Sample PLT Log Level F – Narrative Poetry

Student(s) Name(s)/ ARCOTS Code: Level F
Developmental Domain / Progression of Reading Development
Developmental Level & Nutshell Statement / Level F: Combine separate pieces of data to infer the text meaning. Identify and summarise evidence from the text to support hypothesis.
Evidence for this level? (What makes you say this? / ARCOTS testing student ZPD was Level F. 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
Makes connections and comparisons within text.
Locate information from several parts of the passage and interpret.
Identify logical flow of ideas to link two or more sentences.
Select relevant info to infer atmosphere, actions preceding the event.
Combine information from adjacent and nonadjacent sentences. / Students will arrange and perform a choral reading to show their interpretation of characters, identification of turning point, writer’s intention.
Students will justify their choral reading interpretation in note form, annotations made on copy of text. / 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/Performative
Teacher will guide students through the process of constructing and performing a choral reading. Teacher explains the steps behind a choral reading (see notes on choral reading below).
Expositive/Interrogative
Teacher will provide copies of Waltzing Matilda (commonly known version).
Teacher will engage in a discussion prompting students to draw conclusions related to characters’ emotions and the emotional rise and fall of the poem.
Teacher will provide information about the Billy Tea campaign which saw the lyrics change from original manuscript. Teacher will lead discussion around this, focusing on
The Billy Tea writer’s intention.
Associative/Performative
Teacher will support students to arrange their choral reading (provide notes regarding choral reading, purpose and process), drawing upon the students’ discussion of writer’s intention. / Students will gain some background information regarding the poet, the time and cultural context.
With teacher and in small groups students will discuss their thoughts regarding character’s emotions.
Students will use the above activities to guide their choral reading performance; they will annotate their copies of Waltzing Matilda with director notes/illustrations and record their performance. / Hard copies of commonly known version Waltzing Matilda.
Computer with mic and recording facilities. / Review Date:
Reflection:

Choral Reading

“Here, children read in unison, using their voices to reflect the meaning in the text and/or make it rhythmic and artistic. The activity requires fast, automatic processing. Often alternating passages read by all the voices, small groups of voices, and solo voices contribute to the interpretation and effect of the text.” (Fountas & Pinnell, 2006, p11)

“The term choral reading usually refers to more sophisticated vocal interpretations of prose or poetry texts. Choral reading is performance....The emphasis in choral reading is on the interpretation of text through the voice. Readers are required to notice phrases and punctuation and to think deeply about the meaning of the text. They read in unison with others, although the group may be divided into several sections. There may be “solos” and “duets” or alternating responses. A great deal of creativity is necessary to divide up the parts, establish phrasing and expression, and indicate changes in volume or tempo for emphasis… Through choral reading, they:

·  Study a text closely to interpret it

·  Practice expressive reading

·  Become more aware of phrases, ways to stress particular words or phrases, and all elements of fluent reading.

·  Develop new vocabulary and language structures.

·  Become aware of complex literary texts.

You will not want to put undue emphasis on the performance … It is more important to concentrate on the process of interpreting the text….Basic to the process, students must deeply understand the text they are performing. They should be able to talk about the characters … and the ideas. They should examine the language closely and discuss the writer’s meaning. The presentation should be discussed and planned.” (Fountas & Pinnell, 2006, p318-319)

Fountas, I.C and Pinnell, G.S. Teaching for Comprehending and Fluency Heinemann, Portsmouth 2006