Arguing a Point: Part A

Learning task 2: Building on identified strengths

Dimension of effective practice	Learning task	What to notice
Knowledge of the learner encompasses knowing about the pathway of progress for each child and about the patterns of progress for literacy learners in general at different points in their development. The effective gathering, analysing, and using of knowledge about the learner is informed by the teacher’s knowledge of literacy learning as well as by the teacher’s expectations.	Students’ needs: Use the results from the student debates to inform your understanding of their strengths and needs in oral language. Deliberately build on their interests and cultural prior knowledge wherever possible. Teaching and learning purposes To explain the choice of the theme Arguing a Point and to clarify the learning expectations for students so that they can: identify their own strengths and needs in relation to creating persuasive texts explain to a partner that they need to be able to define, identify, present, and respond to a spoken argument and say which aspect they will focus on and why.	What are the common strengths and learning needs among your students?
Instructional strategies are the tools of effective practice. They are the deliberate acts of teaching that focus learning in order to meet a particular purpose. The teacher’s use of instructional strategies is informed by their knowledge of the learner and of literacy learning.	Teaching and learning 1. Share and discuss the criteria that students need to meet to achieve the relevant standard. 2. Use the information gained from the class debates to explain to the students [whole class or by same ability groups] what you have noticed that they can do and what they need to improve on to meet the criteria.
Engaging learners with texts means placing the use and creation of texts at the heart of literacy learning. Effective practice involves using and creating rich texts. These relate to children’s interests, draw on and affirm their social and cultural identities, use authentic language, and motivate and challenge them as learners.	Key Competency: Thinking & Managing Self 3. In pairs, the students discuss what the expectations are and what their personal learning focus will be, justifying their decision with reasons and evidence using their self-assessments from the last lesson. 4. Introduce the theme Arguing a Point as the focus for developing the students’ ability to make meaning from, critique, and create persuasive texts.

Learning task

What to notice

Knowledge of the learner encompasses knowing about the pathway of progress for each child and about the patterns of progress for literacy learners in general at different points in their development. The effective gathering, analysing, and using of knowledge about the learner is informed by the teacher’s knowledge of literacy learning as well as by the teacher’s expectations.

Students’ needs:

Use the results from the student debates to inform your understanding of their strengths and needs in oral language.
Deliberately build on their interests and cultural prior knowledge wherever possible.

Teaching and learning purposes
To explain the choice of the theme Arguing a Point and to clarify the learning expectations for students so that they can:

identify their own strengths and needs in relation to creating persuasive texts
explain to a partner that they need to be able to define, identify, present, and respond to a spoken argument and say which aspect they will focus on and why.

What are the common strengths and learning needs among your students?

Instructional strategies are the tools of effective practice. They are the deliberate acts of teaching that focus learning in order to meet a particular purpose. The teacher’s use of instructional strategies is informed by their knowledge of the learner and of literacy learning.

Teaching and learning
1. Share and discuss the criteria that students need to meet to achieve the relevant standard.

2. Use the information gained from the class debates to explain to the students [whole class or by same ability groups] what you have noticed that they can do and what they need to improve on to meet the criteria.

Engaging learners with texts means placing the use and creation of texts at the heart of literacy learning. Effective practice involves using and creating rich texts. These relate to children’s interests, draw on and affirm their social and cultural identities, use authentic language, and motivate and challenge them as learners.

Key Competency: Thinking & Managing Self

3. In pairs, the students discuss what the expectations are and what their personal learning focus will be, justifying their decision with reasons and evidence using their self-assessments from the last lesson.

4. Introduce the theme Arguing a Point as the focus for developing the students’ ability to make meaning from, critique, and create persuasive texts.

Te Kete Ipurangi Navigation:

Te Kete Ipurangi user options:

Register

Search community

English - ESOL - Literacy Online website navigation

Arguing a Point: Part A

Learning task 2: Building on identified strengths

Footer: