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EDED11406

Teaching Reading

Task 1:

Compiling a reading resource for ESL/Indigenous Learners

Due:

Thursday 29th March

s0192927

s0192927 EDED11406- Teaching Reading Task 1

Contents Page

List of selected quality texts, overview and ways to use the texts (justification)

1. The man from Snowy River2. How the birds got their colours3. The emu went walking4. Uno’s Garden5. The Barrumbi Kids6. I have a dream

References

Criteria Sheet


Title The man from Snowy River

Author /Illustrator

Andrew Barton ‘Banjo’ Paterson

PublisherThe Bulletin

Date of publication1890

AudienceThis poem could be used in middle primary years (Grade 3/4).

Knowledge of Australian history and language (slang) would need to be introduced prior to reading the poem .

This poem could be used to explore Australian history in SOSE.

Overview of text (purpose, content, genre)The poem was first written in 1890 and is one of Australia’s most famous poems.

The poem tells the story of a horseback adventure to recapture a valuable racehorse that escaped and is living wild with brumbies in mountain ranges. The owner of the prized horse offers a large sum of money for its safe return. All the riders in the area gather to catch the horses but the brumbies descend on a steep slope, at which point the assembled riders give up, except the young hero, ‘the Man from Snowy River.’ His skills and courage takes him down a steep slope to catch the horse becoming a legend.

Language features (grammatical features, style) The narrative poem contains Australian colloquialisms- Australian slang. This language helps to convey the strong

Australian culture behind the poem. Descriptive language is used to create realism in the setting, characters and animals. The author uses past tense to highlight the historical events of storyline. The poem effectively uses words and imagery to help the reader visualise the movement and action of the poem ‘And

he bore the badge of gameness in his bright and fiery eye’ It is a 13 stanza poem with every stanza containing 8 lines. The rhythm of the poem follows a pattern of 8,6,8,6

(syllables) repeating. Every second and fourth line of the poem rhyme. For example in the 1st stanza: ‘around and pound’, ‘away and fray’,

‘overnight and delight’ Throughout the poem, dialogue is used to create imaginative characters who speak for themselves.

And the old man said, `That horse will never doFor a long and tiring gallop -- lad, you'd better stop away,

Those hills are far too rough for such as you.'

There is repetition used in the poem to identify key phrases and words the author is trying to emphasise-‘Horseman’ Similes are used to create imagery and to bring the poem to life- ‘The old man with his hair as white as snow’ Alliteration is used in the poem to produce a more memorable visual- ‘ With a touch of Timor pony -- three parts

thoroughbred at least ...

Other textual features (e.g. format, illustrations, graphics) The poem follows the structure of a narrative. It has a beginning, complication and resolution. This poem can be read, viewed and heard and is written in third person to emphasize the author’s viewpoint. Every second line in the text is shorter than the line before it. When reading the poem, this creates rhythm and pace.


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Semi colons, commas and dashes are used throughout the poem to introduce pauses for emphasis, rhythm and creates a flow.

Before reading activitiesIncluding questions from Bloom’s Taxonomy

Look at the structure of the text- by just scanning the text ask students what do they recognise (textual features)

“What are some literacy devices used in poetry?” (Remembering)

Introduce the notion of an iconic Australian Image. Students brainstorm what they believe is an iconic image of Australia. Provide students images of some iconic Australian images (For example; the koala, vegemite, country side, beaches)

Provide the text to the students for skimming and scanning. Gain students prior knowledge about poetry, what they know and what they want to know. (KWL Chart)

Justification/Role of the reader

Students develop text user skills by looking at the structure and layout of poetry. Students use code breaking skills through identifying rhyming words present in the text.

This activity assists with students’ comprehension of the text and supports students’ in their role as text participants because they will have more knowledge to draw on when they are trying to understand what is happening in the text. Gibbons (2002) suggests, if students come to the text with a sense of what they will be reading about, reading becomes much easier because they have more prior knowledge to draw upon.

Students need prior knowledge about the topic of the text. Prior knowledge reduces the number of surprises and challenges the reader might face (Winch, 2010). Gibbons (2002) suggests the purpose of these activities is to prepare for linguistic, cultural, and conceptual difficulties and to activate prior knowledge. This activity students are developing text user skills through looking at the structure of the text. Students are using their phonological and semantic systems when scanning the rhyming words in the texts.

During reading activities Including questions from Bloom’s Taxonomy

During reading of the text, students highlight Australian words that are unfamiliar to them. Inform the students they already know their meanings and discuss with students the slang meanings of the words in the text

“Can you identify the similarities between Australian slang in the text and English?”

As students read the poem they suggest what they poem is about by pausing and predicting future events.


This activity develops the role of students as text users as they have to use the text to find specific information. They can do this through a skimming process or by using code breaking skills. Students will be taught that there are many languages and dialects spoken in Australia including Aboriginal English and Yumplatok (Torres Strait Islander Creole) and that these languages may have different writing systems and oral traditions. These languages can be used to enhance enquiry and understanding of English literacy (ACARA, 2012)

This activity develops the role of students as text participants because it provides the students an opportunity to actively participate in meaning making process. Gibbons (2002) states the purpose of predicting during a reading of the text is to engage learners in the process of meaning making, not to have them verbalize the “right” answers.

