Erskineville Public School Imogene Cochrane, Katie Ahearn & Amelia Reece Imogene Cochrane, Katie Ahearn, Amelia Reece - 2013. Erskineville Public School.

INTEGRATING FUNCTIONALLY ORIENTED GRAMMAR CONTENT INTO EXISTING

LITERACY PROGRAMS

Erskineville Public School

Imogene Cochrane, Katie Ahearn & Amelia Reece

Imogene Cochrane, Katie Ahearn, Amelia Reece - 2013. Erskineville Public School

Project background…

Whole school project linked to Knowledge About Language strand of Australian Curriculum: English

Sequenced across stages ES1-S3

Implemented over whole year – and still going!


Today’s presentation…

Framed within the new NSW syllabus

Practical and interactive with an opportunity to see examples of teaching and learning sequences

Access to resources

Opportunity for reflecting on the needs of your students


NSW Syllabus for the Australian Curriculum: English





Participants Processes

Circumstances


Whole school approach – collaborative and sequenced


Stage Language Focus Types of activities

ES1 • Recognising the clause as an ‘event or idea’

• Identifying parts of the clause through questioning e.g. ‘what’s happening?’

• Describing what’s happening in rich picture book illustrations – record clauses

• Drama - processes

S1 • metalanguage of process, participant, circumstance

• Identifying parts of the clause• Elaborate on parts of clause & manipulate

clause• Conjunctions to connect clauses

• Images to generate and identify parts of clause

• Rearranging parts of clause• Expanding noun groups• Exploring circumstance through

art• Games to practise metalanguage

S2 • Relating verbs – using to create an information report

• Cloze passages• Deconstructing sentences, adding

relating verbs and reconstructing• Categorised relating verbs

S3 • Technical nouns• Verb tense - timeless present tense• Agentless passive voice (leaving out the

doer) e.g. food is swallowed

• Analysing texts• Changed from active to passive

voice• Created explanation texts

Author Study: Alison Lester


http://www.google.com.au/url?sa=i&rct=j&q=&source=images&cd=&cad=rja&docid=iScgOjoFpKQ2vM&tbnid=tUra8sN9HnyzuM:&ved=0CAUQjRw&url=http://www.alisonlester.net/imagine.html&ei=TqKyUevqH4i7kgW-g4HoDg&bvm=bv.47534661,d.dGI&psig=AFQjCNHj66sen8zn5uS0De6bBO3jZoj1CQ&ust=1370747839043525

http://www.google.com.au/url?sa=i&rct=j&q=ernie+alison+lester&source=images&cd=&cad=rja&docid=ecyMqibYhgxUsM&tbnid=gWl3_Mruuf-EhM:&ved=0CAUQjRw&url=http://www.alisonlester.net/ernie%20dances%20to%20the%20didge.html&ei=bKKyUeTODYW8kgXAuoGwAg&bvm=bv.47534661,d.dGI&psig=AFQjCNFSuaSu6eqiwCluMlrHETY20uQOUg&ust=1370747880272599

http://www.google.com.au/url?sa=i&rct=j&q=isabellas+bed+alison+lester&source=images&cd=&cad=rja&docid=_E5y_CpKn9w6JM&tbnid=UFqdYbH46duUGM:&ved=0CAUQjRw&url=http://www.alisonlester.net/isabellas%20bed.html&ei=gqKyUZ_cFsTAkAXByIGoDw&bvm=bv.47534661,d.dGI&psig=AFQjCNGR3fJh3r4U1f4w3xRHOACcHQ2lEQ&ust=1370747900980556

http://www.google.com.au/url?sa=i&rct=j&q=magic+beach+alison+lester&source=images&cd=&cad=rja&docid=xHTfGxFZpzKsBM&tbnid=hNO2TahzQQva5M:&ved=0CAUQjRw&url=http://www.alisonlester.net/magic%20beach.html&ei=wqKyUeXcGsP3kAXpqoD4Bg&bvm=bv.47534661,d.dGI&psig=AFQjCNGkgE8lpN8xyCSq2dQfFrC_-4-VkQ&ust=1370747949464414

What is happening? (show me the action) Who or what is involved? Is there any other information (where, when or

how?)

The young girl is swinging from the rope.

Identifying parts of the clause

Teaching Activity:Prepare clause

cards cut to separate the parts

of the clause. Students rearrange

the clause.

Where to start?


The image on this page has had to be removed due to copyright restrictions.

Identifying parts of the clause: Games



Identifying parts of the clause: BlogEd

Teaching Activity:Colour code the

students’ clauses together (lesson

plenary)


Identifying parts of the clause: Drama

Teaching Activity:Create and colour code the clauses

that students acted out.


http://www.google.com.au/url?sa=i&rct=j&q=&source=images&cd=&cad=rja&docid=iScgOjoFpKQ2vM&tbnid=tUra8sN9HnyzuM:&ved=0CAUQjRw&url=http://www.alisonlester.net/imagine.html&ei=TqKyUevqH4i7kgW-g4HoDg&bvm=bv.47534661,d.dGI&psig=AFQjCNHj66sen8zn5uS0De6bBO3jZoj1CQ&ust=1370747839043525

Identifying parts of the clause: Independent written activity


Processes


Process – What’s Happening?


