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Literacy Coordinators July 27 th 2011 Literacy / Numeracy week http://www.education.vic.gov.au/about/events/litnumweek/default.htm 29 August – 4 September 2011 6 – 18 month strategy http://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/vlns/2011-12-Literacy-Numeracy.pdf

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Literacy Coordinators

July 27th 2011

Literacy / Numeracy week

http://www.education.vic.gov.au/about/events/litnumweek/default.htm

29 August – 4 September 2011

6 – 18 month strategy

http://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/vlns/2011-12-Literacy-Numeracy.pdf

Elluminate sessions – PD


WRITING:

CONTEXTUAL

UNDERSTANDING P-12Loddon Mallee Region


Session Outline

  • 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


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 Directions Puzzles

Labels

Indexes

Glossaries Expositions Editorials Job Applications Headlines Questionnaires

Explanations Apologies Invitations Jokes Experiments

Comics Contents Pages Biographies Autobiographies Meeting Minutes Personal Correspondence Reviews

THREE CUEING SYSTEM

Syntactic Semantic

Graphophonic

PRIOR KNOWLEDGE

Planning WRITING PROCESSESDrafting

PublishingConferring Refining

WRITING STRATEGIES

self – questioning paraphrasing / summarising connecting chunking

using

predicting 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


Defining Contextual Understanding in writing Roles and Relationships

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.


Where Does Contextual Understanding Fit In? Roles and Relationships

Read/Write Aloud

Shared Reading/Writing

Independent Reading/Writing

Contextual Understanding

Guided Reading/Writing


All texts are created by someone, somewhere, Roles and Relationships

for some reason



Activity: Roles and Relationships

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 p 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_____.oultrymen 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 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_____.

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 house
The House 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_____.

Activity

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


Code Breaker 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_____.

Text Participant

Luke and

Freebody

Four

Resources

Model

Text User

Text Analyst


  • Code Breaker 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_____.

  • Decoding 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 Participant

  • Comprehending written, spoken and visual texts

  • Make meaning by drawing on:

  • Own experiences and prior knowledge

  • Knowledge of similar texts

Four

Resources

Model

  • Text Analyst

  • Understanding 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 User

  • Understanding 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


Socio-cultural Context 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_____.

  • 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.


CRITICAL LITERACY IMPLIES QUESTIONS ARE ASKED OF THE TEXT 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 word 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_____.critical in this sense is a call to action.


When writing students need to make choices about
When writing, students need to make choices about: 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 purpose and audience

  • the form and organisation

    • the content

  • Physical situation

  • Beliefs values and assumptions


Questions about Purpose and Audience 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_____.


Questions about 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_____.

Form and Organisation


Questions about Content 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_____.


Teachers need to plan learning experiences that
Teachers need to plan learning experiences that 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_____.

  • 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 ears Shared Reading

and moved on.



How do we identify an instructional focus see handout assessing contextual understanding
How do we identify an Instructional Focus? Shared Reading(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
VELS LEVEL 4 Writing Statement Shared Reading

At Level 4, students produce, in print and

Electronic forms, a variety of texts for

different purposes using structures and

features of language appropriate to the

purpose, audience and context of the writing.

They begin to use simple figurative language

and 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,including

nouns, pronouns, adverbs, comparative adverbs and adjectives, and

use appropriate prepositions and conjunctions. They use a range of

approaches to spelling, applying morphemic knowledge and an

understanding of visual and phonic patterns. They employ a variety of

strategies for writing, including note-making, using models, planning,

editing and proofreading.


Naplan data
NAPLAN Data Shared Reading

Writing Criteria Report

National Assessment Program - Literacy and Numeracy Tests 2009

(Year 9, Group: ALL, Class: All)


National Curriculum Shared Reading

English curriculum.pdf


References
References Shared Reading

  • 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 Shared Reading

  • 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


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