EDLA309369 Literacy Education 2_2016 Amy Herbert, S00147098

Assessment Task 3 Oracy and Writing Skills using My Place by Nadia Wheatley and Donna Rawlins.

Plan for Teaching of an ORACY and WRITING strategy for year 5 using a fictional text

The following literacy unit planner is based around the text My Place chapter 1988. This chapter was intentionally chosen, as it

provides critical background information, which reinforces the purpose of this unit. This purpose revolving around expanding

students ability to understand, read and write a persuasive text and to convince the reader of their point of view surrounding the

highly debatable question Should the Aboriginal flag be the Australian flag? Through oral and written channels, students will

collaboratively explore structural language features of persuasive texts, which will guide them to independently structure their own

argumentative paragraph convincing the reader of their point of view regarding the aforementioned question.

Word Count: 107

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LESSON PLANNING

Literacy unit learning intentions

We are learning to:

- Understand the purpose of a persuasive text is to adopt a point of view and convince the reader of it.
- Exploring the purpose of the text structure language feature in persuasive texts clauses and conjunctions in complex
sentences, particularly when creating my own cohesive paragraph.
- Know how to express my point of view through argumentative writing when independently creating my own persuasive
paragraph.

Learning behaviours

I need to

- Actively listen and participate in whole class discussions

- Refer back to WALT to ensure I am on the right track in each lesson
- Build independence by taking responsibility for my learning by the end of the week.
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LESSON 1 - Topic Knowledge

Learning Structure Resources Assessment Criteria and

Intentions Success Criteria

We are WHOLE CLASS FOCUS: Wheatley N. & Rawlins, Assessment Type

learning to Read aloud - My Place 1988 D. (2008). My Place. Observing classroom
explore and Australia: Collins Dove discussion and information
understand the Construct a semantic web of prior knowledge Publishers, pp. 3-4 grid
Indigenous and
European (Wing Jan, 2015). Australia: Colonisation Research information on
perspectives in TASK:(25 minutes) to Federation (1788- information grid
Australian Expert/home grouping - Divide students into mixed ability groups 1901)
history through and each group explores different content relating to the topic, with https://www.youtube.co Success criteria for whole
connections to one member being the expert. Students take notes. m/watch?v=Q1PLNK1bht class
My Place and 0 I am doing well if I
research. Group 1 - Explore video of Australia: Colonisation to Federation
(1788-1901) Ipads Can identify Indigenous and
Language non-Indigenous
features Group 2 - Use ipads to research information linking to keywords perspectives in Australian
from My Place history by adding new
Vocabulary. learning to the information
Group 3 - Chalk Talk prompt responses - Appendix 2 grid.

Conclusion - Experts share their findings and whole class builds

information grid summarising key information.

(Gibbons, 2002)
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DIFFERENTIATION STRATEGY:
Think, pair, share - Looking over My Place 1988

Facing History and Ourselves, 2016.

OUTCOMES REQUIRED:
Through this lesson students will have exposure to oral language
learning through group discussions, think-pair-share and
collaboration when compiling knowledge into the information grid.

INSTRUCTIONAL STRATEGY/IES CHOSEN PROMPTING QUESTIONS

Read aloud - Does this text remind you of something you already
Mini lesson know?
Discussion - What is the author telling us by including the
(Seely Flint, et al, 2014) Aboriginal flag?
- What else can we find out about this topic
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LESSON 2 - Text Knowledge/Model the Genre

