Stage 1 Writing: Exposition Weeks: 1 9 Foundation Statement

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Students communicate with a wide range of people on familiar and introduced topics to achieve a variety of purposes. They interact effectively, adopting new speaking skills, in order to give confident oral presentations. They listen to instructions and share ideas with peers to complete tasks. Students recognise that spoken language has a range of purposes and audiences and use this knowledge when attempting to communicate effectively with others. They investigate the different types and organisational patterns of common spoken texts and recognise features within them. Students read and view short literary and factual texts, using an increasing variety of skills and strategies including context, grammar, word usage and phonics to make connections between their own experiences and information in texts. Students read, interpret and discuss texts, including visual and multimedia texts, using a range of skills and strategies. They explore and identify ways texts differ according to purpose, audience and subject and understand that people produce texts. Students recognise the basic structure and grammatical features of a limited range of text types. Students write simple literary and factual texts on familiar topics for known readers by planning and reviewing their writing. They write using basic grammatical features and conventions of punctuation, showing awareness of different purposes, audiences and subject matter. Students spell using knowledge of sight words, letter-sound correspondence and other strategies. They write using letters of consistent size and slope in NSW Foundation Style and use computer technology to produce texts, recognising simple conventions, language and functions. Social Purpose Expositions argue a case for or against a particular position or point of view. Structure Expositions are organised to include a statement of position, arguments and a reinforcement of position statement. The number of arguments may vary in expositions. The statement of position stage usually includes a preview of arguments. Each argument stage consists of a point and elaboration. In the elaboration, the argument is supported by evidence. Arguments are ordered according to the writers choice, usually according to criteria of strong and weak arguments. The reinforcement of the statement of position restates the position more forcefully in the light of the arguments presented. Outcomes WS1.9 Plans, reviews and produces a small range of simple literary and factual texts for a variety of purposes on familiar topics for known readers. WS1.10 Produces texts using the basic grammatical features and punctuation conventions of the text type. [Type text]

WS1.11 Uses knowledge of sight words and lettersound correspondences and a variety of strategies to spell familiar words. WS1.12 Produces texts using letters of consistent size and slope in NSW Foundation Style and using computer technology. WS1.13 Identifies how own texts differ according to their purpose, audience and subject matter. WS1.14 Identifies the structure of own literary and factual texts and names a limited range of related grammatical features and conventions of written language. Indicators: Writes an opinion supported by at least one reason Recognises and uses organisational structure of simple exposition Writes simple expositions for different purposes Discusses function of different parts or stages of a text Recognises that connectives such as if, because flag reasons, also firstly, secondly etc ESL Scales Reading and Writing ESL Scales levels: Beginning Reading and Responding 1, 2, 3; Reading and Responding 1; Beginning Writing 1, 2, 3; Writing 1. Build on oral discussion of I like and I dont like Students construct a chart using pictures of items or words, and use it as a basis for an oral presentation of their likes and dislikes. Choose issues related to the topic to be discussed. Reframe the issue so that students can provide their input with short answers, eg The canteen can sell apples or lollies. Who will buy apples? Fill in a picture matrix of what other students like and dont like. ESL Scales levels: Reading and Responding 2, 3; Writing 2, 3 Provide sentence stems including causal connectives for students to complete. Many learning experiences in the modules are relevant but must be based on familiar topics where field knowledge is well developed. Differentiation: To provide visual cues for emerging learners To provide sentence starters To draw up a table to differentiate between the positive and negative To draw and explain students point of view.

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Content Mid Stage 1 WS1.9 WS1.13 Learning to Write - Producing Texts Learning about Writing - Context and Text Practise joint and independent constructions of a variety of simple Encourage students to write a variety text types on familiar topics for a of simple texts through modelling. known audience, eg recount of Design joint and independent personal experience, simple construction activities, drawing procedure, description of familiar students attention to the text people or things. purpose and structure. Provide pro formas with guided WS1.10 WS1.11 WS1.12 questions to scaffold students Learning to Write - Skills and writing. Strategies Encourage students to think about Use a pro forma with headings as a what they know about a topic before basis for writing simple texts. writing. Read their own writing aloud to self Encourage students to identify a correct and clarify meaning. target audience before writing. Use illustrations with appropriate labels to support texts. WS1.14 Build handwriting skills such as Learning About Writing - Language forming most letters of the alphabet Structures and Features correctly and writing clearly in Make explicit the organisational straight lines from left to right using stages of literary and factual texts. letters of uniform size, shape and Discuss with students how adjectives spacing. are used to provide more information Develop computer skills, including about nouns. knowledge of letters on keyboard and Talk with students about the words associated with computers (eg punctuation needed for their own keyboard, mouse, disk, screen, writing. cursor). Model proofreading and editing, eg circle a word that does not look right. Links to the ACARA Curriculum

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Content Later Stage 1 WS1.9 WS1.13 Learning to Write - Producing Texts Learning about Writing - Context and Text Engage in joint and independent constructions of a range of text types, Discuss and explain the purpose and eg recounts of personal experience, audience of a variety of simple simple procedures, descriptions of literary and factual texts in books, familiar people or things, poems, including media and electronic texts elementary stories, information Model how to select and organise reports, basic explanations, written information before writing opinions Model how to consider purpose and Respond to questions about their own audience before writing writing from a variety of audiences, Provide pro formas with guided eg teacher, family member, questions to scaffold students writing classmates, older or younger students, teachers aide, classroom WS1.14 visitor Learning About Writing - Language Use headings to indicate topic of text Structures and Features Use graphics to accompany text Make explicit the basic structure and where relevant grammar of a variety of text types, including information report, WS1.10 WS1.11 WS1.12 procedure, recount and narrative Learning to Write - Skills and Assist students to identify verbs and Strategies verb groups Prepare for writing, eg by planning Provide opportunities for writing text structure into a framework such conferences to support editing and as a matrix, flowchart or semantic proofreading map, by taking notes from written Point out clauses to students and texts explain their purpose Use subjectverb and nounpronoun Model how to provide feedback to a agreement in their own writing writer Begin to proofread and edit their own Model strategies for ensuring the use texts for publication of correct spelling and punctuation in Use common punctuation, eg upper texts. and lower case, correct spacing, question mark, and experiment with more advanced punctuation for different effects Spell high-frequency and common sight words accurately and use knowledge of letter combinations and blends when writing new words Develop handwriting of consistent size and spacing in NSW Foundation Style Use computer software to write texts.

