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
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 MatterSocio-cultural InfluencesSituation
Summons RANGE OF TEXT FORMSBlueprints Cartoons
Rules Memos Affidavits Policies Timetables Complaints Narratives
Poems Song Lyrics Fairy Tales Fables Myths
Instructions Interviews Blurbs Descriptions Competition Entries
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
Defining Contextual Understanding in writing
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?
All texts are created by someone, somewhere,
for some reason
Ted Baillieu black-flip on Aborigianl welcome
How readers interpret text from
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
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
CRITICAL LITERACY IMPLIES QUESTIONS ARE ASKED OF THE TEXT
The word critical in this sense is a call to action.
• the content
Questions about Purpose and Audience
Form and Organisation
Questions about Content
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
and moved on.
HO 8 and 9 after 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.
Writing Criteria Report
National Assessment Program - Literacy and Numeracy Tests 2009
(Year 9, Group: ALL, Class: All)