Post by Admin on Dec 29, 2019 5:23:39 GMT
Unit of Work: Exposition Writing – Taught Through a Scaffolding Literacy Approach
Unit Overview:
This unit of work on exposition writing has been situated within a larger inquiry/integrated unit; Australia’s celebrations and commemorations, symbols, emblems and the Australian flag. This not only provides all students with high quality teaching and learning, but it also builds the field so students have a deep understanding of the issues and topics they will be focusing upon within their exposition deconstruction, joint construction and individual exposition construction. Some history lessons have been displayed throughout the learning sequence to demonstrate the kinds of lessons students will participate in that will assist them in building the field for exposition writing. Situating exposition writing within a history inquiry/integrated unit supports students in writing strong persuasive texts with a clear purpose and audience in mind, as well as a clear text structure and use of key language features at sentence and word level.
Enable to effectively take all of these things into consideration this unit of work on exposition writing has been carried out through a scaffolding literacy approach. In this approach students are introduced to the text type, as well as the specific text they will be working on and deconstructing to learn more about expositions (text orientation). Following this students participate in a series of language orientations where they are introduced to several key language features at sentence and word level that are important to the particular text type, as well as activities associated with this. Students then participate in a transformation where they identify, explore and discuss the units of meaning, observe the structure and sequence of the units of meaning and manipulate the sentence structure and meaning where appropriate. Hence, allowing students to further explore how the language features chosen by the author at sentence and word level work by cutting out, manipulating and moving or removing parts of the text.
To ensure students have good spelling skills and understand how words work following the transformation is a word study lesson where student look at phonemic, graphemic, morphemic, visual, etymological or orthographic knowledge to assist them to become good spellers. After each of these steps are carried out as a class students jointly construct an exposition, or part of an exposition. In this particular unit of work each of these steps occurs three times and students jointly construct the introduction, body and conclusion at separate times. Then finally, students construct their own exposition on a given issue or topic using what they have learnt and the jointly constructed exposition as a model.
Additionally, assessment is an ongoing part of this unit of work on exposition writing to ensure year 3 students are accomplishing the outcomes described in each of the lessons, as well as to determine the areas where students need more assistance and the effectiveness of this unit of work. Throughout this unit of work on exposition writing assessment is mostly carried out through observation and collection of student work samples which is then marked and recorded on a checklist or rubric to show students understanding as limited understanding, developing understanding, good understanding or excellent understanding.
Please view the lesson document: bit.ly/37mjfeq
Unit Overview:
This unit of work on exposition writing has been situated within a larger inquiry/integrated unit; Australia’s celebrations and commemorations, symbols, emblems and the Australian flag. This not only provides all students with high quality teaching and learning, but it also builds the field so students have a deep understanding of the issues and topics they will be focusing upon within their exposition deconstruction, joint construction and individual exposition construction. Some history lessons have been displayed throughout the learning sequence to demonstrate the kinds of lessons students will participate in that will assist them in building the field for exposition writing. Situating exposition writing within a history inquiry/integrated unit supports students in writing strong persuasive texts with a clear purpose and audience in mind, as well as a clear text structure and use of key language features at sentence and word level.
Enable to effectively take all of these things into consideration this unit of work on exposition writing has been carried out through a scaffolding literacy approach. In this approach students are introduced to the text type, as well as the specific text they will be working on and deconstructing to learn more about expositions (text orientation). Following this students participate in a series of language orientations where they are introduced to several key language features at sentence and word level that are important to the particular text type, as well as activities associated with this. Students then participate in a transformation where they identify, explore and discuss the units of meaning, observe the structure and sequence of the units of meaning and manipulate the sentence structure and meaning where appropriate. Hence, allowing students to further explore how the language features chosen by the author at sentence and word level work by cutting out, manipulating and moving or removing parts of the text.
To ensure students have good spelling skills and understand how words work following the transformation is a word study lesson where student look at phonemic, graphemic, morphemic, visual, etymological or orthographic knowledge to assist them to become good spellers. After each of these steps are carried out as a class students jointly construct an exposition, or part of an exposition. In this particular unit of work each of these steps occurs three times and students jointly construct the introduction, body and conclusion at separate times. Then finally, students construct their own exposition on a given issue or topic using what they have learnt and the jointly constructed exposition as a model.
Additionally, assessment is an ongoing part of this unit of work on exposition writing to ensure year 3 students are accomplishing the outcomes described in each of the lessons, as well as to determine the areas where students need more assistance and the effectiveness of this unit of work. Throughout this unit of work on exposition writing assessment is mostly carried out through observation and collection of student work samples which is then marked and recorded on a checklist or rubric to show students understanding as limited understanding, developing understanding, good understanding or excellent understanding.
Please view the lesson document: bit.ly/37mjfeq