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Grammar Focus
Constructing a sentence for the position statement. Using some connectives, eg firstly, secondly. Using action, relating and thinking verbs, eg Koalas

eat leaves; they are Australian animals; many people like koalas. Using adverbs, adverbial phrases, eg Koalas sleep in trees; they climb slowly. Naming technical terms where appropriate and demonstrating understanding of their meaning, eg Animals habitats are where they live safely and get food and water.

Grammar Terminology Students at this stage will be using terms such as: Connective conjunction sentence verb doing, thinking, relating adverb adverbial phrase. Teaching and Learning Experiences Week 1 Evaluation/Comment Pretest Learning Intention: To independently construct an exposition. Pre testStudents write an exposition for the following topic: Should students keep the playground clean? Learning intention: To discuss the structure of an exposition. Use expositions to focus on the importance of and reasons for particular class rules, eg Listen while others speak. Jointly construct an exposition in support of the rule. Introduce the stages of an exposition: position and argument (the argument stage can be repeated). Learning intention: To evaluate an exposition. Read the exposition Picking up clothes (handout) and answer the following comprehension questions about the text. Evaluate answers and discuss the arguments. Week 2: Learning Intention- To combine two simple sentences and create a compound sentence. Display a range of simple sentences on the board. Ask students to think of words that can replace the full stop and merge the two sentences into one. Explain that these words are called conjunctions and [Type text] Evaluation/Comment

develop of word bank of conjunctions that are often used in compound sentences. Develop a class list of time connectives that could be used in expositions such as first, secondly, finally etc. Play time connectives game; http://www.what2learn.com/time-connectives-game/

Week 3: Learning intention: To write an argument about a particular issue. Focus on the social purpose of expositions by jointly constructing texts on relevant issues, eg letters to school magazine to have a rule changed in the playground, arguments to encourage students to wear sun hats, speeches to convince classmates to vote for them as a monitor for a classroom job they like doing. *Refer to template.

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Week 4 Learning intention: To demonstrate understanding of technical words when giving an opinion. Jointly construct surveys to find out the opinion of a larger group of students concerning a relevant topic. The results can be used later as the basis for a jointly constructed written exposition using computer-generated graphs, eg Most children in Year 2 think they should have a longer time for sport so that they can play a game as well as doing skills. Students collaboratively work in groups to respond to the following topics: Should children watch television before school? and Should children keep the playground clean? Week 5 Learning intention: To construct a statement of position. In joint construction activities, demonstrate how to change a question into a statement or command, eg Should pets be brought to school? Pets should not be brought to school because Learning intention: To construct supporting arguments for my exposition. In pairs, students construct arguments to support the above topic. Students can record their arguments in point [Type text]

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form. iPads- Students can then record their arguments on the iPads using the application, Sock Puppets. Students can create a different character for each argument. Lesson 6: To use persuasive words in our exposition. Locate words used to introduce and order reasons in a sample exposition, eg Firstly, Also, In addition, Finally. Use these clues to sequence an exposition and cut into strips for students to sequence. Provide a list of people or groups who would have an opinion on an issue. Write a recommendation that would come from this group. Focus on those who would support one side of the issue, eg dentists, parents or doctors on the issue: Should children eat lollies? Evaluation/Comment

Week 7: Learning Intention: To develop a point of view. Jointly construct a point of view held by most of the students in the class. E.g. Most of the students in 2 A think that there should be more trees in the playground. Students work in small groups to think of an argument to support this point of view and then draft this argument into writing. iPads- Students open the application Postcards and type their arguments on the postcard. The argument from each small group can then be used in a joint construction of an exposition on the given topic. These arguments are then emailed to your DET email (assessment). Lesson 8: Learning Intention- To independently construct an exposition using a template. Collectively produce an exposition proforma with the class outlining the different parts of an exposition and the requirements for each section. Use sentence starters to give support, eg Firstly, trees should be planted so Encourage students to choose thinking, feeling and action verbs from a class list to express opinions and give recommendations, eg believe, plead, encourage, request, recommend, insist, demand. Display lists in the classroom. Learning intention: To consider visuals that could assist with an argument. [Type text]

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Consider visuals that could be included with an exposition to help persuade a reader to the writers point of view.

Week 9 Post test Lesson intention: To construct an exposition using a template. Use knowledge gained after participating in a unit of work to jointly construct an exposition on a related issue, eg Conclude a unit of work on teeth by writing an exposition: Should we brush our teeth? Include relevant technical terms, eg Plaque attacks the dentine, and label diagrams if relevant. Build up information for arguments in point form before jointly constructing the exposition. Assessment Observations Student contributions to groupwork Conversations of students- verbally and through the recordings on the iPad Conjunctions interactive activity Work samples- statement of position, argument and restating position Postcard application Post test-independently written exposition

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Evaluation

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