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Teach First 15 th November 2010

Teach First 15 th November 2010. John Keenan j.keenan@worc.ac.uk. 1. Teaching Texts 2. APP 3. Medium term schemes of work 4. WA2. Teaching Literature. What is a text? Levels of reading texts Theoretical perspectives on text study Framework for teaching English

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Teach First 15 th November 2010

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  1. Teach First 15th November 2010 John Keenan j.keenan@worc.ac.uk

  2. 1. Teaching Texts 2. APP 3. Medium term schemes of work 4. WA2

  3. Teaching Literature • What is a text? • Levels of reading texts • Theoretical perspectives on text study • Framework for teaching English • Writing Frames and DART

  4. The Pleasure of the Text What are you reading now? What was the first book you remember reading? Your favourite book? Why? Which book will you read again?

  5. What is a text? Texere – weave (L) maxim (ME) summary of discussion (17C) book (19C) Narrative of change? 21C: visual, blog, poem, film, text, tattoo etc kinetic, multimodal, manipulable, without closure

  6. A day of texts 24 hours of reading – do one hour Who makes it Why you read it How you read it How long you read for Compare with friends, ages, genders, ethnicities

  7. Labelling self Reading tart Junkie Thrill seeker Avoider

  8. The rights of the reader

  9. National Curriculum • Non fiction • Heritage (DWM, Shakespeare, exam boards) • Cultures and traditions

  10. Levels of the written code Grapho-phonemic Morphological Lexical Syntactic Subtextual – blocks paragraphs, scenes Textual – whole texts Contextual R Andrews, Tecahing and Learning English, London: Continuum, p61

  11. Bottom up process – ‘inner voice’ phonetics Top down – schemes, context

  12. iFyuoaer a fluetreoduryuowllhve on pRblmereOdngthssNtnce

  13. This is just to say I have eaten the plums that were in the icebox and which you were probably saving for breakfast. Forgive me, they were delicious, so sweet and so cold.

  14. This is Just to Say I have eaten the plums that were in the icebox and which you were probably saving for breakfast. Forgive me they were delicious so sweet and so cold.

  15. Stanovich – automated bottom up; top down

  16. Three Approaches to Teaching Literature Reader Response - aesthetic Critical Literacy Genre

  17. 1. Reader Response - aesthetic 1960s 1980s-90s Positioning of reader and text Reader-response dynamic Problem: unstructured, open-ended, text devoid of meaning

  18. A text is a ‘blueprint’ only (p88) ‘In aesthetic reading the reader’s attention is centred directly on what he is living through during his relationship with that particular text’ (p25) Rosenblatt I (1978) The Reader, The Text, The Poem, Illinois: IUP

  19. A text is a test of what you bring to the advert – OlivieroToscani Roland Barthes/Umberto Eco –’the death of the author’

  20. 1999 DFEE/QCA: ‘read a wide range of texts independently for pleasure’ ‘well intentioned...but sit uneasily alongside the realities faced by teachers in many secondary classrooms, where attainment levels in English are below the expected achievement of level 5 to 6 and where the inclusion of EAL learners, newly arrived refugee children and those with specific learning difficulties has to be carefully planned for’ (Dymoke, 2009: 13)

  21. 2. Critical Literacy ‘help...children towards critical understanding of the world and the cultural environment in which they live’ DES, 1989: 2.25 Dale Spender Norman Fairclough

  22. Critical Literacy Ideology of the text

  23. 3. Genre Theory ‘All fiction (and all non-fiction) is generic’ Cranny Francis, p. 93

  24. ‘an understanding by teachers and by children that all our speaking or writing is guided, to a greater or lesser extent, by conventions of generic form, even where that takes the form of an attempt to break generic convention’ Kress, p.28

  25. horror newspapers minutes postcards letters Types of genre email leaflets song diary romance thrillers website advertising

  26. Generic conventions list of one genre

  27. Social situations create conventions The stability and repeatability of that social situation lead to texts with a similar stability, with a marked conventionality, which in the end makes the text simply natural and makes its constructednessunnoticable’ Gunther Kress, p.27

  28. Police Drama Ideology: guns ok, police good, police can kill, man’s world etc etc

  29. Demystify • Rewrite with new ideology • Teach the conventions inc English register • examine the genre history • analyse audience appeal

  30. Changes in Government Approach Bullock report (1975) – top down, bottom up Kingman and Cox (1990) – top down (suppressed) ftp://ftp.phon.ucl.ac.uk/pub/Word-Grammar/ec/linc1-12.pdf Rose Report (2006) synthetic phonics – bottom up (analytic – beginning and ending)

  31. Pedagogy of Targets

  32. 1989 Kingman – ‘linear model’ (p12) progression through key stages 1993 Literary heritage DFE 1993: ‘high quality’ Text to the fore Enjoyment cannot be measured – (Dymont on QCA) ‘A clear-cut linear model of progression in English’ (Dymoke, 2009: 15) Dymoke S (2009) Tecahing English Texts 11-18, London: Continuum

  33. Writing frames Sentence stems, sentence shells with blank phrases, paragraph openings, paragraph endings, word banks ‘straightjackets which reduce the level of challenge offered by a text and opportunities for high-level individual responses to it’ (Dymoke, 2009: 17)

  34. Bottom up ‘Andrews (2004) found no high-quality evidence to support the view that teaching the principles of sentence grammar has any significant influence on the quality or accuracy of school-aged students’ writing’ (Dymoke, 2009: 16 ) 2008 – less grammar

  35. Programme for International Student Assessment Enthusiasm for reading greatest influence Cited by OFSTED, 2005: finding ways to engage students in reading may be one of the most effective ways to leverage social change’ OFSTED concerns: ‘time for independent reading, reading for pleasure’ OFSTED: a text has become, ‘a kind of manual’ (2005: 26) – purpose not quality Policy 10 mins silent reading at the start of lessons

  36. 2007 ECM Global, Enterprise, Creativity, Cultural Understanding Diversity APP Key Stages

  37. Adoption of 2001 Framework Identification of prior knowledge Teacher demonstration of process Shared exploration through activity Scaffolded pupil application of new learning Consolidation through discussion/activity

  38. Operating within an education marketplace, English teachers increasingly deal in knowledge rather than meaning making...and are expected to ‘deliver’ the goods rather than to teach young people to engage in deep learning’ (Dymoke, 2009: 20) IKEA

  39. Lesson stucture Starter (linked to lesson!) Introduction (prior learning, clear objectives, activity) Development active engage, reading, creating, independent Plenary summarised in interactive way, progress details

  40. Directed Activities Related to Texts Prediction Cloze using contextual clues Highlighting Card sorting Statement games Diagramming Re-creation (media, genre etc)

  41. A Christmas Carol

  42. Balloon Debate 2 people up Voting cards This house believes we should teach A Christmas Carol This house does not believe we should teach A Christmas Carol

  43. Medium Term Scheme of Work

  44. 1. APP The guide

  45. 1. APP The Grids

  46. 1. APP Test yourself

  47. 1. APP The tool

  48. 1. APP Assessing pupils’ progress in EnglishWriting

  49. 1. APP WAF1 write imaginative, interesting and thoughtful texts

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