Literacy Coordinators

July 27th 2011

Literacy / Numeracy weekhttp://www.education.vic.gov.au/about/events/litnumweek/default.htm29 August – 4 September 2011

6 – 18 month strategyhttp://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/vlns/2011-12-Literacy-Numeracy.pdf

Elluminate sessions – PD

WRITING:CONTEXTUALUNDERSTANDING P-12Loddon Mallee Region

• Breakthrough Framework• Literacy Elements• A Multidimensional Approach to Teaching Writing• Definition of Contextual Understanding• Gradual Release of Responsibility• Why Contextual Understanding is Important • Activity: an introduction to Contextual Understanding• The Four Resources Model• Introducing Critical Literacy• The role of the teacher and student • Introducing Contextual Understanding Through Shared Reading• Identifying an instructional focus• References

Session Outline

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

Diaries Lists

Menus Retells

Surveys Recipes

Notes Journals

Messages Invoices

Reports Word DirectionsPuzzles

Labels

Indexes

Glossaries Expositions Editorials Job Applications Headlines Questionnaires

Explanations Apologies Invitations Jokes Experiments

Comics Contents Pages Biographies Autobiographies Meeting Minutes Personal Correspondence Reviews

Planning WRITING PROCESSES Drafting

Publishing Conferring Refining

WRITING STRATEGIES self – questioning paraphrasing / summarising connecting chunking

usingpredicting spelling generalisations

creating images sounding out determining importance using analogy

consulting an authority comparing

using meaning re-reading using memory aids synthesising using visual memory

THREE CUEING SYSTEM

Syntactic Semantic

Graphophonic

PRIOR KNOWLEDGE

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.

Defining Contextual Understanding in writing

Contextual Understanding

Read/Write Aloud

Shared Reading/Writing

Guided Reading/Writing

Independent Reading/Writing

Where Does Contextual Understanding Fit In?

All texts are created by someone, somewhere,for some reason

Ted Baillieu black-flip on Aborigianl welcome

Activity:

How readers interpret text from

different perspectives

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

LEARNING FOCUS

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 • Discuss differing viewpoints

The HouseActivity

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

Luke and Freebody

Four

Resources Model

Code Breaker Text Participant

Text UserText Analyst

Code BreakerDecoding the codes and conventions of written,

spoken and visual text

Understand:

• The relationship between spoken sounds and written symbols

• The grammar of texts

• The structural conventions of texts

Text ParticipantComprehending written, spoken and visual

texts

Make meaning by drawing on:

• Own experiences and prior knowledge

• Knowledge of similar texts

Text AnalystUnderstanding how texts position readers,

viewers and listeners

Is aware that: can identify how:

• Texts are not ideologically natural or neutral but are crafted to represent the views/interests of writer

• Information, ideas and language in texts influence reader perceptions

• Texts empower or disempower certain groups

Text UserUnderstanding the purposes of different

written, spoken and visual texts for different cultural and social functions

Know that:

• Different texts have different purposes

• These purposes shape the way texts are structured and formed

• Apply this knowledge in using (eg comprehending, creating, transforming) text

Four Resources

Model

Factors that have an impact on socio-cultural context in texts include the

• Values, attitudes, beliefs and assumptions of the writer and the audience

• Gender, ethnicity and status of writers

It is this aspect of context that teachers focus on when they talk about critical literacy.

Socio-cultural Context

“. CRITICAL LITERACY

IMPLIES QUESTIONS

ARE ASKED OF THE TEXT

The word critical in

this sense is a call to

action.

When writing, students need to make choices about:

• the purpose and audience• the form and organisation

• the content• Physical situation• Beliefs values and assumptions

Why am I writing this text?

Who is the particular audience for this

piece of writing? – eg: age, gender,

interests

What does the audience already

know?

What will my audience expect to

see in the text?

What will I do to appeal to my

audience?

How will I publish this text in a way

which best suits my audience and

purpose?

Questions about Purpose and Audience

What is the best way to get my

message across?

How will I organise my ideas?

What text form will I choose?

How will I set it out? Eg diagrams, subheadings etc

What is the best way to present or

publish this information?

Questions about Form and Organisation

What do I want to tell them?

What information needs to be included

or left out?

From what or whose point of view shall I

write?

What is the most appropriate language to use? E.g. Vocab, technical language, figurative language

What resources could I use to find relevant

information?

What devices will I use to best suit my

audience and purpose?

Questions about Content

Teachers need to plan learning experiences that

• introduce students to the idea that writing can be used as a way of interacting with others to bring about social change

• make links to local and wider community

• expose students to text types

• immerse students in a variety of media used to communicate ideas eg. blog, email, letter

What does Contextual Understanding look like in the classroom?

Activities based upon the deconstruction of every day, media or multimedia texts have provided successful introductions to contextual understanding

• familiarisation (immersion) • prediction of text purpose • deconstruction (analysis) • reconstruction

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 earsand moved on.

HO 8 and 9 after Shared reading

How do we identify an Instructional Focus?(See Handout – Assessing Contextual Understanding)

• VELS

• Prior observations including writing conferences

• Writing Tasks including teacher moderation

• NAPLAN Data

• First Steps Writing Map of Development

HO 10

VELS LEVEL 4 Writing Statement

At Level 4, students produce, in print andElectronic forms, a variety of texts for different purposes using structures and features of language appropriate to thepurpose, audience and context of the writing.They begin to use simple figurative languageand 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,includingnouns, pronouns, adverbs, comparative adverbs and adjectives, anduse appropriate prepositions and conjunctions. They use a range ofapproaches to spelling, applying morphemic knowledge and an understanding of visual and phonic patterns. They employ a variety ofstrategies for writing, including note-making, using models, planning,editing and proofreading.

NAPLAN Data

Writing Criteria Report

National Assessment Program - Literacy and Numeracy Tests 2009

(Year 9, Group: ALL, Class: All)

National Curriculum

English curriculum.pdf

References• Western Australia First Steps• VELS - Strands• NAPLAN• Write ways : modelling writing forms: Lesley Wing Jan• The Whole Story – Natural Learning and the Acquisition of Literacy in the Classroom:

Brian Cambourne• Teaching Adolescent Writers: Kelly Gallagher• Invitations - Changing as Teachers and Learners K-12: Regie Routman• ReadWriteThink – International Reading Association 2002• Freebody, P. (1992). A socio-cultural approach: Resourcing four roles as a literacy

learner. In A. Watson & A. Badenhop (Eds.), Prevention of reading failure.• National Curriculum

http://www.australiancurriculum.edu.au/Documents/English%20curriculum.pdf • Tasmanian Education Department

http://wwwfp.education.tas.gov.au/english/critlit.htm

• Reviewing today’s session• A Multidimensional Approach to Teaching Writing• Defining Contextual Understanding• Activity: How readers interpret text from different

perspectives• The Four Resources Model -• Introduced Contextual Understanding Through

Shared Reading• Identifying an instructional focus

•Reflection PCQ