Literacy Reading Plan

Reading sequence

Keep explanation to two pages, minimum 10 point font

BEFORE READING

Before-reading activities aim to support overall text meaning by building up related

field knowledge. This focuses on establishing what students already know, introducing
them to the topic and preparing them for the planned activities.
Activity 1: Visual and Graphic Representations To stimulate students current
schemas and build field of text.
T displays a presentation depicting various images of successful and unsuccessful
product designs.
In pairs, Ss are given a selection of images in which to annotate characteristics and
features as either desirable or undesirable.
Pairs report back to the class to form a discussion on which product designs were
deemed to be successful and identifying reasons why. T can validate and elaborate
on Ss ideas.

How will you prepare

students for the
context, text and
field? (eg. prediction,
skimming, oral
summary, read
aloud, visual and
graphic
representations,
modelling of whole
text language
features) (include
time allocated)

*recall key concepts

and key ideas > it is
after a series of
lessons already,
prior knowledge

DURING READING

What principles will

guide the way you
scaffold students
close reading of the
text? (Include
selected annotated
paragraph, with key
words /phrases
highlighted
questions &
prompts)

Comment [W1]: The following reading

sequence demonstrates my understanding
of how to help students unpack the
information of a text and topic.

Comment [W2]: Demonstrates my

understanding of how to help determine
students current schemas as well as build
the field of text.

Activity 2: Know/Want/Learn Table has Ss recall what they have learnt and
determine areas they would like to explore.
T displays a range of keywords and phrases which support the text to be read. For
example, form, function, aesthetics, manifestation, unrendered, transparency and
implementation.
T models reading the words aloud and the meanings are explained.
T has Ss brainstorm what they know about design, using the key words and
phrases as a foundation.
T then provides students with a 3 columned table. The three columns are titled
What I know, What I want to learn, and What I have learnt.
T has students complete the first two columns of the table.

Activity 3: Prediction from Title and First Sentence to introduce Ss to the text to
be read.
T displays the title and first sentence from the text using PowerPoint slide.
In groups Ss brainstorm what the text is possibly about and the information it may
contain and record answers in 2-3 points.
Groups report back to the class to form a whole class discussion on various
predictions.
In the During reading stage, I will use the Detailed Reading strategy from the Reading
to Learn pedagogy to scaffold students reading. I will prepare students to find each of
these concepts and phrases, paraphrase them, affirm the students responses and
elaborate on their answers. (10mins)
The Detailed Reading strategy will focus on the third paragraph of the text and will
highlight the following concepts:
o Transparency
o Finish
o Expanding
o Elasticity
o Unmitigated
It will also highlight the following phrases:
o Metaphorical expression
o The spreading of the grid
o Tensile strength
o Plays with expectation
o Ample curve
o Bucket
The Diamond chair its name, shape, transparency, and chrome nish aligned to

Comment [W3]: Identified strategy to

use in which to help students to
deconstruct a relevant piece of text.
Comment [W4]: Use of a chosen
pedagogy to help scaffold students
learning.

Selected paragraph

Detailed reading:
paragraph level

Detailed reading:
sentence levelwith
examples of possible
questions

support both a literal and metaphorical expression of the chairs preciousness and
value invites sitting. The spreading of the grid approaching the seat acknowledges
gravity, and draws the eyes and body to the seat. The expanding grid also implies an
elasticity that is contradicted by no less than the tensile strength of steel. The design
plays with expectations in this way, and its unique aesthetic buys it much forgiveness
for those who do not nd the irony amusing. To accommodate a variety of body
shapes an ample curve has been designed into the bucket. The two armrests are long
and wide, and extend outward from the center as natural and uninterrupted
extensions of the form. The front edge of the seat dips slightly as it should, but the
impact on the lower legs is unmitigated. Sitting for more than a few minutes at a time
requires a cushion.
Prepare
We are going to read one part of the text Deconstructing Product Design which is
important for building our background knowledge on how to evaluate design ideas and
solutions. We are going to read the third paragraph which addresses the
characteristics and factors by which we evaluate a design.
Summary
The third paragraph identifies various characteristics and features of the design
Diamond Chair which combine to produce form. The relationship between the
characteristics, features and form are then assessed.
Read paragraph 3 aloud.
Elaborate
Within the first sentence the main idea of the paragraph was introduced. You may
have noticed how it states the function of the design to invite sitting while exploring
how the characteristics support this function. The following sentences draw upon
knowledge from alternate disciplines to help us explore how our eyes interact with the
design. Words like expanding and elasticity help us to create a mental image of the
design as a 3Dimensional object.
Sentence by sentence reading
Prepare
We are now going to breakdown each of the sentences and see what information we
can gather from them. I will ask one student to find the important information within
the sentence and then we will all highlight it. Afterwards we will be able to use the
information to produce notes on the text.
Summarise Sentence 1
The first sentence explores how the designs characteristics help to support its function.
Read aloud sentence 1
Q1. There is a group of words which describe the appearance of the design. Samantha,
can you identify these words?
Affirm/elaborate
Q2. Can you find two words which mean a figurative statement or assertion?
Read aloud sentence 2
Affirm/elaborate
Q3. Within this sentence there is a group of words which describe the structure of the
design. Jane can you identify them?
Affirm/elaborate
NB This routine continues until the whole paragraph has been read in detail. OK!