Learning Structure Resources Assessment Criteria and

Intentions Success Criteria

We are learning WHOLE CLASS FOCUS: Wheatley N. & Assessment Type

to identify the point Modelled reading - My Place, year 1988. Rawlins, D. (2008). Pair deconstructed
of view, arguments Think aloud: Introduce and show modelled persuasive text My Place. Australia: paragraphs and justifications
and structure of a types on the IWB - Appendix 4. Collins Dove
persuasive text - Identify and brainstorm key features Publishers, pp. 3-4 Students cloze activities with
paragraph by Point of view/arguments to convince others supporting sentences
exploring complex Cohesiveness of paragraph (refer to language features)
sentences used to Success criteria for whole
enhance cohesion. (Wing Jan, 2015) class
I am doing well if I
Language features TASK: Deconstruction of persuasive text.
- In pairs students annotate all the features previously discussed Can identify point of view,
Text structure and fill these into the OREO template Appendix 10 arguments and structural
Organisational - Justify their highlighted choices. features of a persuasive text
structure/cohesion- type and understand how
- clauses and (Gibbons, 2002) sentence structure enhances
conjunctions in cohesion
complex DIFFERENTIATION STRATEGY:
sentences Mini lesson:
- In pairs, students complete a cloze activity (appendix 6).
- Use conjunctions from cloze to create two complex sentences.

(Seely Flint, et al, 2014)

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OUTCOMES REQUIRED:
In pairs students develop their oral language learning in
conjunction with their written learning through open
communication and justification to their partner. EAL/D students
completing a cloze activity are required to communicate, which
in turn develops their oral development.

INSTRUCTIONAL STRATEGY/IES CHOSEN PROMPTING QUESTIONS:

Modelled reading - What do you already know about persuasive texts?
Think aloud - How can we identify the author's point of view is it
Mini lesson convincing?
- What is a complex sentence and why do you think
(Seely Flint, et al, 2014) the author has used these to structure their
arguments?
- What is your POV on this topic?
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LESSON 3 - Guided activities to develop vocabulary and text knowledge

Learning Intentions Structure Resources Assessment Criteria

and Success Criteria

We are learning to WHOLE CLASS FOCUS: Wheatley N. & Assessment Type

identify, develop and Shared reading of My Place - 1988. Rawlins, D. (2008). Collection of T-Charts
extend our arguments My Place. Australia: and observations of
using complex Pose argumentative questions from the text Collins Dove circle of viewpoints
sentences, based on It is better to live in the city? Publishers, pp. 3-4 discussion
our point of view, about Dogs are the best pets?
a persuasive topic. We should Feed the World! Success criteria for
whole class
Language features TASK: I am doing well if I
Argumentative writing Support it game:
- Students compose complex argumentative sentences and Can think of at least five
Text structure categorise into a T-Chart - Appendix 8. arguments
Complex sentences
using conjunctions. Circle of viewpoints - whole class discussion where each pair Can use conjunctions to
shares their POV and arguments. elaborate on an
argument.
(Ritchhart, Church & Morrison, 2011)
Focus group:
DIFFERENTIATION STRATEGY: Can identify authors
Guided writing: point of view and write
- Read a persuasive text paragraph (Appendix 7) three sentences
- Students use coloured markers to highlight parts of the text that presenting my own point
make them agree/disagree with the author. of view.
- Write three sentences presenting their point of view on the topic
and discuss.
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(Wing Jan, 2015)

OUTCOMES REQUIRED:
Oracy is developed in this lesson through students expressing
their arguments in pairs and through the circle of viewpoints
thinking routine

INSTRUCTIONAL STRATEGY/IES CHOSEN PROMPTING QUESTIONS

Shared reading How do we know an author's point of view in a
Guided writing persuasive text?
Discussion How does this topic make me feel? (Explore
(Seely Flint, et al, 2014) point of view)
How can we make our arguments more
elaborate and strong? (Conjunctions to extend
arguments)
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LESSON 4 - Joint construction

Learning Intentions Structure Resources Assessment Criteria and

Success Criteria

We are learning to WHOLE CLASS FOCUS: Wheatley N. & Assessment Type

assume the role of an Refer to My Place - 1988 Zoom in on flag image and pose Rawlins, D. (2008). My Observation of class
author and decide on the question Should the Aboriginal flag be the Australian Place. Australia: discussion and TPS activity.
a point of view in flag? Appendix 1 Collins Dove
order to design Publishers, pp. 3-4 Final product sentences
argumentative Recap on the elements of a persuasive text that have been produced by students
sentences (without discussed.
conjunctions) based Success criteria for whole
on their POV. (Ritchhart, Church & Morrison, 2011) class
I am doing well if I can think
Language features TASK WITH DIFFERENTIATION STRATEGY of arguments to convince the
Shared writing - Students identify their POV and arguments reader of my point of view
Argumentative and share with the teacher (refer back to information grid from and find evidence from
sentences lesson 1) lesson one.
- Teacher composes into sentences (without conjunctions)
Text structure. and categorises in T-Chart.
- Whole class editing/finalising of sentences.

