Sample PLT Log Level B – Narrative Poetry

Student(s) Name(s)/ ARCOTS Code: Level B
Developmental Domain / Progression of Reading Development
Developmental Level & Nutshell Statement / Level B: Find information in the short text. Link paraphrased information within a single paragraph
Evidence for this level? (What makes you say this? / ARCOTS testing student ZPD was Level B. Analysis of work samples against the progression confirmed this.
What is the student ready to learn? / What are the expected outcomes and evidence? / What interventions has the teacher planned? / What worked? What next?
Learning Intention/s
(Specific skill or concept or part thereof to be learned) / Evidence (What the students will be able to do, say, make or write): / Teaching Strategy (What the teacher says, does, makes or writes) / Learning Activity
(Describes what the students are actually going to do) / Resources (People, place or things used in the activity to realise the learning strategy) / Review & Reflection
Match words at beginning and ending of text.
Read to locate and interpret phrases with similar meaning.
Locate factual information in the text.
Paraphrase and match.
Underpinning concept: Support students to gain accuracy and fluency so that students can expend more energy on making meaning of text. / Students will use cuing systems by sounding out, using simple sentence structure and familiar words to read aloud.
Students will respond in writing or orally answers to who, what, where, why (literal comprehension) questions.
Students will select pictures that match the text and explain their reasons for their selections verbally.
Students will provide paraphrased captions for verses.
Students will retell poem in their own words and will retell with approximate sequence. / Expositive WHOLE CLASS INTRODUCTION
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.
Expositive/Associative
Teacher will provide students with hard copies of the commonly known version of Waltzing Matilda.
Teacher will read aloud the text, with expression and pausing and rereading to model the steps of making meaning, asking questions, verbalising any possible points of confusion, and discussing unfamiliar vocabulary, modelling ways to use context to determine word meaning.
Teacher will arrange individual or group reading of lines or verse.
Interrogative/Expositive
Teacher will guide conversation around the literal meaning, asking verbal questions to elicit student responses to who, what, where, why (literal comprehension) questions.
Expositive/Individualistic
Teacher provides pictures that match and do not match the first verse and models how to select the closest representations, referring closely back to the words in the text. For example, teacher could present Fred McCubbin’s ‘Down on his Luck’ painting as one picture and provide another representation of a ‘happy-go-lucky’ swagman and lead the students to examine both closely along with the words.
Teacher provides paraphrased captions for the first verse and models the process of paraphrasing.
Teacher leads students to follow a similar process with a series of pictures for the three other verses and students paraphrase the three remaining verses.
Interrogative/Expositive
Teacher leads discussion of students as they share and explain their picture selections and their paraphrased captions, and teacher supports the student construction of a summary. / Students will gain some background information regarding the poet, the time and cultural context
Students will view commonly known version of Waltzing Matilda and read along with teacher.
Students will read aloud individually, in pairs or group.
Students will discuss literal meaning, responding to the teacher prompts as part of their shared reading time.
Students will watch teacher modelling how to select picture that most closely represents first verse.
Students will select pictures that most closely represent the remaining verses.
Students will discuss their selections and then jointly construct a summary, using their paraphrased captions as a basis for this.
Students insert pictures, captions and summary in reading journal. / Hard copies of the text (contemporary commonly known version of Waltzing Matilda).
Series of pictures that closely match the verses and pictures that less closely represent the verses – available online from a range of sources. / Review Date:
Reflection: