TEXT TYPES P-12 Loddon Mallee Region. 1. Literacy Elements Gradual Release of Responsibility Breakthrough Framework Text Categories Text Types Deconstruction and Reconstruction of Texts Writing in a Multimodal World. Session Outline. LITERACY ELEMENTS. SPEAKING & LISTENING OBSERVATION
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Gradual Release of Responsibility
Deconstruction and Reconstruction of Texts
Writing in a Multimodal World
SPEAKING & LISTENING
Role of the teacher
The teacher demonstrates and explains the literacy focus being taught. This is achieved by thinking aloud the mental processes and modelling the reading, writing, speaking and listening
The teacher continues to demonstrate the literacy focus, encouraging students to contribute ideas and information
The teacher provides scaffolds for students to use the literacy focus. Teacher provides feedback
The teacher offers support and encouragement when necessary
The student works independently to apply the use of literacy focus
DEGREE OF CONTROL
Students work with help from the teacher and peers to practise the use of the literacy focus
Students contribute ideas and begin to practise the use of the literacy focus in whole class situations
The student participates by actively attending to the demonstrations
Pearson & Gallagher
Role of the student
Texts are grouped and defined in particularcategories. It is important to note that any such classifications are arbitrary and that there is always likely to be overlapbetween ways of grouping texts and definingtext types.
LITERARY TEXTSCategories of TextsFACTUAL TEXTS
The categories of texts indicated above can be further subdivided into different Text Types.
In your envelope are the 9 key Text Types, their Purposes, their Structures and their Language Features.
You Will Need:
Text Type template (insert colour you have used)
TEXT TYPE quiz envelope contents
In pairs put the grid together.
Check against the completed grid (Hand Out) – Text Type Grid
Description (factual or literary)*This text type is often embedded within other texts
Recount (factual or literary)
Explanation (factual or literary)
Response (factualor literary)
These are the texts that need to be explicitly taught and are crucial to students learning.
They provide the basic entry point for student learning and access to effective participation in the community.
They are idealised for teaching purposes.
In real life we find ‘mixed texts’. Examples of ‘mixed texts’ (hybrids) are:
An ‘Information Report’ may contain an ‘Explanation’
A ‘Narrative’ may contain ‘Descriptions’ of people places and events.
A scientific ‘Procedure’ may conclude with an ‘Explanation’ of a scientific principle.
Science World 7 Macmillan 3rd Edition.
When students understand that:
Different types of texts exist
Texts have different purposes
Texts have particular structures
Texts have characteristic language featuresincluding particular grammatical patternsand
Texts have particular language conventions (spelling, punctuation, font variations and page layout), they are in a better position to manipulate and combine different TextTypes in purposeful ways for a particular audience. We see this daily in different text formats.
There are 8 key ‘Purposes for Writing’
Instruct Reference: Annandale K et.al.(2004)
(Hand Out) - ‘Text Forms’ table - based on Purposes
What do they provide?
Text Types provide links to literacy development as a social practice.
Text Types provide for the literacy development across and within:
Domains and Dimensions,
VCE, VCAL and VET subjects
Text Types provide students with shared understandings about how to effectively communicate in each area of study.
We need to focus on those that are most relevant to the content of the program.
We need to focus on those suggested in the Focus Statements in VELS and VCE subjects.
We need to explicitly teach and reteach particular text types and adapt formats to match the nature and level of content deemed as essential learning.
Data driven teaching using classroom sources of information. Responding to assessment through observations, conversations and previous products created. Data gathered from teachers moderatingtogether.
Data driven using external sources of information e.g. English Online (Prep to Year 2) On Demand Testing (Linear and Adaptive) and NAPLAN (Years 3,5,7 & 9).
To learn about texts we need to have a working knowledge of each under the following headings.
The heart is the most important organ of the circulatory system. It allows oxygenated blood to be pumped around the body. The heart has parts.
Last week Dad took me to the football to watch my favourite team.
The wolf crept out from behind the tree, crouched low and was ready to pounce. The children would fall into the trap just like the others had.
The following is the instructions of how to set up your mobile phone.
The ear provides audio information to the brain. It works by collecting the sounds in the outer ear. The sound vibration causes movement of the ear drum and the tiny bones connected to it.
There are many ways to overcome poor eyesight now and one way is to have eye surgery. Before a decision is made however patients need to consider many factors such as their state of health, cost and risks associated.
In order for students to be able to create and manipulate various texts types effectively, they must be able to deconstructidealised and hybrid examples .
Deconstruction allows the students to familiarise themselves with the text before them and analyse its:
Structural / Organisational features ,
Language features and
Read the Narrative
Hand Out ‘The Invasion’.
1 per person
Source – www.writingfun.com
IDEAS AND INFORMATION
the invaders – the mosquitoes, cockroaches and beetles
they moved through the city into gardens, on pavements, walls
and they sucked the blood of people
on a hot steamy summer night
in a city somewhere
sets time and setting
COMPLICATION followed by a series of events
The many legged invasion begins
Describing the what the invaders did
Further description of what the invaders did e.g. suck human blood
Humans sleeping on unaware of the invasion
Just another night of fun for the invaders
Noun groups e.g. streets, houses, ceilings, walls, people, invaders
Verbs e.g. quivered, entered, walked, asleep
Adjectives e.g. many-legged
Topic specific terminology e.g. cockroaches, beetles
Descriptive e.g. ‘climbed silently over carpets’
Entertaining e.g. ‘need to feed on blood’
WHOLE TEXT LEVEL
Figurative language (images created with clever use of language) e.g. ‘antennae quivered’, ‘feed on human blood’
Adjectival modifiers e.g. ‘totally’ unaware
Prepositions e.g. ‘over’, ‘under’, ‘on’, ‘in’ and ‘into’
Past tense e.g. ‘It was’, ‘they took’, ‘were sound asleep’.
Spelling– Topic words e.g. cockroaches, beetles, mosquitoes, antennae.
Punctuation– Exclamation marks (double !!), commas, capitals, full stops, hyphenated word.
Grammar– Past tense, adjectival modifiers, figurative language.
Page layout– Heading, paragraph spacing, pictures
Font variations– Larger text heading and BOLD
Form a group of 8.
Using the Text Type Pack (Hand Out) each person is to choose a sample Text Type other than the Narrative and using the Text Type template deconstruct the text. Complete as per the Narrative previously demonstrated.
Each person display your stimulus text, and deconstruction details. Sharing with your table.
Discuss each in detail
Form into groups of 3
Read the ‘Plasma Television’ article.
Using the A3 Exposition Planning sheet and the
Text Type Grid to guide your group, plan an
argument foror againstthe issue.
Compare arguments constructed that support or refute the thesis with the group.
How will you assist students writing in the ‘multimodal’ and ‘digital world’?
What ‘modes’ of meaning comprise multimodal texts?
Do we have the ‘metalanguage’ to talk competently about multimodal texts?
Do we have the teaching and learning expertise to be able to assist students to write quality multimodal texts?
Discussion: Using what you have learnt today how will you implement or strengthen the teaching and learning around ‘Text Types’ using the ‘Gradual Release of Responsibility’ model?
Familiarising students with the text – How?
Modelling – How?
Sharing – How?
Guiding – How?
Independent – How?
Something to ponder -
Writing is a ‘learned’ skill and if anything goes in writing everything goes!
Anstey M and Bull G (2009) Using Multimodal Texts and Digital Resources in a multiliterate classroom, e.lit, Marrickville, Sydney
Department of Education and Early Childhood Development (DEECD), (2009) Key Characteristics of Effective Literacy. Pub. Student Learning Division, Melbourne
Standard P and Williamson K (2006), Science World 3rd Edition – Student CD Macmillan, Melbourne.
Annandale .et al (2004) First Steps Writing 2nd Edition, WA Department of Education and training.