Enhancing English Literacy Skills through Pollution Reading Program

This reading program aims to enhance English literacy skills through an informative text on pollution. The program includes lesson plans and assessments for students to learn about the effects of pollution on physical and biotic domains. The four resources model is used to develop students' imperfections and literacy skills. The program includes interactive forums, small writing passages, and a Power Point presentation to encourage creative and artistic learning.

ENGLISH LITERACY
1 | P a g e

Introduction
The overall aim of this reading program leads to the achievement of literacy skills on the part of
the school students. They would be highly benefitted with the informative text based on the
varied aspects of pollution. The interpretation of pollution along with the categories is subtly
portrayed in the textual passage. There are suitable illustrations of the natures and types of
pollution to enable the students to learn the key representative trends of global warming and
pollution. It actually comprises a series of paragraphs with questions and vocabularies at the end,
thus considered as a comprehension to grasp the effects on physical and biotic domain. It is
designed for the enhancement of knowledge and understanding of English reading and learning
capability and talent as regards the terminologies and expression of the stuff (Bökkers, 2018).
Rationale
The foundation of the literacy concept is embedded in realizing the purpose of reading and
capturing the real mission of performing the activities based on the learning the passages used
for the sake of edification. Reading and learning skill enriches the awareness and understanding
of factual ideas regarding the subject matter alongside the decoding and using textual perception.
The assessment part deals with the test of knowledge acquired through actions of interpretation,
and discussion of the text followed by exercises to experience the real objectives of study. The
content of the passage enables the student to comprehend and appreciate the framework of the
skills of reading, writing, speaking, and observing the comprehensive effects of the language and
design of the expressions carefully represented in the passages (Dubicki, 2013).
The “4 resources model” has persisted successfully in its application in the international domain
by the teachers that supports in representing the talent of schoolchildren, with an emphasis on
policies designed for developing the learners’ imperfections (Bökkers, 2018). The “Free body
and Luke’s model” construct a structure for up-to-date directives within the classrooms.
The target passage included in the strategy of four resources is enabled in the reading
comprehension, “Pollution” found in “englishforeveryone.org”. The schoolchildren interrelate
with peers, instructors, personages, groups plus community associates in a variety of frontal and
operative/practical settings. They experience knowledge in comfortable and unacquainted
2 | P a g e

backgrounds that communicate to the institute’s program, native community, indigenous and
worldwide contexts. The learning of English stands as dominant objective to the knowledge and
development of literacy skills regarding reading, writing and speaking. English correspondingly
helps schoolchildren to engross inventively and judgmentally with works to enlarge the choice of
their practice meant for level 8 students. The Literary heritage is influenced through their
characteristic methods of expressive and communicating awareness, ethnicities and involvement
(Bökkers, 2018).
a)Aims and purposes
The children learn to reveal to, read, understand, speak, write, generate and reflect on
progressively multidimensional and sophisticated verbal, written as well as multimodal texts
transversely through a budding range of settings with correctness, determination and fluency
“while they are distributed into three groups”. They have a group leader who discusses the
points of sub-topics on given topic of pollution with their classmates. The teacher works as an
overall supervisor (Dubicki, 2013).
They appreciate, like and practice language in its entire distinctions and mature their intellect in
terms of productivity and control to arouse feelings, deliver information, form concepts, and
enable to cooperate with others, show interest, convince and argue ---while exploring the
approach of code breaking (Bökkers, 2018).
Understand by what method “Standard Australian English” functions in its verbal plus written
procedures and in amalgamation with “non-linguistic forms” of communication to generate
meaning of certain terms ----referring to approaches of sense constructing
Develop attention and talents in questioning the inventive aspects of paragraphs to the teacher--
which they learn new, and grow a knowledgeable appreciation of collected literary piece of
comprehension passages- as a part of literature (vcaa.vic.edu.au, 2018). This enables to grow the
essence of analyzing the textual matter.
Pollution refers to any form of adulteration of the atmosphere which sources maltreatment to the
surroundings or the populations of the setting. There are numerous types of contamination, and
there remain countless impurities. Some understandable classes of pollution refer to effluence of
3 | P a g e

