Standard 1; Evidence 1

Standard 1: Know the students and how they learn

EDLA309: Literacy Education 2
This assignment required me to design two reading comprehension lessons and then write a
rationale on why I designed the lessons the way I did. The rationale had to include evidence of an
understanding of the theory and practice of literacy learning with insights gained from the
research.
One strategy that both lessons include is the use of discussion and pair work. In order for EAL/D
students to be able to compose written texts, they need to be given opportunities to engage in oral
language beforehand (Emmitt et al., 2010). Wing Jan (2009) agrees with this view, affirming that
students should share and discuss their ideas before writing. This is why most lessons in the unit
incorporate discussion and opportunities for students to talk about the work before they write or
read anything. This not only gives them exposure to the English language, it also prepares them for
writing by allowing them to think about and practice using the specific language that will be written.
One way that students will be engaging in discussion is through partner work. This helps the
students because it allows them to use extensive oral language, especially if they are working with
their peers who they are comfortable with. This in turn gives them more freedom to take risks in
their language use (Hertzberg, 2012).
Lesson three uses the instructional strategy of think pair share. This approach gives students time to
think about the question, pair up with a partner to share their answers and then to share with a
larger group. Think pair share is a good strategy because EAL/D learners can often know the answer
to the question, but it takes them longer to be able to verbalise their response (Hertzberg, 2012).
Rowe (1986, as cited in Hertzberg, 2012) suggests that this extra wait time enables learners to think
more deeply and give more complex answers, as well as responding effectively and to the best of
their ability (Gibbons, 2001, as cited in Emmitt et al., 2010).
Another strategy that is used in the lessons above is modelling, which has been described as the
most influential and most used instructional strategy (Ministry of Education, 2003). Daily modelling
is suggested in order to ensure that students are comprehending the text to the best of their ability
(Menner, 2007). This is particularly important with EAL/D students, who can have trouble with
comprehension (Burgoyne, Whiteley & Hutchinson, 2010). One way to make modelling effective is to
think aloud throughout the process (Fellowes & Oakley, 2010), which helps students know what will
be expected of them when its their turn. Furthermore, Wing Jan (2009) suggests that one teaching
focus when teaching arguments is to provide models and identify the parts of the argument
together, which is particularly evident in lesson three.
Comment [N1]: This excerpt
demonstrates that I have a knowledge of
teaching and learning strategies that
scaffold literacy learning and differentiate
teaching to cater for the needs of students
from diverse backgrounds.
Comment [N2]: This also demonstrates
that I have knowledge of teaching
strategies that are responsive to the
learning strengths and needs of students
from diverse backgrounds, specifically
diverse linguistic backgrounds. I have an
understanding of research into how
students learn and implications for
teaching.