Literacy and language support for the externalsMalcolm HowardRegional Technology Facilitator- Central North Regionand National Coordinator [Technology] – Secondary Student Achievement Contract

Team Solutions – The University of AucklandJune 2014

Literacy and language support

• Supporting students to understand the academic language and the technology specific language involved in the assessments

• Giving students strategies to use eg how to compare and contrast, or how to synthesise information

• Supporting students to write reports for the externally assessed standards

Academic vocabulary in the standards

Standard Achieved Merit Excellence

Level 191049

Describe &Explain

Explain Discuss

Level 291359

Describe &Explain

Explain Discuss

Level 391613

Describe Explain Explain

The academic language

…describe explain discuss, compare and contrast, synthesis…

• Do your students have an understanding of their meanings in technology?

• Which ones do you find problematic?

A reminder!

Describe

• means to give an account of something, to say what it looks like or what it does, to give details about these things. The features or characteristics of something are part of a description, and a definition often includes a description.  A description answers the questions "what is it like?" and "what does it do?

Describered, green, large, small, smooth on the outside,

rough on the inside, sweet, tart, sour, juicy, crunchy,

tasty, fragrant, fresh, ripesucculent, delicious, bursting

with flavour, polished, ripe, fresh from the tree,

Gives us fibre and a range of nutrients

Explain

• means to give a reason or reasons – an explanation answers the question "why?" or "how does that work?" If the text includes "because" or "so that", it will be to explain something.

• Usually with some examples to amplify the understanding

Explain • it is fruit that grows on trees, harvested in autumn, classified as a pip fruit, high in carbohydrate, natural sugars such as fructose, vitamins and water content that gives it the characteristic juicy, sweet flavour and texture

Discuss

• Means to examine something in detail so as to reach a decision. This usually means that more than one perspective is put forward and actively considered. So as part of discussions we may get "compare and contrast"

Discuss- reasoned argument, relationship of factors or compare and contrast

The Greek and Roman mythology refer to apples as symbols of love and beauty but apple fruit contains vitamins like vitamin C, Beta-Carotene, iron and potassium etc. The vitamin C content may not be as good as oranges but apples have high mineral contents, pectin’s, malic acid which are good in normalising the intestines. Apple fruit is good for the treatment of anaemia, dysentery, heart disease, headache, and eye disorders, kidney stones and promotes vigour and vitality.

Activity - sharing strategies

Discuss in groups what strategies you use to ensure students understand these words in the context of your teaching and learning programme

Select one strategy from your discussion to share with the group

Activity- assessment language

• What are the key academic terms used in your particular assessments.

• Categorise into general academic words and technology specific words

• How do you ensure your students understand these terms?

Pause and reflect

• How do you support students literacy both technological/ technical and academic?

• Do you identify the vocabulary demands of each unit or assessment task?

• What other literacy and language support do you provide for students?

Giving students strategies for their tool boxeg How to compare and contrast

Introduction: presents the subject that is to be compared or contrasted

ends with a thesis statement that focuses the comparison or contrast

Body Paragraph 1: includes a clear topic sentence about similarities

supporting details (give details to develop and support the main idea of the paragraph)

Body Paragraph 2: includes a clear topic sentence about differences

supporting details (give details to develop and support the main idea of the paragraph)

Conclusion: summarises the differences and similarities and allows writers to state their feeling about the topic.

http://www.sdc.uwo.ca/writing/index.html?handoutshttp://www.readwritethink.org/files/resources/interactives/compcontrast/map/

http://www.readwritethink.org/files/resources/interactives/compcontrast/http://www.west.asu.edu/johnso/synthesis/learners.html

https://www.dlsweb.rmit.edu.au/lsu/content/4_WritingSkills/writing_tuts/synthesising_LL/model.htmlhttp://www.decd.sa.gov.au/literacy/files/links/link_157534.pdf

Methodology: Pattern A The Block Method.

Present all the information about A, and then present parallel information about B. This pattern tends to work better for shorter papers, and those with few subtopics It can be used when you have three or more principal similarities or differences.

First: All of A: Second: All of B:point 1 (plus support) point 1 (plus support) point 2 (plus support) point 2 (plus support) point 3 (plus support) point 3 (plus support) Warning!! The writer can end up with two separate essays instead of one unified comparison and contrast essay. To insure coherence:- Each subtopic in Part I must also be discussed in Part II. - Subtopics should be discussed in the same order in both parts. - Subtopics in Part II should generally include reminders of the point

made about the same subtopic in Part I.

Methodology: Pattern B The Point-by-Point Method

Present one point about A, and then go to the parallel point about B. Move to the next point, and do the same thing. This pattern tends to work better for long papers and those with many sub- topics. Use this pattern when you have only two principal similarities or differences.

First A: point 1 (plus support)Then B: point 1 (plus support) Then A: point 2 (plus support) Then B: point 2 (plus support) Then A: point 3 (plus support) Then B: point 3 (plus support)

What does it look like?

Although dogs are often called man’s best friend, cats make more convenient pets. Block Method Outline: Part A Point 1: Cats can clean themselves. Point 2: Cats can exercise by themselves. Point 3: Cats do not require training.