This activity develops students’ role as text users as they are


“How does the author describe the Man from the Snowy Mountains as heroic?” (Applying)

Provide the text to the students, cut up into 13 stanzas. Students read the text and try place the poem in chronological order.

“How effective are the time conjunctures in the text in creating a narrative poem?” (Evaluating)

Students add to their list of iconic Australian images during reading the poem

“Why do you think the author is using iconic Australian imagery in the text?” (Analysing)

exploring the text and rearranging it in a way that makes meaning to them. Iwai (2011) suggests that a metacognitive teaching technique useful for ESL learners is chronologically ordering of a text.

Through guided class discussions students can explore the text in-depth which develops their role as text participants. Students are able to compare ideas with peers during cooperative discussions which assists in students comprehension of the text (text user)

After reading activitiesIncluding questions from Bloom’s Taxonomy

Students create their own poem about a different theme other than outback Australia following the same structure (8 lines, every second line rhyming).

- Students present these poems focusing on volume, pace, pitch and body language. (Provide students with a true Australian version of the text as an example of how poetry is read)

“Create an alternative poem using the same poetic structure” (Creating)

Students use their prior knowledge of Australian slang to create their own short poem. (Creating)

Justification/Role of the readerThis activity develops students as text users- students use information from the text to construct a different text type, drawing conclusions from their own personal social context (Ludwig, 2004).NT DEET (1995) suggests exploring texts through poetry or music for ESL and Indigenous.

Students learn that literature refers to text across a range of cultural contexts. During this activity students practice text participant strategies and learn how different language enables people to interact effectively, build and maintain relationships, express and exchange knowledge, skills and attitudes (ACARA, 2012).

Title Author /IllustratorTold by May AlbertRetold and illustrated by Pamela Lofts

PublisherAshton Scholastic Pty Limited


AudienceThe audience for this book would be early/ beginning learners (Prep- 2).This book could be incorporated into units looking at recounts (retelling stories), Australian native animals, caring about others and Aboriginal culture and dreamtime stories.Overview of text (purpose, content, genre)This book is based on a story told by Mary Albert, to Aboriginal children living in Broome, Western Australia. The illustrations are adapted from their paintings and interpretations of the story. The story describes how colours burst from a dove when his friend


How the birds got their colour: An Aboriginal Story

pierces his infected foot, splashing all the birds with the magnificent colours that distinguish them today. The book is an example of a Dreaming narrative. Language features (grammatical features, style) The dreamtime narrative uses descriptive language to create images in the reader's mind and to focus on the phonological

awareness Pairs of rhyming words are introduced and are used in simple sentences. For example, “a little dove flew around; he flew down

to the ground” Use of imagery to help the reader imagine the text in real life There is a mixture of long and short sentences. The short sentences are used to create suspense throughout the text. Repetition of words- some got red, some brown, some blue, some yellow, some got spots, some got stripes The use of time words- one day, long, long ago in the Dreamtime Onomatopoeia- “burst”- used so the reader can hear the sound and empathise with the writer. Descriptive language- Adjectives to describe nouns- little dove, big juicy grub Figurative language is used throughout the text to encourage the reader to imagine and to create an emotional connection

with the textOther textual features (e.g. format, illustrations, graphics) The illustrations in the book are based on the interpretations of the book from Aboriginal children living in Broome. The features of the artwork/ images and text in the book are large; the colours are earthy and vibrant once the colours come

out of the dove. The representations of the scenery and animals are portrayed as realism. On the back of the book is a picture and description of a girl who contributed to the illustrations of the book. On the inside cover is an acknowledgment of the Aboriginal people of the area in which the story was told. Even though the story is a retell of an Aboriginal dreamtime story, the story is a narrative as it follows the structure of one.

Introduction- All the birds were black and one day a dove flew to the groundComplication- Landed on a sharp stick and colours splashed out all over the birdsResolution- Dove got better, flew away and all the birds got colours

Before reading activitiesIncluding questions from Bloom’s Taxonomy

Model how to make predictions about the text by using the ‘think-aloud’ strategy then ask students for their predictions about the contents of the book after discussing the features of the front cover and title of the book.“Describe the illustrations on the front cover” (knowledge)

Using a KWL chart find out what the students already know about Aboriginal dreamtime stories and address what they need to know before reading the story. “Describe what you think Dreamtime stories are about” (Understand)

Brainstorm with the students, how they learn (eg; parents, teachers, grandparents, friends.) Explain the Aboriginal children learn through stories told by their elders and these stories are called Dreamtime stories.


To enhance students code breaking skills students needs to make predictions about the text. The strategy of making predictions actively engages students and connects them to the text by asking them what they think might occur in the story (Snow, 1998 as cited in TeacherVision, 2012). Winch et al., (2010) suggests for beginning readers to build up a schema (prior knowledge) about the topic of the book to act as a scaffold before reading the book.

