NAPLAN Preparation 2011 English- Explicit Teaching
Purpose:


To best prepare students with the language, structure and features of tests
To provide opportunities to focus on explicit strategies (which will be assessed) for reading, writing and language conventions.
Implementation:
These lessons are designed as mini lessons for explicit intensive workshops for the lead up to NAPLAN testing in week three of term two. This is to be used
as a guide for teachers to adapt according to the needs of their students and to explicitly prepare students through direct focussed instruction. In the given
timeline, it is not intended that all of the sessions outlined below can be covered however will act as a framework for planning to suit the needs and
structures and modified as required.
Each workshop could be done in a 20-30 min block using the workshop model (whole, part, whole) where the strategy is modelled, explicitly taught through
a mini lesson, shared use of the strategy, independent use of the strategy and then reflected on as a class.
Resources:
A resource list has been developed and attached for Persuasive writing.
VCAA website has an extensive list of resources including practice tests, reading materials and sample teaching and learning activities:
www.vcaa.vic.edu.au/prep10/naplan/schools/persuasivewriting.html
2011 NAPLAN writing marking guide is an excellent resource for further breaking down the criteria for writing. The 2010 NAPLAN Marking Guide (while
narrative) also provides an extensive list of spelling words for your use in classrooms.
CARS (Hawker Brownlow) can be a useful resource for looking at explicit reading strategies.
Language Conventions P-10 Planning and Teaching (WMR) Dianne Snowball and Faye Bolton 2010
Support:
Kate Story- story.kate.e@edumail.vic.gov.au
Debbie Showers- showers.deborah.m@edumail.vic.gov.au
Debbie Showers and Kate Story 2011 NMR
NAPLAN Preparation 2011 English- Explicit Teaching- Mini Lessons for Skills/Strategies that will be Tested
Sessions
Reading
Language Conventions
1.
Strategies we use when reading fiction and non-fiction texts- brainstorm a list.
How can we show how we use these strategies as we read? The intention and
purpose of testing; to demonstrate independent use of strategies of unfamiliar
texts.
Spelling frequently used words correctly
Spelling words correctly with regular spelling patterns
2.
Makes links between ideas directly stated in texts and different texts, connect
ideas in a text
Spelling words correctly with irregular spelling patterns
3.
Identifying the main idea of a text, the main purpose of a text, and information in
the text that supports the main idea.
Spelling complex words with regular patterns
Spelling complex words with irregular patterns
4.
Inferring - messages in texts, characters motives, about plot, character’s qualities
and feelings (and changes to these)
Spelling Test as preparation covering the above word types
5.
Selecting key information in a text
Nouns, verbs and adjectives in sentences, adverbs, pronouns
6.
Practice test- filling out bubbles, analysing the question, multiple choice options
Conjunctions
7.
Working out the meaning of phrases in a text, words in a context,
Identifying and changing tense
8.
Identify how attitudes are presented and conveyed in a text
Punctuation marks- capital letter, commas, full stops, speech marks, question
marks, exclamation marks, apostrophes
9.
Draw conclusions from a text by synthesising different information
Dictation
10.
Identify how language is used to represent character in different ways
Language Conventions practice test
Debbie Showers and Kate Story 2011 NMR
Your next 5 ½ weeks of Persuasive Writing.... from a blank canvas.....Mini lessons for Writing
This planner of explicit mini lessons has been designed as a guide to support schools in the lead up to NAPLAN on May 10-12, 2011. Teachers are asked to
use their professional judgement to adapt, modify and implement as they see appropriate. We are encouraging the use of a variety of prompts and topics
for engaging writers throughout this time. It is expected that models and exemplars of persuasive texts will be used throughout to support student’s
independent internalisation of strategies.
Week
MON
TUES
WED
THURS
FRI
7
A baseline timed persuasive
writing sample should have
already been collected and
analysed using the marking
guide to identify individual and
collective areas for
development (strengths,
weaknesses and action
required.) This data will drive
your planning.
What is a Persuasive Text?
Identifying types and the
features common to these. (eg :
Language/vocab, structure,
persuasive devices etc)
Writing Process-the journey as
a text develops (in a timed
context.)
What makes a good persuasive
text? What do strategic/good
writers do? (Here is an
opportunity to develop success
criteria/rubric/checklist as a
baseline for expectations when
writing persuasive texts- high
bar and low bar.)
Audience- How do I write a
persuasive text for an
audience? Who is going to read
this? What is their purpose for
reading? How (as a writer) will I
engage, orient and persuade
the reader?
Text Structure- What is the
structure of a persuasive text?
How do I plan and write my text
with this in mind? How do I
write an effective introduction,
body and conclusion?
Ideas-How do I gather, plan,
sequence and elaborate/justify
my ideas appropriately
throughout the text?
Vocab- How do I write with a
range and precision of language
that will engage, orient and
persuade the reader? (emotive
words, present tense, first
person, action verbs, facts and
opinions, persuasive devices)
Cohesion- How do I write to
control multiple threads and
relationships throughout my
texts?
8
Exposure to lots of different
persuasive texts and text types.
Debbie Showers and Kate Story 2011 NMR







