Loading in 2 Seconds...
Loading in 2 Seconds...
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
Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.
July 27th 2011
Literacy / Numeracy week
29 August – 4 September 2011
6 – 18 month strategy
Elluminate sessions – PD
UNDERSTANDING P-12Loddon Mallee Region
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
Reports Word Directions Puzzles
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
Planning WRITING PROCESSESDrafting
self – questioning paraphrasing / summarising connecting chunking
predicting spelling generalisations
creating images sounding out determining importance using analogy
consulting an authority comparing
re-reading using memory aids synthesising using visual memory
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.
for some reason
How readers interpret text from
~Adapted from Madeline Hunter
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
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
• the content
Form and Organisation
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.
and moved on.
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.
Writing Criteria Report
National Assessment Program - Literacy and Numeracy Tests 2009
(Year 9, Group: ALL, Class: All)