For ESL learners, building up knowledge supports their reading and improves their successful interaction with the text being read (NSW DSE, 1997). This activity develops students’ as text participants and text analyst by making meaning of text through their prior awareness and making connections.

Allowing all students to share how they learn encourages students’ to bring in personal experiences into the learning environment. This activity allows students to develop an understanding that different cultures and families use different ways to share stories.DECS (2011) suggests encouraging ESL and Indigenous students to tell their own stories in the classroom. This activity develops students as text users as they are using the text as part of a social action.

During reading activities Including questions from Bloom’s Taxonomy

Conducted a modelled reading of the text pausing regularly to model semantic, syntactic and phonological- graphological cueing systems using think-aloud strategies. “How do you know that this word says foot?” (Applying)

Throughout reading of the text allow opportunities for students to infer meaning from the text by prompting questions. “Why did the dove thank the parrot?” (Analysing)

As a class collaboratively build a concept map of


QSA (2009) suggests text created by Aboriginal people reflect a range of ideas and information, relationships and connections for the reader.Modelling the cueing systems for students enables students to understanding how to decode the text and construct meaning from the text they are reading (Winch et al., 2010).

Students use text-participant practices by using their knowledge of the world, knowledge of vocabulary and knowledge of how language works, to comprehend the text through accessing literal and inferential meanings of the text (Ludwig, 2004).

Reading aloud to ESL students gives students familiarity with book language, the patterns and conventions of printed language (NSW DSE, 1997). In this


the events in the story as you are reading- identify the structure of the story (beginning and end)

Discuss font sizes and illustrations in the book- ask students to predict what is going to happen next using their prior knowledge of what has already been read.

Ask students to write down words they can read by themselves. Ask the students what these words mean in the text and what could the next word in the sentence mean.

activity students’ develop text participant skills as they are exploring the text in depth through class discussion assisting students’ comprehension of the text.

This activity encourages students to use text participant skills to determine the meaning of the images. Studies have shown that Indigenous students are able to use clues from the illustrations to connect events in the text effectively (ACER, 2003).Pausing and predicting throughout a text is an effective strategy that supports text participants. Winch et al., (2010) suggests students that acquire this skill develop metacognitive strategies and become executive readers.

This activity focuses on the students’ grammar and comprehension. Students are using code breaking skills by recognising and decoding words they know (Winch et al., 2010). Students will start developing syntactic cueing systems by predicting the rest of the sentence and how the word they recognise fits into the sentence.

After reading activitiesIncluding questions from Bloom’s (Revised) TaxonomyAfter reading the story ask students to think of a different ending to the stories instead of the birds becoming colourful. “What else could have happened instead of the birds becoming colourful?” (Creating)

Students sequence the pictures of text to retell the story.

Pick a word from the text and ask students to be word detectives and figure out which word it is by sounding it out.

Students can create their own dreamtime stories using illustrations. For example, instead of how the birds got their colours, how the fish got their scales. Students can think of things that could happen to them if they were compassionate and caring little the parrot. “Do you think that being compassionate and caring is a good thing or bad thing? Why?” (Evaluating)

Justification/Role of the readerStudents are compiling information together in a different way by proposing an alternative ending to the story. By instructing your students on how to put together new ideas, you are teaching them how to synthesize information (Kinnes, 2011). Students’ use semantic information in the text developing text participants and text user practices.

NSW DET. (2007), suggests that to support ESL students' use visuals and graphic organizers when reading lengthy sections of text. Breaking lengthy sections down can aid in memorising the text and making it easier for students’ to identify important information. This activity allows the learners to apply text user practices to determine how the texts structure contributes to its meaning.

This activity creates an engaging and interesting learning environment for early learners where they can develop code breaking strategies. Code breaker strategies are used through the integration of phonological and graphological cueing systems (Ballatore et al., 2002).

Students are using the information and knowledge they have gain from the text to create their own story. Students’ will be developing text user and text analyst skills as they are use narrative genre to create a traditional story about their culture. Allowing students to express themselves artistically opens opportunities for the students to be imaginative and creative (ACER, 2003).

Title

Author /Illustrator

Author- Irene Ryder Illustrated by Del Mailman.

PublisherState Library of Queensland


AudienceThis text can be used for early readers. (Prep/Grade 1).Indigenous learners would be interested in the book as it contains native Australian animals they would be familiar with from their culture.Overview of text (purpose, content, genre)This text is a virtual picture book that is found online. It is about an emu who decided to go for a walk. During his walk he


The Emu Went Walking

http://enc.slq.qld.gov.au/vbook/slq/emu-went-walking/index.htm

meets many other native Australian animals. Some animals didn’t want him around, others wanted to play games with him, whilst others just wanted to be friends with him and ask him questions.