Gathering ideas
Planning
Drafting
Revising
Editing
Publishing
Reflecting
Persuasive Devices- How do I
write with persuasive devices in
mind? (repetition, exaggeration,
questions to appeal to the
reader, stereotypes, quotes
from authorities, call for action,
posing of problem and solution,
making connections to the
reader.)
(Word associations to avoid
overuse of repetition,
connectives and conjunctions,
ellipsis, substitutions)
9
Revising and editing my writingWhat strategies for revising and
editing do I use? How do I make
sure I have engaged and
persuaded the reader? Does it
make sense? Have I considered
the text structure and features?
What do I need to change?
Paragraphing- Have I used
paragraphs correctly? Have I
got one idea per paragraph?
How do I annotate my draft for
paragraphing in case I don’t
have time to publish?
Sentence Structure- Are my
sentences grammatically
correct, structurally sound and
meaningful? Do my sentences
make sense? Have I been able
to use a variety of sentence
beginnings and lengths?
Punctuation and Spelling- Have
I used punctuation correctly?
Have I spelt common words
correctly? Have I had a go at
more difficult or
unfamiliar/challenging words?
What do I need to change?
10
Timed Writing task with prompt
under ‘like’ conditions
Student self/peer assessment of
task using class generated
success criteria/rubric guided by
criteria
Develop personal writing action
plan for writing persuasive
texts- what do I do well? What
do I need to improve? What
steps can I take to improve?
Reflections as a writer.
Fun writing- fun topics and
prompts for quick writing of
persuasive texts with the
intention of applying strategies
and techniques as already
covered.
HOLS
Assessment of writing sample using the marking guide over the holidays
Revisit what makes a good
persuasive text and what
effective writers do when
writing them.
1
*Teachers should make time to
conference individually with
students for feedback and goal
setting based on timed writing
task completed before holidays.
2
3
Self assessment of task.
Reflections as a writer.
Timed Writing task with prompt
under ‘like’ conditions
NAPLAN starts
Debbie Showers and Kate Story 2011 NMR
Self - assessment of task.
Reflections as a writer.
Task- use a prompt to write a
persuasive text with the
students focussing on their
individual goals. This should
include the writing cycle and
attention towards success
criteria.
Establishing success
criteria/rubric for what makes a
good timed persuasive textstudent & teacher generated
Continue task with teacher
conferencing as appropriate.
NAPLAN Preparation 2011 English- Explicit Teaching
Strategies focussed on have been taken from the assessment criteria provided and test analysis documents
Reading:









Makes links between ideas directly stated in texts and different texts, connect ideas in a text
Identifying the main idea of a text, the main purpose of a text, and information in the text that supports the main idea.
Inferring - messages in texts, characters motives, about plot, character’s qualities and feelings (and changes to these)
Selecting key information in a text
Practice test- filling out bubbles, analysing the question, multiple choice options
Working out the meaning of phrases in a text, words in a context,
Identify how attitudes are presented and conveyed in a text
Draw conclusions from a text by synthesising different information
Identify how language is used to represent character in different ways
Writing:










Audience- the writer’s capacity to orient, engage and persuade the reader
Text structure- The organisation of persuasive texts with introduction, body and conclusion
Ideas- the selection, relevance and elaboration of ideas for a persuasive argument
Persuasive devices- the use of a range of persuasive devices to enhance the writer’s position and persuade the reader
Vocabulary- the range and precision of contextually appropriate language choices
Cohesion- the control of multiple threads and relationships over the whole text, achieved through the use of referring words, ellipses, text connectives, substitutions and word
associations
Paragraphing- the segmenting of text into paragraphs that assist the reader to follow the line of the argument
Sentence structure- the production of grammatically correct, structurally sound and meaningful sentences
Punctuation- the use of correct and appropriate punctuation to aid the reading of the text
Spelling- the accuracy of spelling and the difficulty of the words used
Language conventions:






Spelling frequently used words correctly
Spelling words correctly with regular and irregular spelling patterns
Spelling complex words with regular patterns Spelling complex words with irregular patterns
Nouns, verbs and adjectives in sentences, adverbs, pronouns
Conjunctions
Identifying and changing tense

