DEC Scan Journal : February 2011
Scan Vol 30 No 1 February 2011 ueensland Education's website The learning place <learning place.com.au/deliver/content. asp?pid=48220> contains a webpage called Exposition which contains many useful links, word documents and PDFs to support the NAPLAN 2011 persuasive writing task. The following multimodal teaching and learning experiences explore the potential for using these resources in Year 5 English to teach students as they discuss and write persuasively in response to the question: Are cats better pets than dogs? A variety of posters are suggested to enrich students' vocabulary and an animation will assist students to understand the concept of persuasion. Glogster EDU is discussed as a useful tool for summarising main ideas, and also for persuading an audience. Table 1 provides the programming proforma for the following multimodal teaching and learning sequences. Pre-test to gather informa- tion about student learning needs The teaching sequence, described below, supports persuasive writing for NAPLAN 2011 in Year 5 English. Benchmark students' persuasive writing skills at the start, before explicit teaching has commenced. Without discussion, request students to write a brief response in answer to the question: Are cats better pets than dogs? By analysing initial student writing samples, teachers will under- stand students' current skill levels and be able to set teaching directions for the following lessons. Prepare for teaching about persuasion Prepare by printing out and displaying the many useful posters featured on Exposition webpage, including: • VCOP mat poster • IBET poster • power genre -- exposition chart. The VCOP mat poster (Figure 1) encourages students to enrich their persuasive writing by displaying vocabulary, connectives, openers and punctuation prompts of increasing sophistication. IBET, a persuasive speaking and writing strategy (Figure 2), uses an acronym to create a planner for off the cuff speech making. The acronym works in this way: • I--myopinion • B -- because = reason • E -- example • T -- that's why = conclusion. As additional preparation, print out the six vocabulary handouts to share with students as required. These include Vocabulary for appreciation, Vocabulary for expositions, Vocabulary for meaning organisation (Figure 3) and Vocabulary for text transition. They provide a wealth of vocabulary for persuasive writing, including conjunctions and words of approval and disapproval, which are so central to persuading with vigour. Figure 1 VCOP mat <www.primaryclassroomresources.co.uk/acatalog/free_section.html> 20 Beyond the review: Stage 3 English -- persuasive writing Q Beyond the review... The Resource review program supports teacher librarians and teachers in the selection and effective use of resources. Lizzie Chase, Review Coordinator, School Libraries and Information Literacy, suggests teaching and learning ideas for resources which are reviewed in this issue.