*Refer to appendix 9 - lesson model for my process during

joint construction.

OUTCOMES REQUIRED:
This lesson incorporates shared writing, where the students
and teacher openly collaborate to compose sentences.
Through active classroom discussions the students build their
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oral language, as they need to express themselves fluently

and comprehensibly.

INSTRUCTIONAL STRATEGY/IES CHOSEN PROMPTING QUESTIONS:

Shared writing - What do we need to start with?
Zoom in - What is your point of view?
(Seely Flint, et al, 2014) - Can you remember features of the other persuasive
texts we explored?
- What do we need to include?
- What can we fix and improve?
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LESSON 5 - Independent construction

Learning Structure Resources Assessment Criteria and

Intentions Success Criteria

We are WHOLE CLASS FOCUS: Wheatley N. & Assessment Type

learning to Re-cap on topic question, text type and features. Rawlins, D. (2008). Paragraph marked against a
insert My Place. Australia: rubric Appendix 11.
conjunctions TASK: Collins Dove
into our Independent Writing: Publishers, pp. 3-4 Observation of COV
previously Students are to locate arguments that support their point of view (from discussion
created lesson 4) and insert conjunctions to create complex sentences which
sentences to connect/extend arguments. Success criteria for whole
create a - Use OREO template to order sentences and create a cohesive class
cohesive, paragraph. I am doing well if I
argumentative - Edit paragraph.
persuasive Use the OREO template to
paragraph. Circle of viewpoints: Students share their paragraph and explore compose a cohesive
multiple viewpoints. paragraph by inserting
Language conjunctions to extend my
features (Ritchhart, Church & Morrison, 2011) arguments.

Text structure DIFFERENTIATION STRATEGY: Can revise, edit and finalise

Guided writing: With teacher guidance connect sentences using my paragraph ensuring all
Conjunctions conjunctions to compose a cohesive paragraph (2-4 sentences) features are included.
Use OREO to structure paragraph.

OUTCOMES REQUIRED:
Oracy is not lost in this independent task. Students are required to fluently
and cohesively communicate their paragraph in the COV thinking routine.
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INSTRUCTIONAL STRATEGY/IES CHOSEN PROMPTING QUESTIONS:

Independent writing - How did you decide on your point of view?
Guided writing - How can you support your point of view?
(Seely Flint, et al, 2014) - What are critical elements in constructing a
cohesive, argumentative paragraph?
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JUSTIFICATION:

The following justification specifies the way oral and written language is used to scaffold childrens understanding of language features utilised

within a persuasive text. The language feature I have decided to focus on is cohesion through text structure, particularly focussing on

conjunctions within complex sentences and how they are used to create strong argumentative paragraphs (Wing Jan, 2015). Cambourne

(1995) claims that oral language builds the foundation of written language and that these should be performed simultaneously if they are to

effectively guide children to learn language (as cited in Seely Flint, Kitson, Lowe & Shaw, 2014). Therefore, throughout this unit children will be

immersed in written and speech-rich environments where they interact with others, listen, articulate and explore language. This environment

will promote oral language through purposefully and carefully selected activities, which will be scaffolded to promote a deep understanding of

the purpose and language features of a persuasive text.

Cohesion through text structure is a prominent language feature used within persuasive texts. When deciding on oral language activities to

scaffold students learning of this language feature, I considered the array of unique, individual learning needs present in the classroom.

According to Collet (2011), construction of knowledge is supported through scaffolding that is adaptive and responsive to the needs of the

learner (p 38). To effectively scaffold, teachers need to support and extend students learning and it is critical that there is a gradual release of

responsibility from the teacher to students (Collet, 2011). I established my lessons in conjunction with the Gradual Release of Responsibility

model, where lessons gradually release from teacher centred to student centred in order to scaffold students ability to independently construct
EDLA309369 Literacy Education 2_2016 Amy Herbert, S00147098

a persuasive paragraph with the selected language features. To begin the teacher conducts a read aloud of My Place chapter 1988. Read

alouds in conjunction with think alouds allow the teacher to model the specific literacy and language skills that students, of all ability levels, can

understand; in this case cohesion and fluency (Beauchat & Blamey, 2012). Through composing a semantic web of prior knowledge, students

have the opportunity to follow up and discuss any questions, concerns and understandings in a fluent, oral manner.

According to Nystrand (2006), classroom discussion enhances learning, as it is a time for students of all ability levels to interact, signal their

struggles and bridge the gap in understanding through listening, analysing and responding. This informed my decision to create various mixed

ability groups, as students have the opportunity to engage in conversation with students of various levels, whilst simultaneously being

challenged and extended (Nystrand, 2006). I have incorporated the Expert/Home Grouping strategy for collaborative research during my

lesson, as it promotes oral language learning and authentic communication, whilst involving students in reading, writing and listening processes

(Gibbons, 2002, p. 61). This activity also promotes oral language learning for EAL/D students, as they are placed in situations where they are

exposed to and learn subject-specific language (Gibbons, 2002). The incorporation of an information grid also provides students with the

opportunity to verbalize their research through summarizing, with summarizing reinforcing prior knowledge and guiding students to reflect on

new understandings. Throughout these class discussions, the teacher facilitates and scaffolds student understanding through providing

feedback and asking prompting questions (Collet, 2011).

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By incorporating the Curriculum Cycle throughout each lesson, the persuasive text type is made explicit to students with oral language learning

activities escort students from dependence to independence in their understanding and writing of the text type with the relevant language

features (Gibbons, 2002). It is critical that students are scaffolded to the point of independence, as it makes them assume responsibility for their

learning and their writing, yet there is still opportunity for students with special needs to work in partners (Wing Jan, 2015). To extend oral

language learning I incorporated the Circle of Viewpoints thinking routine. This thinking routine invites students to fluently verbalize their point of

view with the assistance of the well-structured persuasive paragraph they composed. This activity promotes text specific vocabulary and sees

students understand that a topic can have multiple perspectives. Furthermore, they understand that in a persuasive text the arguments need to

be structured in a manner that convinces the reader of their viewpoint (Ritchhart, Church & Morrison, 2011).

In keeping with the gradual release of responsibility model, I have employed guided and shared reading and writing in the initial lessons with

the purpose of exploring and modeling the language features of the text type to the students. This is of particular importance for students who

are EAL/D, as small group situations provide ample opportunities for students to actively engage with the text and interact with similar-ability

peers (Hill, 2012). In these small, guided learning situations, the teacher has the opportunity to specifically instruct, model, share and guide

students in speaking and listening activities, whilst enhancing oral language development (Hill, 2012). Hertzberg (2012) claims that students

need to identify language features of a specific text type and to achieve this I had developed a cloze activity, which is aimed at addressing the
EDLA309369 Literacy Education 2_2016 Amy Herbert, S00147098

needs of EAL/D students. This activity can be adapted to include or exclude the list of conjunctions; however, Gibbons (2002), including the

missing words guides students who need additional support.

Hammond, Macken-Horarik & Olson (2012) state that students develop an understanding of language features of text types when they are

given the opportunity to reflect and discuss. Students have various opportunities to do this during collaborative, paired discussions and whole

class interaction (as cited in Hammond, 2012). For EAL/D students, they share these same opportunities during the Think-Pair-Share routine;

however, their learning is enhanced by teacher support and peer support, thus leading to greater risk taking and opportunities for

communication. These experiences allow students to bridge gaps in their knowledge and have meaningful oral and written experiences

(Hertzberg, 2012). During discussions, there are substantial opportunities for students to engage in open dialogue and think critically as a result

of teacher and student prompting and questioning (Emmitt, Zbaracki, Komesaroff & Pollock, 2010; Hertzberg, 2012). Oral activities and

discussions provide students with experiences in active listening, problem solving and decision-making, whilst promoting verbal interaction and

effective communication (Hertzberg, 2012).