the air as well as soil, plus water. Some not as considerable to be noticed, or a reduced volume,
of uncertain assortments of impurity represent the adverse effects of “radioactive, sound and
light pollution”, as well as green-house gasses. The students need to be well aware of the drastic
circumstances owing to the distinguished proportions of the elements of different states of matter
causing great damage to the communal health and social, ethical and technological settings.
There is universal settlement by researchers that the comprehensive temperature will sustain to
modify, that the deliberation of meteorological conditions and trappings will stand to upsurge,
besides that particular species of wildlife will come to be vanished (Merisuo-Storm & Soininen,
2014).
b) Choices for Reading Plan with justification
The “four resources model” as well as its related four measures of the particular type
who reads extensively the justification of understanding from a modest illustrative view for
making sense of reproduced texts to an ideal of fabricating significance and examining writings
in “sociocultural” settings. The objective remained to move the concentration from attempting to
treasure the right technique for training kids to deliver and determine whether the choice of
accessible resources as well as the policies highlighted within a reading platform was certainly
covering plus assimilating the comprehensive range of practices necessary in modern markets
and thinking (Movahed & Karkia, 2014). The model of four resources has remained as a basis
for set of courses to reorganize an academic agenda to extend educators’ appreciative viewpoints
of literateness and impression, in addition to portraying of a “socio-constructivist evaluation” of
the supremacy of rational perceptions on literacy training and instructional performances. The
model of four “resources” which formerly encompassed the succeeding four types of readers’
“code breaker, reader as per text contributor, reader as transcription worker besides reader as
textual forecaster – as long as knowledge instructors, investigators and philosophers with an
extended viewpoint on whatever it funds to remain a fruitful reader in novel stretches of
understanding the varied perspectives of pollution and its effects on the entire community
(Rae, 2014). Booklovers were expectable to appeal to numerous means obtainable to improve
and endure the four measures essential to remain an effective reader. These four features have
occupied on actuality of their individual characteristics during the course of enlightening people
regardless of the writers’ innovative purposes.
4 | P a g e

The innovative model of the starring role enables the bookworms to continue to accept the
programmed traditions of additional and cultured features of learning style that may be
demarcated as “a priori” for precise students to be incorporated, to gain the advantage of
possessions or “social practices” which the booklovers pull to add the effects of acquiring
the power of aptitude. This intellectualizing of the “four roles” or assets as societal presentations
proposes that these roles remain fabricated instead of assumed, and established in the framework
of reading moderately than engaged on as programmed arrays of perceptive talents accomplished
in routine arrangement of teaching space, transferred among consultants and revitalized,
recombined plus expressed concerning one another continuously with a persistent source (Rraku,
2013). The modification from possessions and roles to socialized performances foregrounded by
what means knowledge is secured to radical and general settings, communal influence and
reserves. Efficacious readers ought to be labeled in relations of the courteous, sociocultural and
professional demands as well as opportunities that any precise set of principles acquires the
status within its associates in relationships of the grade to “which as well as the traditions
wherein they agree with transcribed pieces of writing, sooner than on the accretion of perceptive
policies or maneuvers they can execute as persons. These four assets or social practices are
entrenched in every single promotional aspect of learning the features of topic and have persisted
to be intellectualized as indispensable but insufficient for being completely well-educated
in modern culture (Rraku, 2013). In other influences, not a bit of the “four resources” or related
common performances stands reciprocally high-class or adequate in and within the intellect to
generate knowledgeable, literate individuals.
Description of the Lesson plan and the unit
Informative Text Outcomes Literacy Concepts Assessment
Lesson 3 –
Independent
performance
Realize and
explicate how the
Features and
characteristics of
different types of
pollution are caused
with its effect on the
Learn the implication
of specified scientific
terms and attain the
ability to represent the
theoretical viewpoint
in the form writing
and presenting the
Each group will be
assigned to perform
and present a project
on a specified task
related to the type of
pollution and its
effect. They will be
5 | P a g e

entire world.
Moreover, the
students will be able
to have a methodical
understanding of team
spirit and creative
activities to
accomplish an
academic and
interesting project. It
would enhance the
learning situation with
aesthetic inclination
and enthusiasm to
mature the artistic
sense that is required
to produce a
remarkable project
(Dobbs, Jessop,
Campbell-Hall,
McDonough &
Nichols, 2014). The
oral interactive
method among the
students of a group
will be encouraged to
develop the essence of
communication and
shared mode of
education while
revealing their
images in drawing
format or
photographic setup to
delineate the kinds of
pollution, hence
strengthening the
writing and graphic
skills (Rae, 2014).
The reading of
comprehension helps
to develop the writing,
viewing, listening and
collaborating skills of
the participants of the
group and present a
decent demonstration
of task. The talents of
students while
analyzing the sense of
expressions and
practical usage of
terms as well as
sketching of
ideologies will be
upgraded (Movahed,
& Karkia, 2014). The
thoughts as well as
ideas would give a
comprehensive
assessment of their
aptitudes of producing
asked to select a
particular topic based
on the kinds of
pollution such as- air,
water, land, noise,
light , radioactive and
so on. The students of
each group may
present their project in
the form of poster or
documentary or
model.
6 | P a g e

