KLA and stage

Textiles Technology - Stage 4

Learning Outcome
(related to syllabus)

4.1.1: Describes the properties and performance of textile items

Selected text name

source
text type/ genre
purpose

Wool
Peters, L, & Castle, C. (2012). Nelson Textiles and Design. Preliminary and HSC. Australia, South Melbourne: Cengage
Learning Australia
Text type: Information Report
Purpose: To inform us about what wool is and describe wools physical characteristics and microscopic appearance.

Language features of the

text support EAL/D and
socio-culturally diverse
learner groups
See Appendix A for colour
coded annotated text.

Language features of
the text which
challenge EAL/D and
socio-culturally diverse
learner groups.
See Appendix A for colour
coded annotated text

Justification
pedagogy

of

Supportive language features within Wool

Title and headings: The title of the text Wool and the sub headings What is Wool?, Physical characteristics and
Microscopic appearance are of much larger font size and clear summary of what the text is about.
Text type/genre: The information report is contains well organised information and also provides a clear and
accurate description of wool.
Text openers: Text openers provides a clear insight on what the text is going to be about.
Paragraph openers: Each paragraph opener gives an insight about the information that is covered in the following
paragraph.
Visuals: The visuals aid learners with understanding the text, for example, there is a picture of a sheep to show
learners where wool comes from. Also an image of the parts of wool.
Bold Words: Bolded words are listed in the glossary which give Ss a clear definition of the word.
Dot Points: Breaks down the text in much simpler and more concise information.
Reformulations: Keywords are reformulated for Ss to get a clearer understanding of the words.
Challenging features within Wool
Text type/Genre: As an information report, the text has a lot of descriptive words that may be new to student's
vocabulary, it also has information condensed with complex noun groups and nominalisation of certain words.
Nominalisation: uniqueness, performance, application, washability, appearance
Complex noun groups: The longitudinal microscopic appearance shows that wool fibres have overlapping surface
cells called scales
Passive voice: It is used in emerging biomedical technology applications and is the desire medium for many textile
fire artists.
Text connectives: 'However' may challenge the reader as it contrasts two ideas as ideas are separated and
differences need to be categorised.

The teaching and learning cycle (TLC) is a framework that focuses on Vygotskys notion of scaffolding (Derewianka &
Jones, 2012). It can also be seen as a prepare pedagogy, where teachers scaffold and support students in order to
successfully achieve outcomes that they would not have been able to achieve on their own (Derewianka & Jones,
2012). The main goal is to scaffold students towards achieving set outcome and setting students up to excel
(Humphrey, 2016).
chosen According to Gibbons (2009), people are not illiterate if they find a text difficult to understand, they are simply
unfamiliar with the field. Therefore, as a part of the prepare pedagogy, building of the field is required. By building
relevant field knowledge, students are able to activate schemas and hook easily onto new knowledge, ultimately
being able to develop subject related knowledge (Gibbons 2009).
As a part of the Reading to Learn methodology, the Detailed Reading strategy allow teachers to guide students with
Comment [Mimi1]: This strategy allow
students to not only identify keywords but also
identifying word groups and key words in each sentence and providing students with semantic cues to interpret their
interpret meanings to these keywords. By being
meanings (Rose, 2011). By allowing students to focus on language within and between sentences, all students
able to interpret meanings of words, it allows
including EAL/D students are enabled to read passages with complete understanding (Rose, 2011).
students to read passages with complete
understanding.

LEARNING SEQUENCE
BEFORE
READING
How will you
prepare Ss for
the context,
text and field?
(eg.
prediction,
skimming,
oral summary,
read aloud,
visual and
graphic
representatio
ns, modelling
of whole text
language
features)
(include time
allocated)

DURING
READING
What
principles will
guide the way
you scaffold
Ss close
reading of the
text? (Include
selected
annotated
paragraph,
with key
words
/phrases
highlighted
questions &
prompts)
Selected
paragraph

Before-reading activities aim to support overall text meaning by building up related field knowledge. These activities, when
applied successfully, should reactivate Ss schemas on what they already know about wool.
Activity 1: Prediction from image (5 minutes). This activity helps introduce the text.
- T informs Ss that they will be reading a text and an image will provide a clue about what the text is going to be
about.
- T reveals a picture of a sheep from the text on the smartboard.
- Ss are asked to raise their hands up and guess what the text is going to be about.
Activity 2: Think pair share (10 minutes). This activity allows Ss to activate their schemas as well as promoting social skills.
- Ss will be given 2 minutes to think of everything they know about wool.
- Ss are to then discuss with their partners and share their knowledge about wool.
- T then calls on each pair and asks Ss to share what they know with the class.
- T writes on the whiteboard, Ss ideas in a brainstorm.
Activity 3: KWL Chart (10 minutes). This activity draws on the activity 2, it allows schemas to be activated and ready to be
hooked onto new information. Once completed after reading, it will give Ss the ability to reflect on their learning.
- Ss are to draw a three column table either on word or paper, one column will be listed as 'K' for what the Ss already
'Know, the next column is 'W' for what the Ss Want to learn and the last column labeled as 'L' for what Ss have
'Learnt'.
- Ss are to fill out what they already know about wool, it can be based on the previous discussion.
- Ss then fill out what they want to learn from the text about wool.
- T asks Ss to leave the last which is the 'learnt' column for after reading the text.
For the during reading stage, the Detailed Reading strategy which is part of the Reading to Learn model will be employed.
This strategy will allow teachers (T) to guide students (Ss) to not only read a passage but also enables them to completely
understand the semantics behind the passage. This strategy will involve the T previewing the sentence, reading the sentence
and scaffolding interactions.
The Detailed Reading strategy will focus on the first two paragraphs under the sub-heading What is Wool?, highlighting the
key terms:
- Properties, fibre, structure, versatile, emerging, applications
It will also highlight the following concepts:
- Insulate against heat and cold, resist flame, maintain resilience
Wool is one of the oldest textile fibres known and possesses distinct properties. It is natures technical textile fibre; science
has not been able to produce another fibre containing all the natural properties of wool.
The uniqueness of wool lies in the structure of its fibres, which absorb moisture, insulate against heat and cold, resist to
flame and maintain their resilience. Wool is versatile, and its end-uses include luxurious designer apparel, high-performance
sportswear and superior furnishings. It is used in emerging biomedical technology applications and is the desire medium for
many textile fire artists.
Prepare: To build on our background knowledge, we are going to read the first two paragraphs under the sub heading what
is wool.
Summary: The first paragraph talks generally about wool and how it is a natural fibre. The second paragraph goes into detail
about some of wools properties as well as some end uses.
Read Aloud Paragraph 1 and 2
Elaborate: We can see that the first paragraph tells us a facts about wool, being the oldest fibre as well as natures technical
fibre that science cannot produce. The second paragraph begins by informing us that wool is unique following with
information about properties such as the ability to absorb moisture and insulate. This paragraph also gives us examples of
some end uses of wool such as designer apparel to sportswear.
Sentence by sentence reading

Detailed
reading:
paragraph
level

Detailed
reading:
sentence
levelwith
examples of
possible
questions

Prepare: We will now read through the paragraph together as a class sentence by sentence. I will be selecting Ss to find the
keywords or group of words that we will focus on from each sentence.
Read aloud sentence 1
Q1. At the end of the this sentence, what is the word that refers to belonging or possessions? Highlight this word.
Affirm/Elaborate
Read aloud sentence 2
Q2.There is word in this sentence that when spun, it can be made into yarn, what word would it be? Highlight this word.
Affirm/Elaborate
Read aloud sentence 3
Q3. This sentence talks about some of the properties of wool. Natalie, could you please tell us which word group indicates
that wool can keep us warm? Highlight this word group.
Affirm/Elaborate
Read aloud sentence 4
Q4. The word end-uses means what the product was designed and made for. Can you please tell us what are some of the end
uses for cotton, they are listed in the same sentence. Highlight these word groups.
Affirm/Elaborate
Q5. There is a word that means it can have many different functions. Jamie, could you please tell us what that word is?
Highlight this word.
Affirm/Elaborate
Note: This Detailed Reading strategy will continue until all the keywords and concepts have been unpacked for Ss to
completely understand.
Comment [Mimi2]: This is the process of the
detailed reading strategy where I will be asking
explicit questions for students to be able to
identify keywords and interpret their meanings.

AFTER
READING
How will you
support Ss to
take notes,
summarise
and/ or
respond to
the text? See
Appendix C
worksheet

How will you

assess the Ss
development
of reading
and
knowledge of
the field?