Comment [W5]: Using the reading to

learn strategy I would use pre-planned
questions to help direct the students
learning.

Literacy Writing Activity

Activity 1: PEEL Paragraph
Being able to identify the four aspects of a paragraph is important for both
deconstructing and constructing evaluative texts. This activity has students identify the four
sections of a paragraph using PEEL.

Comment [W6]: The identification of

paragraph sections is an important skill for
constructing quality texts and responses.

Instructions: Using the model paragraph provided below highlight the paragraph to show
the:
Point
Elaboration
Example
Link

Comment [W7]: Provides students a

fun and engaging way to demonstrate their
knowledge of PEEL

Consideration of the finish is important as it affects both aesthetic and functional

properties. The finish is the final step in the manufacturing process and enhances
characteristics such as the appearance and resistances. A combination of stain and wax has
been used to alter the pines appearance to that of mahogany and provide a moisturerepellent coating. While an oil finish would suffice the stain helps to accentuate the natural
features of the timber. A high standard of finish can be seen in the craftsmens preparation
for and application of the stain and wax. The craftsmen has sanded down and applied a
consistent layer of stain and wax to the surface creating a smooth and flawless appearance.
The quality of the finish is the characteristic which makes many products desirable.

Completed PEEL Paragraph

Consideration of the finish is important as it affects both aesthetic and functional
properties. The finish is the final step in the manufacturing process and enhances
characteristics such as the appearance and resistances. A combination of stain and wax has
been used to alter the pines appearance to that of mahogany and provide a moisturerepellent coating. While an oil finish would suffice the stain helps to accentuate the natural
features of the timber. A high standard of finish can be seen in the craftsmens preparation
for and application of the stain and wax. The craftsmen has sanded down and applied a
consistent layer of stain and wax to the surface creating a smooth and flawless appearance.
The quality of the finish is the characteristic which makes many products desirable.

Understanding of the Application of Numeracy in TAS

This question has students take on the role of a tradesperson who has been hired to
build a fence. Before being hired for a job tradespeople are often required to provide a

Comment [W8]: Students take on a

role which requires both physical and
mathematical skills. This is highly
representative of the work done in TAS.

quote or estimate of the job. This is to provide the client an understanding of how much the
job will cost, along with providing them the opportunity to find a better deal. In taking on
the persona of a tradesperson the students are asked to use the tables provided and answer
the word problems in order to determine the total cost of building the fence. In order to
complete the problem students will need to use a variety of mathematical concepts, these
concepts include: multiplication, division, ratios, addition and percentages. In solving the
problem students use a series of steps relevant in analysing any problem (Gould, 1996),
these steps are to:

Comment [W9]: Question requires

students to complete a series of numeracy
tasks in sequence. These steps provide
students the opportunity to learn core
mathematical skills.

1. Read the problem and comprehend the meanings,

2. Transform the words to appropriate mathematical concepts,
3. Apply the process skills required by the question,
4. Encode the answer in correct written form.
Overall this problem is beneficial for students as it not only provides them an
opportunity to develop their mathematical literacies but also develops their abilities to plan
and cost design solutions. This problem has been designed to develop students

Comment [W10]: Skills are required

content areas of the TAS syllabus.

understandings of syllabus outcomes 4.2.2 and 4.5.1 by having them evaluate the cost

Comment [W11]: Identified syllabus

outcomes to justify the task and content.

production of constructing the wooden fence (BOS, 2003). These two outcomes focus on
researching, planning and developing effective design solutions.