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Katherine Chapman
S00167275
ASSIGNMENT 2:
UNIT RESOURCE
EDLA309/369
Katherine Chapman S00167275 EDLA309/369
Contents
Introduction ................................................................................................................................ 2
Resources ................................................................................................................................... 7
Conclusion ............................................................................................................................... 11
References ................................................................................................................................ 12
Appendices ............................................................................................................................... 14
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Introduction
Understanding student’s classroom learning needs is vital for effective teaching and
literacy development is essential for all students, regardless of their cultural or linguistic
Rocklea State School (see Appendix A). Literacy demands of the Australian Curriculum
units. A Science unit based on the non-fiction text Killer Plants and how to grow them is
explored to demonstrate literacy developmental practices in content areas other than English.
putting pedagogical beliefs into practice, affecting teaching and learning choices (Seely Flint,
Kitson, Lowe, & Shaw, 2014). Analysis of beliefs about literacy development should be
continual; advancement of theoretical research and changes to curriculum will affect teaching
and learning strategies related to literacy development. Teaching and learning strategies
implemented in the Science unit to further literacy development will be explored, with
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The Science unit (see Appendix B) based on the non-fiction text Killer Plants and how to
grow them was developed using the backward design process (see Appendix C). This is to
ensure that learning goals and outcomes are clearly defined, assessment is highly appropriate,
lessons are progressive and aligned, and teaching is purposeful (State of New South Wales,
An over-arching teaching strategy used in the design of the unit is the 5 E’s Instructional
model. The model is inquiry-oriented, allowing students to use prior knowledge and literacies
The Science unit’s learning outcomes are based on the content descriptors ACSSU072 and
ACSSU073 (see Appendix D) (ACARA, 2017a). Table 1 discusses the unit’s assessment.
Diagnostic Class discussion about plants and life- - Use of a KWL chart for visual
cycles with reference to the unit’s non- reference
fiction text; writing on post-it notes - Drawing instead of writing
Summative Inquiry project; mapping life-cycle of - Option to speak rather than write;
plant, labelled diagram, supporting written correct terminology must be evident
text proving research and understanding - Open-ended; students can use ICT,
modelling, drawing, digital images
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The unit involves many further opportunities for students to develop their literacy learning,
Theoretical Stance
Beliefs about teaching and learning literacy are guided by theories of literacy development;
education (Seely Flint et al., 2014). Values are reflected in more than just teaching
approaches; the layout of the classroom, grouping of students, resources selected, and
environment of the classroom are all indicative of views on literacy development (Seely Flint
et al., 2014). It is my belief that a range of theories should be considered when teaching;
implementing a variety of approaches will cater for a variety of student learning styles,
ensuring Deepak and his peers are inclusively catered for (Wang, 2014).
I believe appropriate theories of literacy development should reflect the principles outlined in
The Six Guiding Principles for Teaching Literacy (see Figure 1). The Six Guiding Principles
literacy in the twenty-first century (Seely Flint et al., 2014). Critical theories of literacy
encouraged, and classroom texts selected have meaning and purpose (Seely Flint et al.,
2014). I reflect that critical theories of literacy are evident in the Science unit plan and allow
for the Six Guiding Principles to be addressed. Two prominent critical theories of literacy
include the Halliday + model, and the 4-Resource model (Seely Flint et al., 2014).
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language’, ‘learning
about language’,
‘learning through
Figure 1 - The Six Guiding Principles for Teaching Literacy to use language to
critique’ (Seely Flint et al., 2014). The model suggests that learners build individual meaning
of language (including syntax, form, function, and spoken meaning) using the environment
and other people as social sources (Wells, 2009). I reflect that as social needs change and
develop, a student’s literacy repertoire will expand (Hill, 2006). Table 2 addresses how the
Class discussions
Learning language Use language to make
meaning Reading aloud
Understand function and Listening
purpose using written and
oral language
Writing using Science specific
Learning about Understand how language is
language structures and techniques
constructed
(labelled diagrams, lists)
Grammar, spelling,
punctuation
Listening, observing
Learning through Learning through speaking,
language writing, reading, and Research
listening Inquiry project
Inquiry project
Learning to use Questioning/analysing
language to critique Asking questions
Reflecting/critiquing/explaining
own work
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I believe the Halliday + model indicates that best practice for reading, writing, speaking, and
reflects the Halliday + model of literacy acquisition through the utilisation of the 5E’s
Instructional model; the 5E’s model is inquiry-based and encourages social learning to occur.
