Student(s) Name(s)/ ARCOTS Code: Level D

Sample PLT Log Level D – Narrative Poetry
Student(s) Name(s)/ ARCOTS Code: Level D
Developmental Domain
Progression of Reading Development
Developmental Level &
Nutshell Statement
Level D: Infer character’s motive from descriptions of behaviour and actions. Interpret how word meaning changes when used in different context.
Evidence for this level?
(What makes you say this?
ARCOTS testing student ZPD was Level D. Analysis of work samples against the progression confirmed this.
What is the student
ready to learn?
What are the expected
outcomes and evidence?
Learning Intention/s
(Specific skill or concept
or part thereof to be
Evidence (What the
students will be able to do,
say, make or write):
Link information from two
or more parts in a text.
Match word, read back,
follow sequence of events
and combine two pieces of
information to make
inferences about
character’s motive.
Students will paraphrase and
summarise at paragraph
(verse) level and whole text
level verbally, in notes or in
Make considered
inferences taking into
account a character’s likely
actions and feelings.
Underpinning concept:
Supporting students to
develop the ability to
question will help students
to think and read their way
deeper into the ideas in
the text.
Students will combine
information from adjacent and
non-adjacent sentences to
complete cloze.
Students will identify a
character’s words or actions
that indicate how the
character might be feeling and
use their identifications to
complete a cloze.
What interventions has the teacher planned?
Teaching Strategy (What the teacher says, does, makes or writes)
Teacher will introduce ‘narrative poetry’ and record student responses regarding their
existing knowledge of common elements
Teacher will introduce poet Banjo Paterson and briefly outline the era during which
poem was written.
Teacher creates a ‘cloze’ exercise using the original version of Waltzing Matilda.
Teacher tells students original version is different from the commonly known version
– but does not say in what ways.
Teacher reads text aloud (skipping over blanked words). Teacher models the process
of coming up with possibilities for the missing words for the first verse, demonstrating
how to combine separate pieces of data to infer the text meaning and arrive at word
Teacher ‘talks’ students through process of making inferences, building on their
Teacher assigns individual/group the task of completing the cloze for verses two and
three and four. Teacher facilitates group discussion around student completion of
cloze, prompting students to justify their answers by close reference to text. Teacher
facilitates discussion around the differences/similarities between student and original
Teacher provides more commonly known version of Waltzing Matilda.
Teacher sets a vocabulary extension activity related to emotions – organising students
to identify different emotions expressed in the more commonly known poem and
degrees of these emotions. For example, starting with the word ‘jolly’ teacher leads
students to consider where ‘jolly’ sits in the ‘happiness scale’ and what the different
dimensions of happiness may be. For example, teacher might pose the question ‘Is
contentment at one end of the scale, if so what is at the other and what are the
elements in between?’ Teacher organises students in pairs, providing
thesaurus/dictionaries to support students to come up with as many synonyms as
they can.
Teacher leads discussion around vocabulary and then ties this in to a discussion
around the emotions of the swagman and his emotional state at the end in the
commonly known version.
Learning Activity
(Describes what the students
are actually going to do)
Students will gain some
background information
regarding the poet, the time
and cultural context
What worked? What
Resources (People, place or
things used in the activity to
realise the learning strategy)
Review & Reflection
A cloze version of Waltzing
Matilda in original manuscript
Review Date:
A full version of more
commonly known Waltzing
Copies of thesaurus or
Students discuss the process of
making inferences to complete
a cloze exercise.
Students follow process of
completing a cloze exercise,
then complete cloze exercise,
making notes demonstrating
their reasons and justifying their
word choices for the cloze.
Students will use background
knowledge, dictionary and/or
thesaurus to list emotions and
arrange them in writing or
visual representation.
Students will record and discuss
words/synonyms to best
capture the character’s
emotions. In their reading
journals, students will make
charts/ visual representation of
main character’s feelings and
how they change over poem.
Sample PLT Log Level D – Narrative Poetry