Pang, 2014, p.43). Teachers must
encourage and praise all efforts made by ESL students to speak a new
language and this must extend to other students (Pang, 2014).
Students thrive best in responsive environments that provide
language models and encouragement to stimulate their ongoing
language learning (Strickland & Morrow, 1988, p.240).
The unit includes the Gradual Release of Responsibility Model as
instruction moves from explicit modeling and instruction to guided
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EDLA309: Literacy Education 2

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practice and then to tasks that slowly permit students to become
independent learners (Lin & Cheng, 2010, p.1869). Throughout the
unit students develop their understanding and knowledge about the
time period of World War 1. The teacher models information narratives,
including its specific language features and how information narratives
differ to fictional narratives. Students construct an information
narrative together with the teacher, then peers and finally
independently. The scaffolding students require reduces over time to
match the students increasing abilities.
These oral language activities meet students literacy learning needs
because students can practice the text type and relevant language
features with other students and the teacher before independently
writing an information narrative. Incorporating both written and oral
language is important because oral language development begins
before literacy and supports literacy but it need not be fully
developed for reading and writing to begin (Strickland & Morrow,
1988, p.240). This is why the unit involves oral and written language
activities at the same time. Overall the units activities helps
[students] to create and transform their ideas and experiences
allowing students to write own information narratives (Strickland &
Morrow, 1988, p.240).
Word Count: 1, 282 words

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EDLA309: Literacy Education 2

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Jessica McQueen

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References:

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EDLA309: Literacy Education 2

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Arnott, N. (2014). Substantive conversations The importance of oracy
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Bunyan, P., Donelan, K., Moore, R. (2003). Writing in the sand: Drama,
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Gilles, C., & Mitchell Pierce, K. (2003). Making room for talk: Examining
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Lin, N., & Cheng, H. (2010). Effects of gradual release of responsibility

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model on language learning. Procedia Social and Behavioural
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Moss, L. (2007). Learning literacy with lively drama engagement.
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Samat, N., (2010). Fostering oral communication amongst second
language learners through process drama. New Zealand
Language Teacher, 36, 64 68. Retrieved from
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Strickland, D., & Morrow, L. (1988). Emerging readers & writers:
Reading, writing, and oral language. The Reading Teacher, 42(3),
240 241. Retrieved from http://www.jstor.org/stable/20200082
Wakabi, E. (2015). Narrative Writing: Adding Dialogue. Retrieved from
http://www.education.com/lesson-plan/narrative-writing-addingdialogue/
Wing Jan, L. (2009). Write ways: Modelling Writing Forms (3rd ed.).
South Melbourne, Australia: Oxford University Press.

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EDLA309: Literacy Education 2

Jessica McQueen
S00144107

Jessica McQueen

S00144

Turn-it-in Submission

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