These after reading activities will give Ss the opportunity to display their understanding of the text.
Activity 1: KWL Chart (10 minutes). This activity is useful as Ss are required to summarise what they have read and using the
highlighted key words, it scaffolds Ss to incorporate the main ideas in their summarisation. It also allows Ss to reflect on their
learning by looking back at all the new ideas that they have learnt compared to what they knew before reading. It also gives
them the opportunity to see if they have covered what they wanted to learn.
- In order to complete the KWL table, Ss are to summarise what they have learnt from the text by using the
highlighted key words as a guide.
Activity 2: New Words Vocabulary (15 minutes). This activity enables Ss to build on their textile vocabulary by finding words
that are new to them. Not only do they have to define the word, they have to use it in a new sentence to completely
understand the word and how to use it in context.
- Ss are to list at least 5 new words that they have learnt from the text.
- Ss are to write out the definitions of each word.
- Ss are to then use that word in a new sentence in order to show understanding of that word.
Activity 3: Cloze Passage (15 minutes). This activity helps Ss recall information and generate their thinking. It also builds on
some information from the text, with some words nominalised.
- T hands out the cloze passage to Ss.
- Ss are to work individually on the cloze passage without referring to the text.
- T goes through the answers with the whole class with Ss contribution to the answers.
To assess the development of reading, observations would be most suitable. Teachers are able to listen to S pronunciation
and understanding of the questions through listening to Ss read and producing verbal answers through the detailed reading
strategy. Successfully completed worksheets will also allow Ss to express their knowledge of the field. According to Rose
(2011), learning occurs through the accomplishments of learning tasks and the task must be successfully completed for
learning to occur.

APPENDIX A - Annotated Text

WOOL

Key
Text openers (italics)
Paragraph openers (underlined)
Sentence openers (Highlighted in
grey)

Noun groups (Blue text)

Nominalisation (Green text)
Passive voice (Purple text)
Text connectives (Pink text)

What is wool?
Wool is one of the oldest textile fibres known and possesses distinct properties. It is natures
technical textile fibre; science has not been able to produce another fibre containing all the
natural properties of wool.
The uniqueness of wool lies in the structure of its fibres, which absorb moisture, insulate
against heat and cold, resist to flame and maintain their resilience. Wool is versatile, and its
end-uses include luxurious designer apparel, high-performance sportswear and superior
furnishings. It is used in emerging biomedical technology applications and is the desire
medium for many textile fire artists.
Wool is a natural bicomponent fibre (with a core and sheath). However, wools properties
and performance can also be enhanced through fibre blends such as denim wool, and
treated with finishes to improve existing qualities, such as machine washability.
Australian wool is recognised for its high quality and is sought after by international markets.
Wool is taken from the fleece of domesticated sheep but can also come from other animals,
such as alpaca, Angora and Kashmir goats (cashmere), camel, llama and vicuna.

Physical characteristics
Wool fibres are:

Obtained from the fleece of domesticated sheep

Natural staple fibres
Made of multi-cellular protein
Matt in appearance
Crimped or wavy (the more crimps per centimetre, the finer the wool)
Coloured off-white to light cream, or come in a full range of blacks and browns

Microscopic appearance
The longitudinal microscopic appearance shows that wool fibres have overlapping surface
cells called scales. These scales overlap towards the tip of the fibre, giving wool a type of
serrated surface. It is this scale structure that gives wool its felting capabilities, and is known
as the directional friction effect.
Cross-sectional images usually show wool fibres as oval in appearance. The outside epithelial
cells are known as the cuticle. The cuticle surrounds the cortex of the wool, which contains
between 20 and 50 cortical cells depending on the diameter of the wool fibre. Wool is
primarily an amorphous fibre.

Appendix B COMPLETED WORKSHEET

CLOZE PASSAGE
Use the words in the word bank to complete the following cloze passage by filling in the blank
spaces.
Word Bank
Flame-resistance
Blending
Oval
Natural