Part B Point 1: In contrast to cats, dogs need baths. Point 2: Unlike cats, dogs must be walked regularly. Point 3: Whereas cats need no training, dogs must be trained.

Point-by-Point Method Outline: Point 1: Para. 1: Cats can clean themselves. Para. 2: In contrast to cats, dogs need baths. Point 2: Para. 3 Cats can exercise by themselves. Para. 4 Unlike cats, dogs must be walked regularly. Point 3: Para. 5 Cats do not require training. Para. 6 Whereas cats need no training, dogs must be trained.

Transition words

To compare:• another way to view this just like similarly• balanced against likewise whereas• by comparison like whileTo contrast:• a different view is even so nevertheless• and however notwithstanding• balanced against in contrast still• but on the contrary unlike• conversely on the other handyet • differing fromTo introduce an opposite idea or show exception:• alternatively in contrast on the other hand• but in spite of still despite• instead whereas even though• nevertheless while however• one could also say yet 

Cup A vs Cup B

Describe Explain Discuss

Giving students strategies for their tool boxeg Synthesis

• Modelling the process of synthesis

• Bringing parts together in a meaningful and coherent whole

http://www.west.asu.edu/johnso/synthesis/synthesis.html#examples

Gather information from a range of sources- be systematic!

Bring together the information in groupings

Categorise and give headings and

titles to shape your information into a

report

A way to compare and contrast two pieces of information

Either approaches to sustainability• Use shikoba, miranda brown and or

shapeshifter case studies (sustainability focus) Or Modelling or materials focus• Use Pams, Te Rewa Rewa, Junior and Furnware

(modelling or materials focus)

First A: point 1 (plus support)Then B: point 1 (plus support)

Then A: point 2 (plus support) Then B: point 2 (plus support)

Then A: point 3 (plus support)

Then B: point 3 (plus support)

First: All of A: Second: All of B:point 1 (plus support) point 1 (plus support) point 2 (plus support) point 2 (plus support) point 3 (plus support) point 3 (plus support)

Justify & substantiate

• to provide an explanation or rationale for something to make it acceptable with reference to evidence or supporting materials such as stakeholder feedback, modelling, testing or trialling

• to prove it is correct usually with evidence or reference to materials to support this decision

JustifyTo give an acceptable explanation why I would use an apple for my health or use in a a recipe

• Apples are low in calories and fat, low in sodium, and contain vitamins and minerals as well as fibre. These can all help you to lose weight in different ways. The fibre helps you feel full longer because it expands in your stomach so it takes less food to satisfy your hunger. Apples are a low-sodium food that can be a good addition to a healthy diet. Keeping your sodium low will help prevent excess water weight, or retention. And, the vitamins benefit you by increasing health and vitality. Of course, being active helps burn extra calories to speed up weight loss.

• I chose Peasgood nonesuch variety for the filling as the client preferred the texture and it has excellent cooking characteristics for pastry filling, as opposed to granny smith even though this apples has excellent cooking qualities it has a much tarter flavour requiring more sweetening agents

Pause and reflect

What does this mean for your • Teaching and learning• Programme design?

Report writing

• Embed in a programme of learning• Supported by teaching and learning• Taught, structured, practiced• Authentic

Four stages of teaching and learning to embed literacy

1. Setting the context: Find out what students already know, engage students and establish a purpose. Identity, language and culture, ELLS SEN2. Deconstruction and modelling: Examine the structure of modelled texts and model text production. 3. Joint construction: Work with students to jointly produce a text as a scaffold. 4. Independent construction: Support students to produce their own text and provide explicit feedback on how to improve

Why do we write in Technology? For students in academic settings:

• Write to learn (clarify, make links, revise, reflect, create….)

• Write to demonstrate knowledge • Write to communicate ideas with

others and to others, brief, testing, evaluation, synthesise information, collect information

NCEA Level 2 / Curriculum Level 7Across learning areas students are asked to write in order to:

• Demonstrate understanding…• Discuss…• Analyse…• Apply…• Explain…• Evaluate…• Synthesise

….and many students do write proficiently.

In summary… Students are required to:

• Keep focused on the question/task• Understand and use appropriate vocabulary• Provide relevant examples / supporting

evidence• Make links between theory/principle and

practice• Provide detail

Writing at Curriculum levels 6-8

• Requires organisation (name, define, give reasons for…)

• Frequently uses linking words (as a result of….therefore…)

• Use of relational verbs (leads to, influenced, caused…)

• Requires knowledge of what counts as evidence

• Requires reasoned argument

Key principles • Analyse the writing needs of (focus) students and develop a specific response

• Demonstration – provide models, examples

• Collaboration - co-construct writing

• Use writing as a tool to capture thinking

• Practise - provide opportunities to write – regularly

• Develop over time

To sum up… • Analyse subject-specific writing needs

• Analyse students’ needs• Support teachers in the faculty

and students to demonstrate and co-construct writing, making thinking visible

• Support students by providing regular opportunities for higher level writing skills to be developed

What do you want the students to write about?What support does each

student require?

Support your teachers and students to model, co-construct and practice

Do this regularly!

Pause and reflect

What does this mean for your • Teaching and learning• Programme design?