standpoint on the
theme. The exchange
of viewpoints and
understanding of
concepts and
application will be
developed.
findings with open
and accurate
assortment of words
plus catchphrases
they cultivated within
the classroom.
Lesson-4
Technological
application
The students will get a
chance to display their
abilities and
management of
presentation through
application software.
The use of audio-
visual interface and
inputting skills
through keyboard and
mouse will be an
added advantage to
nurture the
technological
integration with
learning English
literacy (Bökkers,
2018).
The teacher acquires
the information
around the liking of
words, practice of
punctuation, grammar
The visual, written,
listening, reading and
interpreting skills and
abilities are greatly
augmented through
multimedia
technology that
encourages the
students to examine
how the textual and
graphical elements
including linguistic
characteristics
eventually relate with
each other through
creative and artistic
power to establish an
exclusive image on a
specified theme. The
varied features of
coloring tools,
background setting,
fonts selection,
The students of all the
groups will be asked
to prepare a Power
Point presentation on
kinds of pollution and
influences on the
human beings and
environment.
7 | P a g e

etc. within an agreed
time. The correct use
of tense remains very
dynamic to distinguish
the writing
proficiencies on
selected issues
(Lacewing, 2014).
alignment, designing
and transition of
slides, inclusion of
sound and
innumerable other
landscapes of
presentation through
PPT would
encourage the
communicative
strategies to develop
varied flairs of
intelligence.
The evaluation of
writing small
passages on an
identified focus
boosts the innate
prospects of
disseminating the
flow of words in the
given framework
(Dubicki, 2013).
Lesson-5
Interactive forum
The educator will get
to diagnose the
problems and
difficulties in
comprehending the
voice of difference of
opinion and
The teacher will be
able to assemble
required statistics
through assessment of
individual scholars of
each group conducted
at consistent intervals,
The teacher will have
an argumentative
session with
discussions on varied
aspects of pollution,
and causes with
demerits in the class.
8 | P a g e

connecting them with
their precise spellings.
The instructor will
comprehend the
“critical thinking of”
the scholars
concerning the
substance of the issue.
The teacher can judge
the awareness of
complications while
recognizing the
difficulties in framing
of arguments as well
as sentences.
The assessment can
be healthier through
practical hearings and
study their errors
(Rraku, 2013).
approximately, “twice
a week” to review the
listening behaviors
and familiarity of
“phonetics”. It would
also fund the appraisal
of rapidity in writing
words, catchphrases
besides sentences and
figures of speech.
(Movahed & Karkia,
2014).
The teacher can
measure the strong
plus weaker elements
of the pupils in
incessant reading with
outcome of mistakes
that aids the instructor
to resolve the events
of reading with
seamless intonation.
The teacher would
appreciate the
expressiveness and
ease of drift of
arguments and
clarification of
declarations to
transplant the sources
of reading techniques
The distinguished
forms of pollution
with drastic effects
and possible remedies
will be vividly
discussed through the
viewpoints of
different group
members.
9 | P a g e

suitable for the
beginners. The
teachers support the
students to embrace
the cordial boldness
and review the
structures of
instructions
(Lacewing, 2014).
Conclusion
The critical assessment empowers the educator to formulate operative strategies and realize the
requirements to expand their method of reading. The drawback lies in nonexistence of prospect
and time- period. This plan is moderately important in pulling out the vital procedures of
listening and speaking as well as participation of talents, yet requires the contribution of more
learners to be separated in groups The advice of the teachers motivates the schoolchildren to
authorize them with self-realization plus self-assessment of their capacities while the adversarial
interpretations may discourage to move frontward.
10 | P a g e

References
Bökkers, J. (2018). By Unit / Lessons | Victorian Curriculum Planning. Retrieved from
http://curriculumplanning.vcaa.vic.edu.au/by-unit-lessons
Dobbs, S., Jessop, V., Campbell-Hall, D., McDonough, T., & Nichols, C. (2014). English
Language, Literature and Creative Writing. New York: Anthem Press.
Dubicki, E. (2013). Faculty perceptions of students' information literacy skills
competencies. Journal Of Information Literacy, 7(2). doi: 10.11645/7.2.1852
English - Curriculum - Victorian Curriculum. (2018). Retrieved from
http://victoriancurriculum.vcaa.vic.edu.au/english/curriculum/f-10#level=8
Lacewing, M. (2014). Philosophy for AS. Hoboken: Taylor and Francis.
Merisuo-Storm, T., & Soininen, M. (2014). The Interdependence between Young Students’
Reading Attitudes, Reading Skills, and Self-Esteem. Journal of Educational and Social
Research. doi:10.5901/jesr.2014.v4n2p122
Movahed, R., & Karkia, P. (2014). Reading/Listening & the 4/3/2 on EFL Students’ Speaking
Skills. IJL, 6(1), 53. doi:10.5296/ijl.v6i1.4841
Rae, T. (2014). Supporting Successful Transition from Primary to Secondary School. London:
Routledge, Taylor and Francis.
Reading Skills and Strategies: Assessing Primary School Students’ Awareness in L1 and EFL
Strategy Use. (2014). IJALEL, 3(5). doi:10.7575/aiac.ijalel.v.3n.5p.239
Rraku, V. (2013). The effect of reading strategies on the improvement of the reading skills of
students. Social and Natural Sciences Journal, 7(2). doi:10.12955/snsj.v7i2.418
11 | P a g e