Literacy Coordinators July 27 th 2011 Literacy / Numeracy week
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Transcript of Literacy Coordinators July 27 th 2011 Literacy / Numeracy week
Literacy Coordinators
July 27th 2011
Literacy / Numeracy weekhttp://www.education.vic.gov.au/about/events/litnumweek/default.htm29 August – 4 September 2011
6 – 18 month strategyhttp://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/vlns/2011-12-Literacy-Numeracy.pdf
Elluminate sessions – PD
WRITING:CONTEXTUALUNDERSTANDING P-12Loddon Mallee Region
• Breakthrough Framework• Literacy Elements• A Multidimensional Approach to Teaching Writing• Definition of Contextual Understanding• Gradual Release of Responsibility• Why Contextual Understanding is Important • Activity: an introduction to Contextual Understanding• The Four Resources Model• Introducing Critical Literacy• The role of the teacher and student • Introducing Contextual Understanding Through Shared Reading• Identifying an instructional focus• References
Session Outline
Purpose CONTEXT OF THE WRITING EVENT Roles and Relationships
Subject Matter Socio-cultural Influences Situation
Summons RANGE OF TEXT FORMS Blueprints Cartoons
Rules Memos Affidavits Policies Timetables Complaints Narratives
Poems Song Lyrics Fairy Tales Fables Myths
Instructions Interviews Blurbs Descriptions Competition Entries
Diaries Lists
Menus Retells
Surveys Recipes
Notes Journals
Messages Invoices
Reports Word DirectionsPuzzles
Labels
Indexes
Glossaries Expositions Editorials Job Applications Headlines Questionnaires
Explanations Apologies Invitations Jokes Experiments
Comics Contents Pages Biographies Autobiographies Meeting Minutes Personal Correspondence Reviews
Planning WRITING PROCESSES Drafting
Publishing Conferring Refining
WRITING STRATEGIES self – questioning paraphrasing / summarising connecting chunking
usingpredicting spelling generalisations
creating images sounding out determining importance using analogy
consulting an authority comparing
using meaning re-reading using memory aids synthesising using visual memory
THREE CUEING SYSTEM
Syntactic Semantic
Graphophonic
PRIOR KNOWLEDGE
Writers make deliberate choices of text type and language used such as vocabulary and sentence structure to communicate and connect with or influence an intended audience.
Defining Contextual Understanding in writing
Contextual Understanding
Read/Write Aloud
Shared Reading/Writing
Guided Reading/Writing
Independent Reading/Writing
Where Does Contextual Understanding Fit In?
All texts are created by someone, somewhere,for some reason
Ted Baillieu black-flip on Aborigianl welcome
Activity:
How readers interpret text from
different perspectives
The questions that _____ face as they raise _____ from _____ to adult life are not easy to _____. Both _____ and _____ can become concerned when health problems such as _____ arise any time after the _____ stage to later life. Experts recommend that young _____ should have plenty of _____ and nutritious food for healthy growth. _____ and _____ should not share the same _____ or even sleep in the same _____. They may be afraid of the _____.
The questions that p_____ face as they raise ch_____ from in_____ to adult life are not easy to an_____. Both fa_____ and m_____ can become concerned when health problems such as co_____ arise any time after the e_____ stage to later life. Experts recommend that young ch_____ should have plenty of s_____ and nutritious food for healthy growth. B_____ and g_____ should not share the same b_____ or even sleep in the same r_____. They may be afraid of the d_____.
The questions that poultrymen face as they raise chickens from incubation to adult life are not easy to answer. Both farmers and merchants can become concerned when health problems such as coccidiosis arise any time after the egg stage to later life. Experts recommend that young chicks should have plenty of sunshine and nutritious food for healthy growth. Banties and geese should not share the same barnyard or even sleep in the same roost. They may be afraid of the dark.
~Adapted from Madeline Hunter
LEARNING FOCUS
We are learning to understand how a person’s background influences what they take from a text
This is because authors often adjust texts to suit the
needs and expectations of their audience.
Evidence of success • Discuss differing viewpoints
The HouseActivity
Class is divided into 4 groups (Count off depending on numbers)
Each group is given a defined role (card)- DO NOT SHARE
Text is read to students.