Language features (grammatical features, style) This is a multimodal narrative text as it can be viewed, read and heard online. The author has used character dialogue to reflect the characters persona and attitudes in the text- ‘I can run faster

than you’ Rhetorical questions are used to involve the reader in the story- ‘Would you like some honey?” The narrative uses imagery through illustrations and text- ‘the kangaroo was hopping around.’ Pairs of rhyming words are introduced and are used in simple sentences. ‘I can run..., and the emu won. The text is illustrated with pictures intended to help new readers associate a word with its meaning: a picture of the

emu and the new animal he meets above a few words of text using repetition, for example, ‘Then the emu met..’ Onomatopoeia is used to create the sounds of the animals in the text- ‘shhhh’ The text introduces different tenses. Past and present. ‘The emu met a...’ ‘The emu went home’ Alliteration is used to introduce early learners to letter sounds- ‘the snake went ‘shhh’ The use of sequencing words helps readers to order events- ‘then’

Other textual features (e.g. format, illustrations, graphics) The Indigenous illustrations dominate the page while the text sits under the images. The illustrations on each page

are a simple image that matches the text. On the last page of the virtual book there is a list of words in the Gunggari language corresponding to the words used

in the text. Before you begin the virtual book, there is a blurb about where the story originates from. The text is multimodal and to go to the next page, the reader clicks on the arrow. On the left side of the foldout is who the emu meets and on the right is happens with that character. Each page

follows the same structure, however a different animal/character is used consequently. There are both compound and simple sentences used. The compound sentences are joined by the conjunction ‘and.’

Before reading activitiesIncluding questions from Bloom’s (Revised) Taxonomy

Discuss what students’ know about Aboriginal people, their art and their culture. Show photos and pictures of Indigenous art and people. Discuss how they shared stories through drawings and paintings. Let Indigenous students of the class share their experiences. Brainstorm and write further questions students what to know about Aboriginal dreamtime stories.

Students skim and scan through the virtual book looking at the images throughout the story. Students predict what the story is about and discuss students’ initial feelings and thoughts about the text.

Collaboratively/model a brainstorm about what an emu looks like- recording student responses on board. LM then shows students a picture of a real emu, whereby students extend to their descriptions of an emu. “List as many describing words you know about emus” (Remembering)


The activity is used to introduce the topic of dreamtime stories. Giving students basic prior knowledge about the topic enables students to relate the text back to what they already know and are then able to build on their knowledge. This supports the students in their role as text participants. ACARA (2010) suggests to actively involve ESL and all students to share their cultural and linguistic knowledge and experiences. This creates an inclusion environment as well as providing opportunity for deep learning and intercultural understanding throughout the class.

This activity allows students to develop a general idea of the text prior to reading. Students apply this prior knowledge when reading the text to increase meaning making whilst reading (text participant)

Students develop their skills as text participants as they use and integrate their knowledge about images from the text. NT DEET (1995) suggest using the strategy of joint construction for ESL/Indigenous students as they gain a sense of ownership in the text which is being written, as well as consciously learning about the conventions of reading. Even though the students are not writing anything, the students can start to see themselves as readers and writers of English.

During reading activities Justification/Role of the readers0192927 EDED11406- Teaching Reading Task 1

Including questions from Bloom’s (Revised) Taxonomy

During reading students are to listen for more information about what an emu looks like and where they live.

Ask the students to identify ways indigenous Australians express their culture. Discuss the students’ feelings about the illustrations in the Dreamtime story. Students are to illustrate their own culture. “How do you feel after looking at illustrations Aboriginal children paint? (Applying)

Whilst reading pause occasionally so students can predict what animal he is going to meet next and what they would say to the emu. “Who do you thing the emu is going to meet next? What do you think the emu will say to the ____” (Analysing)

This activity develops students as text participants as they are using the text to find facts and information. Hyde (2010) states young readers require not only knowledge of letters and words and the syntactic conventions that hold them together, but also background knowledge of the topic based on experience and shared cultural knowledge.

Providing opportunities for constructive classroom talk will support EAL/D students’ cognitive development, language learning, reading comprehension and writing skills (ACARA, 2010). All students’ opinions and expressions of their own experiences are being valued and they are gaining knowledge about different cultures within their classroom. This activity develops students’ skills as text participants as they are relating the text to their own personal and cultural experiences.

This activity develops students as text participants as they are participating in meaning making process and using their prior knowledge of Australian native animals to predict future events in the text.

After reading activitiesIncluding questions from Bloom’s (Revised) Taxonomy

Students create a retell of the story by drawing their own pictures of the story in sequence. “Create a timeline of events by drawing pictures of the story” (Creating)

Students’ change the story, showing what might happen if the animals behave and acted differently. “What do you think emu would have said to a koala?” (Evaluating)

Look at different dreamtime stories by different authors and compare the similarities and differences in the images and language used. (Understanding)


This activity introduces another context to expand the language use and vocabulary while participating in an enjoyable activity relating to making meaning of the text (NT DEET, 1995). This activity develops students’ as text participants as they have to remember and reproduce the texts events in sequential order.

In this activity students are developing skills as text analysts as they use their prior knowledge of how animals behaviour and act to extend their knowledge by presenting an alternative position to the one of the text.

Students are learning about different cultures which are displayed through different texts. Students’ are developing skills as text users to understand about different cultural functions that texts perform and understand that these functions influence the way the text is structured.

Title

Uno’s Garden

Author /IllustratorGraeme Base

PublisherPenguin Books Ltd


AudienceThe audience for this book is grades 2-5.The story of the book delivers a very powerful message about development and conservation of nature, environmental degradation, extinction and could be used in many curriculum areas such as science (pollution and sustainability), Studies of Society and Environment (SOSE) and mathematics.


Overview of text (purpose, content, genre)Uno’s garden is an enlightening story that entwines hidden images and mathematical problems. The purpose of the text is about the unknowingly affects everyone places on the environment and how we can always learn from our mistakes. The story follows Uno and his admiration for the beautiful forest that is filled with amazing animals including a snortlepig. Uno loved the forest, however, in time a city took over and the animals and plants vanished. Thankfully, Uno's children cherished the forest back into life. The book is filled with lively illustrations and hidden puzzles which encourages the reader to look further into the illustrations to follow the story. The brief texts on double page illustrations help the reader acknowledge the abstract storyline of increasing and decreasing animals and buildings.

Language features (grammatical features, style) Repetitive sentence structure- throughout the text there is majority of simple sentences. The author has repeated

the same structure of sentences throughout the text. Each page starts with the same idea- The author describes what character is coming to the forest.

Rhyme- The poem on the title page Rhetorical Question- “And what was that other funny-looking creature back there?” Using rhetorical questions

promotes the reader to get more involved in the story. Metaphors- “A lone fisherman set his line in the river. He caught a… a cold” Alliteration- ‘Magnificent moopaloops’, ‘leaping lumpybums’

Other textual features (e.g. format, illustrations, graphics) The use of visualize mathematical concepts are used in conjunction to the texts message about environmental

impact. The story's illustrations fill the bottom 3/4 of the pages, leaving the top left for the text, and the top right for a mathematical area -- for example, when Uno finds his spot in paradise, there are 10 moopaloops, 10x10=100 plants, 0 buildings, and 1 shortlepig. These concurrent counts that go up and down as the environment changes illustrating addition and subtraction.

The illustrations are colourful and detailed- the colour, shades and style of the pictures reflects the changing imbalance of the environment and people reflected by the text.

Before reading activitiesIncluding questions from Bloom’s (Revised) TaxonomyIntroduce students to the book by looking at the front cover and illustrations; using text user questions ask the students to predict what the story might be about. Point out the bright colours at the beginning and end of the book and the shades of grey used in the middle of the book. “Describe what you can see happening from the pictures and colours in the book?” (Remembering)

Ask students what interests them the most about the book by just flicking through the pages.

Read the rhyme on the title page to the students. Ask students if this helps predict the theme of the story. “How does the theme of the poem help predict what book is about?” (Understand)


Students use their text analyst skills by using the visual images and how they relate to the text and understanding how these features contribute to the ways the text portrays the underlining theme and ideas of the text.

Through free exploration of the text, students create their own opinions and interest which engages the student. They use text analyst skills by asking themselves how they can use the text to interest them.

This activity will engage ESL/Indigenous students’ as it is recognising Aboriginal students’ cultural attributes such as the introduction about different animals. Reading the poem to the students’ and using it for predicting the text develops students as text participants. Predicting at text level involves a reader to consider what they expect a text to contain and is based on prior knowledge of the world (Winch et al., 2010).

During reading activities Including questions from Bloom’s (Revised) Taxonomy

Create a story board in the classroom for each page in the book. After reading each page


Students will use text analyst skills to illustrate the author’s objective of the text. This activity allows students to relate the text to personal experience and knowledge, which engages students. DEST (2002) suggest allowing ESL/Indigenous students to take on


students contribute to the storyboard focusing on how the animals move, feed and protect themselves in the book.

During guided reading use code breaker techniques when students’ encounter unknown words or phrases.

Question the students throughout the reading of the text (students’ act as meaning makers)- ‘What was happening to Uno’s forest? How do you think he felt about this?’ (Analysing)What they would do or feel if this was happening to their environment they were living in? (Applying)

the role of the teacher, sharing their own knowledge with others, and thus strengthening their sense of identity.

Using thing-aloud strategies when modelling the skill of code breaking, early learners will do as that (DEST, 2002)

This activity requires students to use their semantic cueing system; linking the text to everything they already know (Winch et al., 2010)Students are using text user skills to determine the main idea the author is trying to portray and how it affects the students’ personal life. The Australian Curriculum: English suggests assisting students to develop the skills necessary to investigate, analyse and communicate ideas and information related to sustainability, and to advocate, generate and evaluate actions for sustainable futures (ACARA, 2012).


Ask learners to review the storyboard they created during reading of the text. Students use the storyboard to re-tell the story suggesting the main idea the author was trying to tell. - Students think of native animals they are familiar with and describe how these animals would act and behave if this happened to their habitat.

Ask the students how they would they feel if that happened to their home or community. “Imagine if this was you and your home, describe how you would respond? (Creating)

Students investigate about the environment degradation and extinction in the story and how it could relate to their environment. Student could research local issues around sustainability and how it is affecting their future. “Justify the implications of how to facilitate a sustainable environment” (Evaluating)


This activity uses the text as a springboard. Gibbons (2002) proposes using this activity for ESL/Indigenous students’ use as a basis for specific language study, such as to focus on a particular item of grammar, idiom, or phonic knowledge that occurs in the text. Syrja (2011) suggests that it is important to choose topics that students will have had experience with such as animals and pets.

