Learning Experience 1
Description
The purpose of this lesson is to introduce the focus text and use comprehension strategies such as brainstorming and peer scaffolding to explore prior knowledge on the Australian gold rush. This learning experience also includes shared book experience which is one of the most exciting and effective methods of sharing literature with children (Rasinski et al., 2000).
Duration
30 minutes
Curriculum
ACARA
Understand how texts vary in purpose, structure and topic as well as the degree of formality (ACELA1504)
Investigate how the organisation of texts into chapters, headings, subheadings, home pages and sub pages for online texts and according to chronology or topic can be used to predict content and assist navigation (ACELA1797)
QCAA Literacy Indicators
VR 5
i. View, read, navigate and select texts for specific personal, social and learning purposes.
Resources
Lesson Objectives
Learning Experience Overview
Activity adapted from QCAA - Teaching reading and viewing
Differentiation
With the two children that are ESL I have allowed for them to only read out one sentence. This sentence will be preselected before class to make sure it is not too challenging and achievable for both students. This way they will not feel embarrassed in front of their peers for mispronunciation of words. This will also boost their confidence and motivation by being included in round robin reading (Tompkins, Campbell & Green, 2012).
Having a class set of the focus text will allow for students to have a better comprehension and understanding of the text. Gardner's theory of multiple intelligences supports the having a book for every student o because of the students that are more visual learners. By interpreting the images in the book these students have a great opportunity to better interpret the text itself by having it right in front of them (Woolfolk & Margetts, 2010). Having the text in front of them also benefits students with hearing impairments that may not be able to follow along with the readers but can read in the heads as the class follows (Harrison, 2011).
The purpose of this lesson is to introduce the focus text and use comprehension strategies such as brainstorming and peer scaffolding to explore prior knowledge on the Australian gold rush. This learning experience also includes shared book experience which is one of the most exciting and effective methods of sharing literature with children (Rasinski et al., 2000).
Duration
30 minutes
Curriculum
ACARA
Understand how texts vary in purpose, structure and topic as well as the degree of formality (ACELA1504)
Investigate how the organisation of texts into chapters, headings, subheadings, home pages and sub pages for online texts and according to chronology or topic can be used to predict content and assist navigation (ACELA1797)
QCAA Literacy Indicators
VR 5
i. View, read, navigate and select texts for specific personal, social and learning purposes.
Resources
- Gold! Focus text class set
- 5 x white A2 posters
- 5 x red and blue markers and highlighters
- Whiteboard
- Whiteboard markers
Lesson Objectives
- Work collaboratively in groups
- Access prior knowledge about Australian gold rush
- Identify new information from focus text
Learning Experience Overview
- Have all the text covered on the focus text Gold! and ask students what the image on the front cover is, and what this text could be about. Ask students to give reasons to justify their answer.
- Now uncover the writing from the front cover and ask students again what the image could be and what the text is about. Has their opinion changed?
- Split students into 5 heterogeneous groups and provide blank poster to each group.
- In their groups students are to collaboratively work together to create a concept map of their ideas and prior knowledge regarding the Australian gold rush.
- Model on the whiteboard how it should be created making sure you link common ideas together.
- Ask at least one student from each group to read out a concept idea and what links they made. Make sure students justify their ideas.
- Hand out focus text Gold! to all students and allow them to make themselves familiar with the text.
- Ask students what type of text is this? Make sure students justify their answers. How do they know its an informative text?
- Explain to students that the first chapter "Big Nuggets" will be read.
- Communicate to students that as this text is being read aloud they are to add any relevant information that can be included in their concept maps in a different colour marker so the new information can be easily identified.
- Start off with teacher reading before selecting students to read sections.
- Select the 2 ESL students to read only one sentence each not an entire section.
- Throughout reading the text and once finished reading first chapter ask a series of comprehension questions to scaffold students learning.
- Explain that in history this term students will be learning about the Australian gold rush and that in English students will be using this knowledge to help create written texts for English.
Activity adapted from QCAA - Teaching reading and viewing
Differentiation
With the two children that are ESL I have allowed for them to only read out one sentence. This sentence will be preselected before class to make sure it is not too challenging and achievable for both students. This way they will not feel embarrassed in front of their peers for mispronunciation of words. This will also boost their confidence and motivation by being included in round robin reading (Tompkins, Campbell & Green, 2012).
Having a class set of the focus text will allow for students to have a better comprehension and understanding of the text. Gardner's theory of multiple intelligences supports the having a book for every student o because of the students that are more visual learners. By interpreting the images in the book these students have a great opportunity to better interpret the text itself by having it right in front of them (Woolfolk & Margetts, 2010). Having the text in front of them also benefits students with hearing impairments that may not be able to follow along with the readers but can read in the heads as the class follows (Harrison, 2011).