Assessment 3

Year 5
reading
comprehension
Kairi Ellis s635856
 Literacy
approach
Curriculu

presentation
m
connection
Theoretical
agenda s
connection
s
Differentia
tion
Mico-
teaching

References
 at
is
soc
Literacy approach: Socratic discussion
rati
c
se
miSocratic discussions or seminars are a student central formal discussion, usually about the interpretation or
nar
Wh understanding of a text piece. In this clip, the students of an American school explain how they engage in a
/dis
at Socratic seminar. The fomal nature of the discussion promotes respect of each others opinions and
cus
is collaborative learning. (FUSE, 2021)
sio
the
n?
Socratic discussions create the perfect foundation for exploration of the topic or analytical writing. Students
pur
pos gain the opinions and perspectives of their classmates and critically analyse their thinking.
e? In this lesson students will be posed the questions:
• The notebook becomes a hero in a way. What do you think it represents that Felix is willing to part with
his notebook?
• What do you think the choice of going/not going through the hole represents for the children?
 Wh
Literacy approach: Socratic discussion
at
is
the
stru In the lesson students create 2 circles, one inner circle and one outer circle.
ctu
re?
The outer circle engages in a structured discussion about the starter question assigned by the teacher and can
deviate to their own questions about the content.

The inner circle observes the discussion and provides constructive feedback that guides a second round of
discussion where the circles are reversed.

This approach ties into the transactional model when used in a literacy context to respond and analyse a text.
(Seely-flint, 2019. p.111)
(VCAA,
n.d) VCAA
Victorian curriculum
connections
Elaborations specific to this lesson:
• Asking specific questions to clarify a speaker’s meaning, making
constructive comments that keep conversation moving, reviewing
ideas expressed and conveying tentative conclusions.
• Posing and discussing questions, such as ‘Should this character
have behaved as they did?’, and beginning to make balanced
judgments about the dilemmas characters face and relative merit
and harm.
• Describing how aspects of literature, for example visuals,
symbolic elements, dialogue and character descriptions, can
convey information about cultural elements, such as beliefs,
traditions and customs.
VCAA Code Description
(VCELT313)
Identify aspects of literary texts that convey
details or information about particular
social, cultural and historical contexts.
Present a point of view about particular
literary texts using appropriate
(VCELT336)
metalanguage, and reflecting on the
viewpoints of others.
Clarify understanding of content as it
unfolds in formal and informal situations,
connecting ideas to students’ own
(VCELY337)
experiences, and present and justify a point
of view or recount an experience using
interaction skills.
 Hailliday's Model (1975)
The lesson exposes students to historical/cultural events that have
Literacy specific happened in real life while analysing the meaning behind the text

theoretical and discussion. Hallidays learning through language by expanding

on their existing funds of knowledge and connections to world

connections events and in some cases personal experiences.

In this specific lesson the students facilitate their own discussion
making meaning in the text and learning from each others opinions
and experiences (Seely-Flint, 2019, pp. 117–118).
 Transactional Theory of Literacy (DATE)
The context of literacy relates to the meaningful interactions
students have with texts and how other students interactions with
texts can help form alternative interactions based on different ideas
and experiences each student has (Rosenblatt, 2018).
"For the notion of literacy to become meaningful it has to be
situated within a theory of cultural production and viewed as an
Literacy specific
integral part of the way in which people produce, transform, and theoretical
reproduce meaning." (Friere et al. 2005, p.98) the transactional
theory is based in the idea that meaning is the biggest process in connections
reading comprehension as each individual’s experience is unique.
The reader creates a contract in this lesson with the text as they
understand it and use the extended knowledge of their peers to 'fill
in the blanks' as it were.
"In differentiated classrooms, teachers begin where
students are, not the front of a curriculum guide. They
accept and build upon the premise that learners differ in
important ways. Thus, they also accept and act on the
premise that teachers must be ready to engage students in
instruction through different learning modalities, by
appealing to differing interests" (Tomlinson, 1999. p.2)
 Differentiation

This lesson has taken into consideration struggling and EAL/D readers by reading aloud the chapter to the class
while they read alongDifferent abilities
– this gives EAL/D learners
them a better appreciation Disabilitiesof the text. Reading
and comprehension capability
aloud engages students in comprehension strategies and combined with socratic discussion it encourages and
facilitates active participation through open-ended questions (Seely-Flint, 2019, p. 142). The lesson offers
differentiation via content with the use of ICT, namely YouTube, which although the same book it’s delivered in
a different mode allowing students with learning disabilities, sensory problems, and EAL/D or struggling
readers to still be involved in the modled reading (Fitzgerald, 2016, p. 17) .
 Micro-teaching lesson:
socratic discussion
Learning intention:
• We are learning to critically analyse
and discuss our understanding and
opinions of the text.
Success criteria:
• I can engage in respectful discussion
.
• I can critically analyse the meaning
of the text.
• I can connect to the text.
 Modelled reading

Once
written by morris gleitzman
Students are up to chapter 16 of the book.

While reading students are asked to think about:

• Why are they on a train?
• Think about what it felt like.
• Think about questions you would ask Felix.

YouTube as a differentiation option for

students with sensory problems. Chapter 16
starts at 2:52:00
 Discussion

Once
written by morris gleitzman
Group 1 discuss, group 2 write feedback/questions

“Once I went on my first train journey, but I wouldn’t call

it exciting—I’d call it painful and miserable.”
Leading questions for discussion:

• The notebook becomes a hero in a way. What do you think it

represents that Felix is willing to part with his notebook?

• What do you think the choice of going/not going through the hole
represents for the children?
 enhancement
opportunities

• Writing followup tasks such as:

Letter to a character
Reader response (text to text, to world, to
self)
More play based learning
 references
Fitzgerald, P. (2016). Differentiation for all literacy levels in mainstream classrooms. Literacy Learning : The Middle Years,
24(2), 17–25. https://doi.org/10.3316/informit.041587236073899

FUSE. (2021). What is a Socratic Seminar? https://fuse.education.vic.gov.au/Resource/LandingPage?ObjectId=ea3a038b-

fe4d-4013-9ed5-bfabf4c7c4b7&SearchScope=Teacher

NSW DET. (2021, July 21). Socratic Seminar. NSW Department of Education. https://education.nsw.gov.au/teaching-and-
learning/learning-from-home/teaching-at-home/expectations/contemporary-learning-and-teaching-from-home/learning-
from-home--teaching-strategies/socratic-seminar.html

Rosenblatt, L. M. (2018). The Transactional Theory of Reading and Writing. In Theoretical Models and Processes of
Literacy (7th ed.). Routledge.
 references
Seely-Flint, A. (2019). Literacy in Australia: Pedagogies for Engagement, 3rd Edition. Wiley.
http://ebookcentral.proquest.com/lib/vu/detail.action?docID=5915854

Tomlinson, C. A. (1999). Differentiated Classroom: Responding to the Needs of All Learners. Association for Supervision
& Curriculum Development. http://ebookcentral.proquest.com/lib/vu/detail.action?docID=280420

VCAA. (n.d). English—Victorian Curriculum. English - Victorian Curriculum.

https://victoriancurriculum.vcaa.vic.edu.au/english/english/introduction/rationale-and-aims
Thank you for
participating