By the conclusion of the unit instructional strategies include independent writing for the whole class focus and guided writing for EAL/D

students. Through scaffolding and modelling during previous lessons, students are prepared to independently construct their persuasive

paragraph and include all relevant features (Gibbons, 2002). Independent writing provides an opportunity for students to demonstrate and apply
EDLA309369 Literacy Education 2_2016 Amy Herbert, S00147098

their skills and knowledge they have developed about the persuasive text type (Wing Jan, 2015). During this time, the teacher is able to provide

support to students with additional needs and guide EAL/D students when required. During their independent write up, students have the

opportunity to use a graphic organiser template, which assists in the planning and organise their paragraph (Timms, 2013). This helps students

ensure they have included their point of view with supporting arguments in a manner that will help them structure their text (using complex

sentences with conjunctions), by which they are assessed.

The instructional strategies and activities, which have been incorporated throughout this unit, are in conjunction with the gradual release of

responsibility model and the curriculum cycle. Scaffolding students through building topic and text knowledge, modelling the genre and jointly

constructing a text exposes students to language skills necessary for confidently and independent constructing their own persuasive paragraph

(Gibbons, 2002). The activities within the lessons not only provide language-learning opportunities for students of all ability needs but also

foster oral language in the classroom [which is] essential for linguistically diverse students to flourish (Seely Flint, et al, 2014).

Word Count Total: 2536

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Appendix 1 - ZOOM in/out

Wheatley, N. & Rawlins, D. (2008) My Place. Australia: Collins Dove Publishers

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Appendix 2 - Chalk talk prompts

What does Laura mean when she says, Tony says [the flag] shows we are on Aboriginal land but I think it

means the colour of the earth, back home?

Why do Laura and her family need to move to the city?

If Europeans never settled in Australia do you think this would still be an outcome for Laura and her

family?

Why can Lauras dad not get a job in the rural area of Bourke?

What sort of hardships does My Place indicate for Indigenous Australians living in Rural Australia?
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Appendix 3 - My Place photocopies

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Appendix 4 - Persuasive Example

Family and friends are just as important as each other

You can choose your friends but you cant choose your relatives. This may be true, but does it mean that friends are more important just because you

choose who they are? I dont think so, but not everyone will agree.

To many people, friends (in particular best friends) are the most important relationships in their lives. They spend more time chatting with friends

over the phone, by email or text messages than they do with their families. There are different reasons for this.

One reason is that people share so many special memories with friends as they grow up together. Friends are often similar in age so they find

themselves doing the same things at the same times and this gives enjoyment. Often families have only one child or children many years apart so

they dont share these special moments.

CONJUNCTIONS Discuss how these help the author argue their point of view and add to cohesion/flow of text.

POINT OF VIEW Critical in understanding the purpose of the text

CLAUSES Help to structure a sentence to ensure the paragraph is cohesive and organised appropriately to enhance arguments and text type.

ARGUMENTS Critical in a persuasive text to prove your point of view is the best one

https://www.blake.com.au/v/vspfiles/assets/images/naplan_pri_persuasive_worksheets_download.pdf
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Appendix 6 - Conjunction cloze

Another reason in favour of friends is that people spend their free time, their fun time, with friends.
Often parents are working on weekends _____ in the school holidays, _____ who do you spend time
relaxing with? Good friends of course!

_____ families are also very important. Within families people have a special bond _____ culture,
beliefs _____ of course love. These are not always shared by friends. The best thing about families
_____ that they are always there for you. They look after you _____ you are sick, they help you learn
all about life _____ they love you no matter what _____ when you might sometimes be a bit naughty.