Punctuation marks- capital letter, commas, full stops, speech marks, question marks, exclamation marks, apostrophes
Debbie Showers and Kate Story 2011 NMR
NAPLAN 2011 Persuasive Writing Resources
There are numerous resources to support the teaching of persuasive texts, these are just a few.
Professional Texts
Buss, K. & Karnowski, L. Reading and Writing Nonfiction Genres, International Reading Association, Newark.
Creeaune, T and Rowles, L.1996, What’s Your Purpose? Reading Strategies for Non-Fiction Texts, PETA, Marrickville.
Department of Education and Training of Western Australia, 2004, First Steps Writing Map of Development Second
Edition, RigbyHeinemann, Port Melbourne.
Department of Education and Training of Western Australia, 2004, First Steps Writing Resource Book Second Edition,
RigbyHeinemann, Port Melbourne.
Department of Education and Training of Western Australia, 2004, First Steps Reading Map of Development Second
Edition, RigbyHeinemann, Port Melbourne.
Department of Education and Training of Western Australia, 2004, First Steps Reading Resource Book Second Edition,
RigbyHeinemann, Port Melbourne.
Derewianka, B. 1990, Exploring How Texts Work, PETA, Rozelle.
Fountas, I &Pinnell, G. S. Guiding Readers and Writers, Heinemann, 2001
Harvey, S. Nonfiction Matters: Reading, Writing and, Research in Grades 3-8. Stenhouse Publishers
Stead,T. 2002 Is That a Fact? Teaching nonfiction writing K-3, Stenhouse Publishers
Wing Jan, L. 2009, Write Ways: Modelling Writing Forms, Third Edition, Oxford University Press
Classroom Texts
Baker, J. 1987, Where the Forest Meets the Sea, Julia McCrae Big Book
Barton, M, 1987, Animal rights, Watts
Bingham, J. 2006, Animals and Us: Do Animals Have Rights? Heinemann, Oxford. (BB)
Birmingham, J. 1989 Oi! Get Off Our Train. Jonathan Cape
Chan H. 2004 Don’t Throw it Away Macmillan Education Australia
Clayton R. 2009 What’s Up Macmillan Education Australia
Einspruch A. 2010 Whaling Macmillan Education Australia
Kaufman Orloff K., Catrow D. 2004 I wanna Iguana G. P Putnman’s Sons, NY
Layne S. L. 2010 My Brother Dan’s Delicious Pelican Publishing Company, USA (see website also)
Lollis S. 2003 Should We Have Pets? :A persuasive text Mondo, NY
Reynolds L. Ardizzon E. 2005 Big Greg’s Campaign Macmillan Education Australia (Big book also available)
Rushby P. 2009 Community Views Macmillan Education Australia
Rushby P. 2010 My Way or the Highway? Macmillan Education Australia
Scieska J. 1989 The True Story of the Three Little Pigs Viking NY (numerous websites and videos available)
Smith, Gwenda and James, Ann, 1989 A Pet for Mrs Arbuckle, Penguin
Stead, T. 2000 Should There Be Zoos? :A persuasive text Mondo, NY
Tainui B. 2007 Litter at the Top of the World Macmillan Education Australia
Viorst J. 1990 Earrings! Atheneum Books for Young Readers
Webster J. 2009 Have Your Say! Macmillan Education Australia
Multi media
Australian Children’s Television Foundation 2011, Persuasive Text DVD
http://www.readwritethink.org/search/?resource_type=6&sort_order=relevance&q=PERSUASIVE+WRITING&old_q=&src
hwhere=full-site&srchgo.x=14&srchgo.y=4 Read, Write, Think. Org - persuasive writing lesson plans and resources
http://www.primaryresources.co.uk/english/englishD10.htm UK site with lots of resources
http://www.education.tas.gov.au/curriculum/standards/english/english/teachers/writing/text#exposition Tas Ed
http://www.tki.org.nz/r/assessment/exemplars/eng/teachers_notes/tn_resources_e.php New Zealand Ed website
http://www.bbc.co.uk/schools/ks2bitesize/english/writing/argument/watch.shtml short clips
http://www.stevelayne.com/go.jsp?t=resources#guides My Brother Dan’s Delicious Teaching guide
www.teachingheart.net/truepigs.html The True Story of the Three Little Pigs
http://www.teachit.co.uk/index.asp?CurrMenu=searchresults&keyword=writing+to+persuade&submit.x=0&submit.y=0
great UK website
Debbie Showers and Kate Story 2011 NMR