Nature
Treated

Versatile
Matt
Staple
Black
Cross-sectional
Insulation
Structure

Sheep
Fleece

End-uses
Enhanced
Longitudinal Scales
Unique
Absorption
Crimped

Wool is obtained from the (fleece) of a domesticated sheep but can also come from other
animals. Therefore wool is a (natural) fibre, this means that it is NOT man-made and comes
from (nature).
The (structure) of wool's fibre contributes to wool's (unique) properties. Some of these
properties include:
(insulation) which will keep you warm in cold weather.
(absorption) allows wool to be comfortable in most conditions.
(flame-resistance) which will provide a level of safety from the risk of burns if exposed
to an open fire.
Wool's properties can be (enhanced) through (blending) with other fibres. Wool can also be
(treated) with finishes to improve existing qualities. Wool is (versatile) which means it can have
many different (end-uses).
Wool is a naturally short fibre, the proper term for short fibres is (staple). Wool is (matt) in
appearance and this means it is dull and not shiny. Wool is naturally (crimped) meaning is has
small folds, the more crimps wool has, the finer the wool is. The colour of wool depends on the
colour of the (sheep's) fleece, it can vary from white to (black).
The (longitudinal) microscopic view shows that wool has overlapping surfaces called (scales),
these scales give wool a serrated surface. The (cross-sectional) microscopic view show wool
fibres as (oval) in shape.

Appendix B WORKSHEET TO BE COMPLETED BY THE STUDENTS

CLOZE PASSAGE
Use the words in the word bank to complete the following cloze passage by filling in the blank
spaces.
Word Bank
Flame-resistance
Blending
Oval
Natural

Nature
Treated

Versatile
Matt
Staple
Black
Cross-sectional
Insulation
Structure

Sheep
Fleece

End-uses
Enhanced
Longitudinal Scales
Unique
Absorption
Crimped

Wool is obtained from the ____________________ of a domesticated sheep but is can also
come from other animals. Therefore wool is a ____________________ fibre, this means that it
is NOT man-made and comes from ____________________.
The ____________________ of wool's fibre contributes to wool's ____________________
properties. Some of these properties include:
____________________, which will keep you warm in cold weather.
____________________ , allows wool to be comfortable in most conditions.
____________________ , which will provide a level of safety from the risk of burns if
exposed to an open fire.
Wool's properties can be ____________________ through ____________________ with other
fibres. Wool can also be ____________________ with finishes to improve existing qualities.
Wool is ____________________ which means it can have many different
____________________.
Wool is a naturally short fibre, the proper term for short fibres is ____________________.
Wool is ____________________ in appearance and this means it is dull and not shiny. Wool is
naturally ____________________ meaning is has small folds, the more crimps wool has, the
finer the wool is. The colour of wool depends on the colour of the ____________________'s
fleece, it can vary from white to ____________________.
The ____________________ microscopic view shows that wool has overlapping surfaces called
____________________ , these scales give wool a serrated surface. The __________________
microscopic view show wool fibres as ____________________ in shape.

REFERENCES
Board of Studies New South Wales. (2003). Textiles Technology Years 7-10 Syllabus.
Retrieved from https://www.boardofstudies.nsw.edu.au/syllabus_sc/
pdf_doc/textiles_tech_710_syl.pdf
Board of Studies Teaching and Educational Standards. (2014). Learning through reading and
writing. Retrieved from http://www.boardofstudies.nsw.edu.au/7-10-literacynumeracy/literacy-strategy.html
Crosson, A. & Lesaux, N. K. (2013). Connectives, Fitting Another Piece of the Vocabulary
Instruction Puzzle. The Reading Teacher, 67(3), 193-200. doi:10.1002/TRTR.1197
Derewianka, B., & Jones, P. (2012). Introduction to a Teaching Learning Cycle. In B.
Derewianka & P. Jones (Eds.), Teaching language in context (pp. 43-58). South
Melbourne, VIC: Oxford University Press
Gibbons, P. (2009). Literacy in the Curriculum for EL Leaners. In P. Gibbons (Ed), English
learners, academic literacy, and thinking : learning in the challenge zone (pp. 43-57).
Portsmouth, N.H: Heinemann.
Humphrey, S. (2016). Module 1.2 Reading Session 2 Teaching and LEarning Cycle and
Reading. [Powerpoint Slides]. Retrieved from https://webconf.acu.edu.au/p7
sdwgd3xd3/?launcher=false&fcsContent=true&pbMode=normal
Peters, L, & Castle, C. (2012). Nelson Textiles and Design. Preliminary and HSC. Australia,
South Melbourne: Cengage Learning Australia
Rose, D. (2011). Beyond literacy : Building an integrated pedagogic genre. Australian Journal
of Language and Literacy,34(1), 81-97. Retrieved from http://web.a.ebscohost.com.
ezproxy1.acu.edu.au/ehost/pdfviewer/pdfviewer?sid=e1fe0b8440d2454691899b5
ad246130e%40sessionmgr4002&vid=1&hid=4207