EXPOSITIONS OVERVIEW In Stage 1, students will still be dealing mainly with topics of interest or familiarity within their local

community. Students should be encouraged to nominate such issues and discuss them. The teacher needs to model spoken and written expositions and to locate appropriate expositions for students to listen to and read. The teacher may need to write model expositions. Quality Teaching Focus: Higher order thinking: Tasks require students to organise, reorganise, synthesises and evaluate knowledge and information. Intellectual quality: Acknowledging multiple views on topics; talking about how different types of texts works. Significance: Tasks related to student knowledge and content being explored in other KLAs and have meaning beyond classroom. Quality Learning Environment: Students able to evaluate own progress using success criteria Purpose: To state a position with respect to an issue and argue a case for or against Structure: Expositions are organised to include a statement of position, arguments and a reinforcement of position statement. The statement of position stage usually includes a preview of arguments. Each argument stage consists of a point and elaboration. In the elaboration the argument is supported by evidence. Arguments are ordered according to the writers choice, usually according to criteria of strong and weak arguments. The reinforcement of the statement of position restates the position more forcefully in the light of the arguments presented. Grammar focus: Constructing a sentence for the position statement. Using some connectives, e.g. firstly, secondly. Using action, relating and thinking verbs, e.g. Koalas eat leaves; They are Australian animals; Many people like koalas. Using adverbs, adverbial phrases, e.g. Koalas sleep in trees; they climb slowly. Naming technical terms where appropriate and demonstrating understanding of their meaning, eg Animals habitats are where they live safely and get food and water. Students at this stage will be using terms such as:

connective sentence verb doing, thinking, relating Adverb adverbial phrase. OUTCOMES AND INDICATORS WS1.9 Learning to Write - Producing Texts Practise joint and independent constructions of a variety of simple text types on familiar topics for a known audience, expresses an opinion in writing begins to explore less familiar topics as a basis for writing activities uses heading to indicate the topic of text. WS1.10 WS1.11 WS1.12 Learning to Write - Skills and Strategies Use a pro forma with headings as a basis for writing simple texts. uses different types of verbs (action, thinking, seeing, feeling) in own writing Read their own writing aloud to self-correct and clarify meaning. Use illustrations with appropriate labels to support texts. Build handwriting skills such as forming most letters of the alphabet correctly and writing clearly in straight lines from left to right using letters of uniform size, shape and spacing. Develop computer skills, including knowledge of letters on keyboard and words associated with computers (eg keyboard, mouse, disk, screen, cursor). WS1.13 Learning about Writing - Context and Text discusses some of the different purposes for which people write states the purpose and intended reader before writing. selects and refines topic before writing. WS1.14 Learning About Writing - Language Structures and Features Recognises stages of expositions and their function identifies key words in own and others texts. talks about punctuation needed for own writing, eg comma, quotation marks

Potential Topics linking with other KLAs PDH/Granville galaxy: -the need for school/class rule(s) / argument for changing a rule or playground arrangement Science: -The best way to come to school: walk / drive / public transport -All cars should be yellow: make PMI chart before for higher order thinking which can help them choose side to argue. Maths: surveying/tallies/charts- survey on a topic to form an overall opinion used for a join construction on a topic e.g. most students in year 1 believe that we should have more sport at school because Wee k 2 Overview
Introduce expositions Modelled read: Should children wear hats at school? Introduce text type: explaining purpose: arguing a position on an issue. structure: statement of position, arguments for with evidence, reinforcing statement. Read should children wear hats at school exposition for shared reading, point out features and structure to form class success criteria for an exposition. Jointly construct posters to persuade students to behave in particular ways, eg Wear a hat so you wont get sunburnt. Ask students to illustrate these posters and display them around the room. Revisit structure and purpose Modelled reading what is the purpose of this text? what are they arguing? who would the audience of this text be? On board highlight and discuss the

Learning Activities

Resources
English modules p. 159

Chec k

Evaluation

Modelled read: Stay safe in the Sun Joint construction: Elephants would make great pets

Stay safe in the Sun (Jenny Ether website)

Modelled read: Homework should be banned Joint construction: Why we have class rules.

Independent: Response to big book Modelled read: Advertisement Independent construction: Best transport to get to school.

features of text and use these to reinforce success criteria for writing an exposition e.g. heading, point of view, 2 or more arguments with evidence, conclusion. Brainstorm topic Elephants would make great pets. Joint construct explanation on board based on arguments students come up with. Students copy into books. revisit structure and purpose sequencing exercise using Homework should be banned Brainstorm topic It is important to follow the class rules and create a joint construction on the topic. Model introduction: It is important to follow the class rules because they help us to be safe, respectful and learners. Model the use of connectives when writing expositions, eg firstly, secondly, thirdly, finally, showing how these words link the position statement to the argument. Student complete proforma worksheet. Following Big book read, brainstorm with students what they liked/disliked about the text. Students write individual exposition Year 1 should / should not read <book title> revisit structure and purpose look at ad from magazine, how are they selling their product? What arguments do they have? Students create own advertisement for their favourite toy/book (link with Talking & Listening task). Brainstorm the different forms of

Homework should be banned (Jenny Ether website) Why we have class rules Proforma.

Big book

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Assessment Parents should send their children to Granville Public Assessment

8 9& 10

transport used by students to get to school. Tally to find the most popular. Discuss which is the best and why? Students construct their own exposition choosing one form e.g. Driving is the best way to travel to school. Discuss assessment writing topic, brainstorm potential arguments. Who are the audience? Look at criteria Students draft their expositions Students write final copy of their exposition.

Revision

Exposition Writing Stage 1

( preview of argument)Writes statement of position

Structure

evidence)Writes arguments (point and elaboration plus Writes a reinforcement of statement of position Uses general nouns eg children, cars

Grammar

Uses action verbs Uses thinking and feeling verbs eg. believe

Uses modality eg must, should, might Uses connectives eg firstly, secondly

Can plan for writing Attempts to edit own writing Can spell high frequency words accurately Uses punctuation appropriately Writes legibly in NSW Foundation style handwriting Writes compound sentences

Criteria Checklist

General features of writing