Students reflect on the world around them, relating the morals and emotion throughout the text into their own life. Students’ use text-user and text analyst strategies to relate the texts message to a personal and social purpose.

This activity allows students to use the text relating it to real life situation. They use text user and text analyst strategies to relate the issues in the text to issues in their local community and environment. In this learning area, students may interrogate a range of texts to shape their decision making in relation to sustainability. They develop the understanding and skills necessary to act responsibly and create texts that inform and persuade others to take action for sustainable futures (ACARA, 2012).

Title

The Barrumbi Kids

Author /Illustrator

Leonie Norrington

PublisherScholastic Australia


AudienceThe novel could be used in upper primary years (Grades 5-7). The overarching idea in the text about different cultures and languages could form part of a unit. The Indigenous perspective in this book would interest Aboriginal learners and other ethnic learners where they are situated in mixed learning environments as the story is a tale about cultures mixing together.

Overview of text (purpose, content, genre)The Barrumbi Kids captures the life in rural north Australia exploring the honest complexities of cross-cultural living of Aboriginal and white people. The two main characters of the story, Dale and Tomias are best mates and have


different backgrounds. The story follows the two boys through the struggle of school, wild adventures, punishment and revenge. The two boys from different cultures love the land where they are from. They enjoy fishing, hunting and hanging out with friends. The boys' rather idyllic lifestyle is threatened by newcomers who disagree on the way the boys live and try to change their life. Dale and Tomias' story is told as a series of adventures in present tense.

Language features (grammatical features, style) The Barrumbi Kids story is narrated by the two boys’ point of view, this encourages the reader to sympathize and

engage in the text. The author uses sensory images to help the reader visualise exactly what is being described in the story. This chapter novel is written in present tense to create an affect of immediacy The author has used the technique ‘stream-of-consciousness’ to portray the boys points of view Hyperboles are frequently used in the text- the author uses dramatic exaggeration throughout the text- “Yeasty

scent of dry spear grass” Narrative perspective is used in parts of the text- the author portrays her perspective of the dangers and uses of

fires rather than using the characters points of view. Personification- In one of the chapters, the author has used a hawks point of view and given him human

characteristics where he highlights the relationships between the animals and humans of the community and the need for respect by hunters.

The use of the different speeches – the variety of cultures and how they use speech is described throughout the text. The way young children speak is also used throughout the novel.

Other textual features (e.g. format, illustrations, graphics) The front cover features elements of aboriginal art, this informs the reader it is a cultural setting throughout the

narrative At the back of the book the author has included a glossary of Aboriginal language from their community (Mayali

Language) used in the text to help the reader determine the meaning of some of the language used in the speech of the characters.

Each chapter has its own title which details the overview of that particular chapter. There is a map of Long Hole Community which can be used to describe the characters town they live- the map

uses the terminology the characters used to describe how they live- ‘camp’, ‘farm’, ‘billabong’ The acknowledgment page is used in the book to inform the reader as to whom the book is written about. It is

also used to appeal to emotion and feelings of the reader as to why and where the book is written about. The book contains a contents page where readers can quickly glimpse at the different sections and sub titles of

the book and page numbers. The book contains an ‘about the author page’ which informs the reader about who the author of the story is and

other books the author has written if the reader is interesting in following her stories.Before reading activitiesIncluding questions from Bloom’s Taxonomy

Students study the map of the Long Hole community which is on the inner cover and compare it to a map of their town. Use a Venn diagram to compare the two. “How is this map similar or different to the town you live in?” (Understanding)

Students are to analyse the front cover, title and aboriginal art to predict what the story is about.

Revise the structure of a narrative (orientation, complication, resolution). Students identify how this text is a narrative by skimming and scanning through the text. “What is the structure of a narrative?” (Remembering)


In this activity students are using their code breaking skills by linking the image of the map to their text participant skills by relating the text to their personal and cultural experiences.

In this activity students’ are use text participant practices as they examine parts of the text to create meaning when reading the text. ACARA (2012) states that students should be able to predict and monitoring meaning of texts.

Students’ are developing text user skills by looking at the structure of the text. This activity promotes students’ to look at the sequencing of ideas within the text and learning why it is important for these ideas to flow to make meaning of the text.

During reading activities Including questions from Bloom’s (Revised)



Taxonomy

Students create a list of words of Mayali language that is used in the texts. Students use the glossary at the back of the book to translate the words.

Discuss Tomia’s win in the essay writing competition and what positive discrimination might mean. “Using the knowledge from the text describe what you think positive discrimination might mean?” (Applying)

While reading students’ identify the descriptive language used throughout the text to develop imagery. Students create a word wall of these describing words.

QSA (2012) states ESL learners with a different language background benefit from a curriculum which builds language awareness into students’ experiences of learning. An EAL/D student’s home language or dialect should be recognised and acknowledged as a legitimate mode of communication alongside English (SAE), and will be a valuable resource for learning in the mainstream classroom (ACARA, 2010). The activity promotes students’ as text users as they focus on the purpose of the different language used throughout the text.

This activity promotes students’ to use the text as part of social action. They use the context of the story and text user and analyst skills to relate the meaning of the text with personal opinions to gain knowledge about what positive discrimination might mean.

This activity develops students’ as text participants as they use their knowledge of word meanings and understand how conventions of image making contribute to the texts meaning.Gibbons (2002) comments that until students are set out to find these associations they would not have noticed these particular textual features.


Why do you think the novel is called ‘The Barrumbi Kids?’ (Analysing)

Students describe events from the text which demonstrate that people of all races and cultures can live in harmony together. (Evaluating)

Students design an advertising campaign about respect, human dignity, and the acceptance of other cultures. (Creating)


Students are using text participant practices as they are encouraged to make sense of inferential meanings of the text. Students need to be able to recognise that ideas in literacy texts can be communicated from different viewpoints which can lead to different interpretations of the text (ACARA, 2012).

This activity extends students comprehension and understanding of the texts meaning by encouraging students to use text user and analyst skills to complete the task. The Australian Curriculum: English values Aboriginal and Torres Strait Islander histories and cultures. It articulates relevant aspects of Aboriginal and Torres Strait Islander languages, literatures and literacy’s (ACARA, 2012).

Title “I have a dream!”

Author /Illustrator

Martin Luther King, Jr

Publisher Date of publicationDelivered, 1963

AudienceThis text (speech transcript) would be used in upper primary (Grades 6/7).The purpose of using this text would be for cooperative and guided reading activities acknowledging literary terms, rhetorical devices and figurative language. It would also be used to highlight the importance of civil rights between different cultures and races (SOSE).

Overview of text (purpose, content, genre)This text is a seventeen minute speech Martin Luther King, Jr delivered to the American nation for racial equality and to end discrimination. The main message in the text is about the civil rights movement. The text is persuasive in which created the


strength of the narrators message to the reader.

Language features (grammatical features, style) This text uses rhetorical devices and figurative language. Alliteration is used to make the speech more catchy and memorable. “In a sense we have come to our nation’s capital to cash

a check.” Parallel structure is used in the text to create emphasis on a particular point- “I have a dream.” Similes were used in the text to give a more vivid description about the narrator’s emotion- ‘until justice rolls down like waters

and righteousness like a mighty stream.’ Metaphors were used in the text to portray figurative comparisons- ‘This momentous decree came as a great beacon light of

hope.’ Both similes and metaphors are used in the text to create vivid sight and sound images. Hyperboles are used create exaggeration and a dramatic effect- the narrator uses lots of “alls” and “every’s in the text to

emphasis his emotion and to appeal to the reader. Tricolons are used in the text to make the lines memorable for the reader- “With this faith we will be able to work together, to

pray together, to struggle together, to go to jail together, to stand up for freedom together, knowing that we will be free one day.”

The narrator has used personification to create imagery in the text. The narrator casts American society as a person who has done African-Americans wrong

Anaphora techniques were used throughout the text to convey emotion towards the reader- ‘I have a dream’ and ‘Let freedom ring’

The use of high modality in the text appeals to the readers emotions and so the text can be perceived as persuasive and subjective.

Other textual features (e.g. format, illustrations, graphics) The text is speech transcript referencing a historical and biblical illusion, authoritative tone, a religious reference, urgent tone

and a personal reference to his family. The dialogue is a direct address to the American people incorporating conversational techniques. The text is full of emotive language to make the reader emphasise with the text. The narrator uses first person which is used in a direct manner to try and convey his deep emotions to the reader.

Before reading activitiesIncluding questions from Bloom’s (Revised) Taxonomy

Introduce the text by giving students some historical background about Martin Luther King, Jr- What he did and why he did it.“

Activate students’ prior knowledge about diversity by discussing the different cultures, races and religions in the class. Discuss what was happening in America before the civil rights movement- that all the different races, cultural and religions were not allowed to go to school together. Discuss how the civil rights movement changed this.

Review the title of the text “I have a dream”- Students are to think about and brainstorm their dreams and ambitions/goals.


The LM informs students about the context of the text and leads a general discussion on the topic of the text. NT DET (1995) suggests that LM should act as language role models while providing new information about unfamiliar concepts to ESL and Indigenous students in the early years. This provides the opportunity for the students to learn language, rather than to be tested on what they know or cannot say. In this activity students are developing text analyst skills as they are deconstructing the author’s purpose for the text.

The shape of the Australian Curriculum (2010) states teachers need to provide learning experiences that reflect the identities and experiences of all students in the classroom. This activity develops students as text users. Students are using the context of the text and relating it to real life situations and settings.

This activity develops students as text users and text participants. Students use the text to determine what the main concepts within the text are and relating it to their own life to make meaning for them.

During reading activities Including questions from Bloom’s (Revised) Taxonomy

Use modelled reading to emphasise the narrator’s emotions and discuss the time junctions throughout the text (past, present, future). “What do you think is the main message Martin Luther King is trying to get across to his audience?” (Understanding)


During modelled reading students will be learning code breaking skills. They will be modelling and taught breaking techniques to establish the structure of the text, gathering important information from the text the author is trying to portray.

The use of multimodal forms of making meaning is seen as highly important in the current curriculum (Winch et al., 2010).


Show the students the film of the speech being delivered. Explain to the students that it was exactly the same speech, and challenge the students to think about how they felt after they had watched it to after they had read the text- compare and contrast (Analysing)

Shared book experiences and recorded text which accompany the written text will provide useful support for ESL learners (NSW DSE, 1997). NT DEET (1995) states students in the process of learning another language will understand the language they hear greater their ability to read.

After reading activitiesIncluding questions from Bloom’s (Revised) TaxonomyIn collaborative learning groups students deconstruct, evaluate and analyses the language features of the text. Provide students with the text and using highlighters and different colours deconstruct the literary devices used in the text. “List all the literacy devices you can find in the text” (Remembering)How did he "fight" for his dream? How can we keep this dream alive today? (Evaluating)Students create their own “I have a dream” speech. Using the literary devices in the text students’ choose a topic they are passionate about and create their own persuasive speech using “I have a dream...” as a scaffold. (Creating)

Collaboratively discuss the concept of inequality in society and students write about the inequality they have seen and how they will act when they see inequality being displayed. “Have you ever seen or experienced inequality? Describe the experience” (Applying)

Using different famous quotes and sayings, students present them to an audience emphasising on projecting their tone and pace of their voice.


This activity of collaborative learning provides an opportunity for ESL learners to use their first and second language for exploration of ideas, attitudes for hypothesising and asking questions in a supporting environment (NT DEET, 2004). It is also an active and meaningful way for ESL learners to learn standard English through their peers. ESL Learners see different socio- cultural languages modelled in a variety of meaningful contexts (NT DEET, 2004). This activity develops students as text analysts as they understand how a texts structure and features have been employed to present the texts position.

In this activity student’ use their text participant skills as they use their knowledge about the text and its language features to create their own persuasive speech.

This activity requires students to use their text participant and text analyst skills to relate the purpose of the text to their own personal and cultural experiences.

Australian Curriculum (ACARA, 2012) states students in year 7 are to, ‘plan, rehearse deliver presentations selecting multimodal elements for defined purposes and audiences.’ This activity encourages students to interpret the text and choose appropriate modality. This activity provides a purpose for individual students to use oral English in a planned and formal context. It requires students to use different language skills to those needed for casual conversation and allows students to take risks in using the language they have learnt (NT DEET, 1995). In this activity students develop code breaking skills and text participant skills to effectively deliver a persuasive speech through understanding the grammatical structures in the text and punctuation contributes to meaning.

References

Australian Curriculum Assessment and Reporting Authority (ACARA). (2012). Cross-

Curriculum priorities. Retrieved from

http://www.australiancurriculum.edu.au/English/Cross-Curriculum-Priorities

Australian Curriculum Assessment and Reporting Authority (ACARA). (2010). English as an

Additional Language or Dialect: Teacher Resource (EAL/D). Retrieved from

http://www.acara.edu.au/curriculum/eald_teacher_resource/eald_teacher_reso

urce.html


Ballatore, M., Bos, C., Garrett, S., Haager, D., Krezmien, M., Kinan-Thompson, S., .... Young,

C. (2002). Word study for students with learning disabilities and English language

learners. Retrieved from

http://www.meadowscenter.org/vgc/downloads/primary/booklets/Word_Study

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Department of Education and Children Services (DECS). (2011). Aboriginal education for all

learners in South Australia. Retrieved form

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Department of Education Science and Training (DEST). (2002). My Read: Strategies for

teaching reading in the middle years. Retrieved from

http://www.myread.org/index.htm

Department of Education, Science and Training (DEST). (2002). What works: The work

program- Literacy for succeeding at school. Retrieved from

www.whatworks.edu.au/upload/1250830886867_file_3Literacy.pdf

Frigo, T., Corrigan, M., Adams, I., Hughes, P., Stephens,M., & Woods, D. (2003). Supporting

English literacy and numeracy: Learning for indigenous students in the early

years. Retrieved from http://acer.edu.au/documents/Mono_57-

SupportingEnglishLearningForIndigenous.pdf

Gibbons, P. (2002). Scaffolding language, scaffolding learning: Teaching second language

learners (pp. 77-101). Portsmouth, NH: Heinemann. Retrieved from CQUniversity

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Kinnes, T. (2011). Benjamin Bloom and the Taxonomy of Learning. Retrieved from

http://oaks.nvg.org/taxonomy-bloom.html

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and practice. Retrieved from

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NSW Deparment of Education and Training (NSW DET). (2007). Writing and spelling

strategies: assisting students who have additional learning support needs.

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/programs/lrngdificulties/writespell.pdf

NSW Department of School Education (NSW DSE) . (1997). Teaching Reading: A K-6

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