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Learning task 2: Exploring feature articles

Dimensions 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.	Teaching and learning 1. Outline the learning purpose for the lesson; then explore students’ prior knowledge of feature articles. Use examples of feature articles from a range of sources. Key competency: Using language, symbols and texts 2. As a class, talk about some characteristics of the feature writing text form. Introduce the concepts of: • ideas (expressing a point of view or opinion supported by evidence) • tone and purpose (feature writing can be serious, satirical, humorous, provocative opinionated; a feature writer can challenge and entertain their readers).	Are the learning strategies used to achieve these outcomes explicit? Have you provided ESOL students with sufficient opportunities to explore this writing genre? Are you and the students making connections to their lives and prior learning experiences?
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.	3. Discuss where you might read this type of writing. All students, and English language learners in particular, should be encouraged to familiarise themselves with the feature article text form beforehand by exploring the ‘Barb Wired’ online resource or exploring online newspapers. 4. Introduce the concept of audience. • for a general readership students could use the school or local library to familiarise themselves with this genre by reading feature articles in a range of publications including major daily and weekend newspapers. • for senior secondary readers, for example, on the ‘Barb Wired’ online resource or in magazines like Tearaway 5. Link the feature writing text form to other pieces of work from your English programme, for example, other formal writing examples such as essays, reports, or discussion and debate around issues.

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.

Teaching and learning

1. Outline the learning purpose for the lesson; then explore students’ prior knowledge of feature articles. Use examples of feature articles from a range of sources.

Key competency: Using language, symbols and texts

2. As a class, talk about some characteristics of the feature writing text form. Introduce the concepts of:
• ideas (expressing a point of view or opinion supported by evidence)
• tone and purpose (feature writing can be serious, satirical, humorous, provocative opinionated; a feature writer can challenge and entertain their readers).

Are the learning strategies used to achieve these outcomes explicit?

Have you provided ESOL students with sufficient opportunities to explore this writing genre?

Are you and the students making connections to their lives and prior learning experiences?

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.

3. Discuss where you might read this type of writing. All students, and English language learners in particular, should be encouraged to familiarise themselves with the feature article text form beforehand by exploring the ‘Barb Wired’ online resource or exploring online newspapers.

4. Introduce the concept of audience.
• for a general readership students could use the school or local library to familiarise themselves with this genre by reading feature articles in a range of publications including major daily and weekend newspapers.
• for senior secondary readers, for example, on the ‘Barb Wired’ online resource or in magazines like Tearaway

5. Link the feature writing text form to other pieces of work from your English programme, for example, other formal writing examples such as essays, reports, or discussion and debate around issues.

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Learning task 2: Exploring feature articles

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