Task is remember as many details as possible from the text (NO NOTES YET)
Group together record the information they as a group remember
Charts are placed on the wall and discussed
HO 1, 2 and 3 after activity
Luke and Freebody
Four
Resources Model
Code Breaker Text Participant
Text UserText Analyst
Code BreakerDecoding the codes and conventions of written,
spoken and visual text
Understand:
• The relationship between spoken sounds and written symbols
• The grammar of texts
• The structural conventions of texts
Text ParticipantComprehending written, spoken and visual
texts
Make meaning by drawing on:
• Own experiences and prior knowledge
• Knowledge of similar texts
Text AnalystUnderstanding how texts position readers,
viewers and listeners
Is aware that: can identify how:
• Texts are not ideologically natural or neutral but are crafted to represent the views/interests of writer
• Information, ideas and language in texts influence reader perceptions
• Texts empower or disempower certain groups
Text UserUnderstanding the purposes of different
written, spoken and visual texts for different cultural and social functions
Know that:
• Different texts have different purposes
• These purposes shape the way texts are structured and formed
• Apply this knowledge in using (eg comprehending, creating, transforming) text
Four Resources
Model
Factors that have an impact on socio-cultural context in texts include the
• Values, attitudes, beliefs and assumptions of the writer and the audience
• Gender, ethnicity and status of writers
It is this aspect of context that teachers focus on when they talk about critical literacy.
Socio-cultural Context
“. CRITICAL LITERACY
IMPLIES QUESTIONS
ARE ASKED OF THE TEXT
The word critical in
this sense is a call to
action.
When writing, students need to make choices about:
• the purpose and audience• the form and organisation
• the content• Physical situation• Beliefs values and assumptions
Why am I writing this text?
Who is the particular audience for this
piece of writing? – eg: age, gender,
interests
What does the audience already
know?
What will my audience expect to
see in the text?
What will I do to appeal to my
audience?
How will I publish this text in a way
which best suits my audience and
purpose?
Questions about Purpose and Audience
What is the best way to get my
message across?
How will I organise my ideas?
What text form will I choose?
How will I set it out? Eg diagrams, subheadings etc
What is the best way to present or
publish this information?
Questions about Form and Organisation
What do I want to tell them?
What information needs to be included
or left out?
From what or whose point of view shall I
write?
What is the most appropriate language to use? E.g. Vocab, technical language, figurative language
What resources could I use to find relevant
information?
What devices will I use to best suit my
audience and purpose?
Questions about Content
Teachers need to plan learning experiences that
• introduce students to the idea that writing can be used as a way of interacting with others to bring about social change
• make links to local and wider community
• expose students to text types
• immerse students in a variety of media used to communicate ideas eg. blog, email, letter
What does Contextual Understanding look like in the classroom?
Activities based upon the deconstruction of every day, media or multimedia texts have provided successful introductions to contextual understanding
• familiarisation (immersion) • prediction of text purpose • deconstruction (analysis) • reconstruction
Introducing Contextual Understanding in Writing through Shared Reading
Focus: to examine and discuss the writing decisions authors have made and why they make them.
This is because authors often adjust texts to suit the needs and expectations of their audience.
You will know you are successful when you reflect on your own writing decisions before, during and after writing.
The world has shut its earsand moved on.
HO 8 and 9 after Shared reading
How do we identify an Instructional Focus?(See Handout – Assessing Contextual Understanding)
• VELS
• Prior observations including writing conferences
• Writing Tasks including teacher moderation
• NAPLAN Data
• First Steps Writing Map of Development
HO 10
VELS LEVEL 4 Writing Statement
At Level 4, students produce, in print andElectronic forms, a variety of texts for different purposes using structures and features of language appropriate to thepurpose, audience and context of the writing.They begin to use simple figurative languageand visual images. They use a range of vocabulary, a variety of sentence structures, and use punctuation accurately, including apostrophes. They identify and use different parts of speech,includingnouns, pronouns, adverbs, comparative adverbs and adjectives, anduse appropriate prepositions and conjunctions. They use a range ofapproaches to spelling, applying morphemic knowledge and an understanding of visual and phonic patterns. They employ a variety ofstrategies for writing, including note-making, using models, planning,editing and proofreading.
NAPLAN Data
Writing Criteria Report
National Assessment Program - Literacy and Numeracy Tests 2009
(Year 9, Group: ALL, Class: All)
National Curriculum
English curriculum.pdf
References• Western Australia First Steps• VELS - Strands• NAPLAN• Write ways : modelling writing forms: Lesley Wing Jan• The Whole Story – Natural Learning and the Acquisition of Literacy in the Classroom:
Brian Cambourne• Teaching Adolescent Writers: Kelly Gallagher• Invitations - Changing as Teachers and Learners K-12: Regie Routman• ReadWriteThink – International Reading Association 2002• Freebody, P. (1992). A socio-cultural approach: Resourcing four roles as a literacy
learner. In A. Watson & A. Badenhop (Eds.), Prevention of reading failure.• National Curriculum
http://www.australiancurriculum.edu.au/Documents/English%20curriculum.pdf • Tasmanian Education Department
http://wwwfp.education.tas.gov.au/english/critlit.htm
• Reviewing today’s session• A Multidimensional Approach to Teaching Writing• Defining Contextual Understanding• Activity: How readers interpret text from different
perspectives• The Four Resources Model -• Introduced Contextual Understanding Through
Shared Reading• Identifying an instructional focus
•Reflection PCQ