_____, even though it is great to have friends, it is much better to have family. You might not be able to
choose who they are, _____ you certainly can rely on them to be there _____ help you out whenever you
need it.

Or so yet of and when even but

*Use the help words ONLY if required.

*Refer to images to help identify point of view and arguments if unable to do so.
https://www.blake.com.au/v/vspfiles/assets/images/naplan_pri_persuasive_worksheets_download.pdf
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Appendix 7 Persuasive paragraph text example

https://au.pinterest.com/pin/35395547044780085/
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Appendix 8 - T Chart

FOR AGAINST

Wing Jan, L. (2015). Write Ways. Oxford University Press: South Melbourne.
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Appendix 9 - Joint construction of arguments without conjunctions

Modelling:

Step 1: Planning
- Discuss purpose of text
- Think about the topic and your point of view How can you convince the reader that your POV is correct?
- Think about the structure and format of a paragraph
- Identify what we will need to know before we write (Refer to Information grid - lesson 1)
- Gather and sort information to compose arguments for and against the topic.

Step 2: Drafting
- Students share their argumentative ideas and teacher composes sentences straight from their ideas
- Refer to persuasive texts previously explored
- Discuss language features, which need to be included
- Organisation structure (complex sentence structure using clauses and conjunctions to enhance arguments)
- Vocabulary explored (I believe, I think, etc) to introduce arguments.

- Teacher re-reads and questions to engage students in improving the sentences.

- Ensure teacher clarifies structure of sentence through modelling
Example: I believe the Aboriginal flag should be the Australian flag because Indigenous peoples were the original owners of the land.
EDLA309369 Literacy Education 2_2016 Amy Herbert, S00147098

Indigenous Australians originally found the land and that means their flag should represent Australia.

Point of view

Conjunctions which are to be left out for lesson 5

Argument
*Ensure this sentence order is evident, as it enhances fluency and cohesion and extends arguments.
Explain that using conjunctions extends arguments from
Indigenous peoples are the original owners. TO indigenous peoples are the original owners and that means their flag should represent
Australia.

Step 3: Publishing
Step 4: Revise argumentative sentences
Step 5: Edit sentences

(Wing Jan, 2015, p. 115 & Gibson, 2002)

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Appendix 10 OREO
Persuasive Template

Lesson 2:
- What is the authors opinion?
- What are some reasons/arguments that support this
opinion?
- Is there any evidence to support their reasons?

Lesson 5:
Use as a template to structure their own paragraph (this
template ensures all relevant features are included and
guides students to order sentences correctly and
cohesively)

Our Cool School. (2016) Persuasive Writing: OREO. Retrieved from: http://our-cool-school.blogspot.com.au/2011/10/persuasive-writing-oreo.html
 EDLA309369 Literacy Education 2_2016
Appendix 11 Rubric for Paragraph
CATEGORY 4 - Above Standards
Position The position statement
Statement provides a clear, strong
statement of the author\'s
position on the topic.
Support for Includes 3 or more
Position pieces of evidence (facts,
statistics, examples, real-
life experiences) that
support the position
statement. The writer
anticipates the reader\'s
concerns, biases or
arguments and has
provided at least 1
counter-argument.
Evidence and All of the evidence and
Examples examples are specific,
relevant and
explanations are given
that show how each
piece of evidence
3 - Meets Standards
The position statement
provides a clear
statement of the author\'s
position on the topic.
Includes 3 or more
pieces of evidence (facts,
statistics, examples, real-
life experiences) that
support the position
statement.
Most of the evidence and
examples are specific,
relevant and
explanations are given
that show how each
piece of evidence
Amy Herbert, S00147098
2-
Approaching Standar
ds 1 - Below Standards
A position statement is There is no position
present, but does not statement.
make the author\'s
position clear.
Includes 2 pieces of Includes 1 or fewer pieces of
evidence (facts, statistics, evidence (facts, statistics,
examples, real-life examples, real-life
experiences) that support experiences).
the position statement.
At least one of the pieces Evidence and examples are
of evidence and examples NOT relevant AND/OR are not
is relevant and has an explained.
explanation that shows
how that piece of evidence
supports the author\'s
 EDLA309369 Literacy Education 2_2016 Amy Herbert, S00147098

supports the author\'s supports the author\'s position.