The 4-Resource model involves four components of literacy practices: code-breaking, text-
using, text-participating, and text-analysis (Seely Flint et al., 2014). The practices are
interconnected yet individual in nature (Seely Flint et al., 2014). Table 3 addresses how the 4-
resource model is addressed in the Science unit. I reflect that each of the practices must be
- Reading aloud
Code - Recognises sound/letter
- Vocabulary research and development
Breaker relationships
- Speaking/writing/reading words in
- Uses grammar and
context
vocabulary correctly
- Links between spoken
sounds and symbols
- Recognise non-fiction texts’ function
Text - Draws on prior-
- Interpreting images within the text
Participant knowledge to make
- Composing written, spoken, and visual
meaning
texts
- Interprets the text
- Understanding main ideas of text
- Composes own texts
- Use of the non-fiction text as a basis
Text User - Knows about purpose of
for a Science unit
text
- Recognising scientific language within
- Has a purpose for reading
the text to use in own work
a text
- Using the text to find information
- Understands contextual
use can shape texts
- Understanding that the non-fiction text
Text Analyst - Understands texts are not
presents a certain topic
neutral
- Asking questions about text: does it
- Understands the author
present all the information needed?
has a purpose and
Must I undertake further research?
viewpoint
- Discussing the text: why was the title
- Analyses texts’
chosen?
ideologies, bias, and
Does it represent all Killer Plants?
cultural perspectives
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I believe the 4-resource model ultimately encourages readers to become critical readers;
learners understand that no text is neutral and all texts are influenced by the author’s
background and ideologies in some way (Fajardo, 2015). For students like Deepak,
developing critical literacy is important for him to successfully live and learn in an English-
speaking country, as those with EAL/D are marginalised (de Courcy, Dooley, Jackson,
Deepak is identified at the Emerging English stage of Language Development (see Appendix
E) and is actively engaged in his learning; he can verbally exchange knowledge with peers
and listen to their ideas (ACARA, 2012). It is my belief that scaffolding for meaning-making
through teaching and learning strategies enables new language skills to be developed and
acquisition through theories of literacy development is useful in recognising how children can
Resources
Implementing effective teaching and learning strategies in accordance with how students
learn, addresses Standards 1 and 3 of the required Professional Standards for Teachers
(Australian Institute for Teaching and School Leadership, 2017). Supporting all students’
literacy development can be achieved by using inclusive teaching and learning strategies. The
teaching and learning approaches implemented in the unit are discussed in Table 4;
adjustments for students with EAL/D and critical literacy theory connections are made. The
teaching and learning approaches that support students’ critical reading and writing skills are
identified.
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Teaching strategies Learning experiences Adjustments for students Critical theory links Develops reading
with EAL/D or writing skills?
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In addition to the assessment strategies listed in Table 1, and the teaching and learning
approaches listed in Table 4, the following resources are used in the Science unit for
- entry/exit passes (written point about the main lesson concept – EAL/D adjustment:
Deepak can be utilised successfully by other students as needed (Seely Flint et al., 2014).
Teaching and learning strategies that involve social interaction, inclusive approaches, and
aspects of ICT are highly relevant for Deepak’s literacy development (ACARA, 2014).
Appendix F addresses further learning experiences with reference to The Six Guiding
Principles.
Conclusion
It is apparent that understanding all student learning needs is vital for effective teaching,
successful learning, and a sense of inclusivity to be achieved. Through the Science unit, it is
evident that teaching for literacy development can be enhanced by the knowledge and
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References
State of New South Wales, Department of Education and Communities. (2014). The
http://www.ssgt.nsw.edu.au/documents/1_backward_design_model.pdf
Australian Academy of Science. (2017). 5Es teaching and learning model. Retrieved from
https://primaryconnections.org.au/about/teaching
http://docs.acara.edu.au/resources/English_as_an_Additional_Language_or_Dialect_
Teacher_Resource_05_06_12.pdf
http://docs.acara.edu.au/resources/EALD_Learning_Area_Annotations_Science_Revi
sed_February_2014.pdf
from http://v7-5.australiancurriculum.edu.au/science/curriculum/f-10?layout=1#level4
Australian Curriculum, Assessment and Reporting Authority. (2017b). Students for whom
diversity/students-for-whom-eald
Australian Institute for Teaching and School Leadership. (2017). Australian professional
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de Courcy, M., Dooley, K., Jackson, R., Miller, J., & Rushton, K. (2016). Teaching EAL/D
http://www.petaa.edu.au/imis_prod/w/Teaching_Resources/PETAA_Papers/w/Teachi
ng_Resources/PPs/PETAA_PAPER_183.aspx
Fajardo, M. (2015). A review of critical literacy beliefs and practices of English language
learners and teachers. University of Sydney Papers in TESOL, 10(1), 29-56. Retrieved
from
http://faculty.edfac.usyd.edu.au/projects/usp_in_tesol/pdf/volume10/Article02.pdf
Hill, S. (2006). Developing early literacy assessment and teaching. Prahran, Australia:
Seely Flint, A., Kitson, L., Lowe, K., & Shaw, K. (2014). Literacy in Australia: Pedagogies
for engagement. Milton, Australia: John Wiley & Sons Australia Ltd.
Wang, X. (2014). Understanding language and literacy development: diverse learners in the
Wells, G. (2009). Meaning makers: learning to talk and talking to learn (2nd ed.). Clevedon,
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Appendices
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Appendix C – The backward design approach used for planning the Science unit.
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Appendix F – The Six Guiding Principles for Teaching Literacy and how they were
Active observations
Are developed through inquiry-
Collecting, analysing and synthesising
based learning
data about plants
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