position. position.
Sequencing Arguments and support Arguments and support A few of the support Many of the support details or
are provided in a logical are provided in a fairly details or arguments are arguments are not in an
order that makes it easy logical order that makes not in an expected or expected or logical order,
and interesting to follow it reasonably easy to logical order, distracting distracting the reader and
the author\'s train of follow the author\'s train the reader and making the making the essay seem very
thought. of thought. essay seem a little confusing.
confusing.
Sentence All sentences are well Most sentences are well Most sentences are well Most sentences are not well
Structure constructed with varied constructed and there is constructed, but there is constructed or varied.
structure. some varied sentence no variation is structure.
structure in the essay.

Grammar & Author makes no errors Author makes 1-2 errors Author makes 3-4 errors in Author makes more than 4
Spelling in grammar or spelling in grammar or spelling grammar or spelling that errors in grammar or spelling
that distract the reader that distract the reader distract the reader from that distract the reader from
from the content. from the content. the content. the content.

Capitalization Author makes no errors Author makes 1-2 errors Author makes a few errors Author makes several errors
& in capitalization or in capitalization or in capitalization and/or in capitalization and/or
Punctuation punctuation, so the punctuation, but the punctuation that catch the punctuation that catch the
essay is exceptionally essay is still easy to reader\'s attention and reader\'s attention and
easy to read. read. interrupt the flow. interrupt the flow.

Rubistar. (2000-2008). http://rubistar.4teachers.org/index.php?screen=NewRubric&section_id=5#05

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Beauchat, K. A., & Blamey, K. L. (2012). Effective read-alouds for early literacy: A teacher's guide for PreK-1 (pp.7-16). New York: Guilford

Press

Collet, V. (2011). The Gradual Increase of Responsibility: Scaffolds for Change, ProQuest Dissertations Publishing.

Emmitt, M., Zbaracki, M., Komesaroff, L., & Pollock, J. (2010). Language & learning: An introduction for teaching (5th ed.). South Melbourne:

Oxford University Press.

Gibbons, P. (2002). Scaffolding language, scaffolding learning: teaching second language learners in the mainstream classroom, Heinemann,

Portsmouth, N.H.

Hammond, J. (2012). Hope and challenge in The Australian Curriculum: Implications for EAL students and their teachers. The Australian

Journal for Language and Literacy, 35(1), 223-240.

Hertzberg, M. (2011). Focus on Oracy. In Teaching English language learners in mainstream classes. Newtown: PETAA. pp. 48-75.
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Hill, S. (2012) Developing Early Literacy: Assessment and Teaching (2nd Ed). Victoria, Australia: Eleanor Curtain Publishing

Nystrand, M. (2006). Research on the role of Classroom Discourse as it Affects Reading Comprehension Research in the Teaching of English,

Retrieved from: http://www.english.wisc.edu/nystrand/RTE%20Classroom%20Discourse%20%26%20Reading.pdf

Ritchhart, R. Church, M. & Morrison, K. (2011) Making Thinking Visible: How to Promote Engagement, Understanding and Independence for All

Learners. Wiley Publishers, San Francisco, Retrieved from: http://ezproxy.acu.edu.au/login?url=http://ACU.

Seely Flint, A., Kitson, L., Lowe, K., Shaw, K. (2014) Literacy in Australia: Pedagogies for engagement. Milton, Qld: John Wiley & Sons

Australia Ltd.

Timms, N. (2013). Using graphic organisers effectively: an approach to teaching expository text. Practically Primary, 18(3), 22+. Retrieved from

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Wing Jan, L. (2015). Write ways: Modelling writing forms (4th ed.). South Melbourne, Vic.: Oxford University Press