Starting with process allows for instant high level of engagement with grammar

Accessible for all students across a range of abilities

Process – What’s Happening?

Process – What’s Happening?Drama

The kids are splashing in the waves.

Two girls are jumping in the waves.

The dog is running after two boys.


Process – What’s Happening?Independent Activity




Participants

Participant – Who or what is involved?


Encourages purposeful use of descriptive language

Easy lead in to developing noun groups



Underline the who or what in this clause:

The girl is looking through the chest.

How could we add more information about the participant in this clause?

The young girl is looking through the chest.

The young girl with long pigtails is looking through the chest.

The young girl in the attic is looking through the chest.

The young girl to the left of the ginger cat is looking through the chest.


Teaching Activity:‘Think, Pair, Share’

ideas for elaborating on the

participant






Circumstances

Circumstance – Any extra information?


Looking at the author’s choice of circumstance helps students to better comprehend texts

Supports students in making their writing more engaging, especially recounts and narratives


Where?

Arnhem Land in the river in the sand on the

floodwaters inside outside up north at home


When?

in the wet season

in the dry season

everyday always sometimes on weekends after school

How?

happily together cautiously loudly gently


http://www.google.com.au/url?sa=i&rct=j&q=ernie+alison+lester&source=images&cd=&cad=rja&docid=ecyMqibYhgxUsM&tbnid=gWl3_Mruuf-EhM:&ved=0CAUQjRw&url=http://www.alisonlester.net/ernie%20dances%20to%20the%20didge.html&ei=bKKyUeTODYW8kgXAuoGwAg&bvm=bv.47534661,d.dGI&psig=AFQjCNFSuaSu6eqiwCluMlrHETY20uQOUg&ust=1370747880272599


Example: The boy surfs. Where does he surf? Down the river. When does he surf? Every afternoon. How does he surf? Happily.The boy surfs down the river happily every afternoon.

Circumstance – Any extra information?Where, When, How?


The boy surfs down the river happily every afternoon.What if we move the circumstance to the front?

Your turn…

The girl swims on weekends. The frog jumps with glee. They play in Arnhem Land together.

Every afternoon, the boy surfs down the river happily.


Ernie catches frogs everyday.Joseph plays football happily.

Patrick spears a barramundi in the river.




The leopard is sleeping peacefully. In the water, the hippo is swimming. The girl in the pink shirt is sitting next to the

leopard. The cheeky monkey is swinging from the branch. The girl is touching the leopard.

Have a go!

The animals are snorting loudly.


How does it all come together?Weekly focus, outcomes & Indicators

15 mins whole class

3x15 min

rotations


How does it all come together?

Whole class

Guided Reading

Independent written activity

Game

Computers

Supporting grammar with games

Making games takes time, but there are some great payoffs:○ High engagement levels and positive

experiences of grammar

○ Opportunity for peer-to-peer dialogue to consolidate knowledge and understanding

○ Competitive aspect encourages students to debate the validity of responses and be accountable for their language choices


Games open up opportunity for dialogue

Students engage in active discussion, practise terminology and experiment with language in a non-threatening, student centred environment.


Games designed to build on previously acquired skills

Game 1: Race to build a clause

○ Build confidence manipulating parts of clause to make sense

○ Experience the variety of ways information can be arranged in clauses to make sense

○ Be able to judge when parts of a clause have been arranged in a way that does not make sense


Game 2: Fish or Steal

○ Added difficulty of having to identify parts of clause

○ Game board supports understanding of only one process per clause


Game 3: Come in Spinner○ Specifically hones in on deciding which type of

circumstance (when, where, how)○ Controls demand by providing and labelling all

other parts of the clause○ Deliberate choices in processes to ensure

students could focus on task at hand with no other difficulties encountered


Game 4: Identify it!○ Requires students to identify the parts of the clause○ Self-correcting (answers on the back)○ Encourage students to use the metalanguage

(process, participant, circumstance)


Links to writing program Description

Used knowledge of participant to begin analysing and building noun groups for descriptive writing.

The tank stores milk from the farm

The cylindrical steel tank stores milk from the farm

article adjective noun

Teaching Activity:Students create their own noun groups. As a class, cut up and sort into articles,

adjectives & nouns – look for patterns.


Links to writing program

ConjunctionsWhen students understand the function

of the clause, they can make informed choices about the conjunctions they choose to join clauses together


Links to writing program - conjunctions

The burners heat the air inside the balloon

The hot air balloon rises into the sky

The hot air balloon rises into the sky the burners heat the air inside the balloon.after


Teaching Activity:Using a bank of

clauses and conjunctions, students use

conjunctions to join two or more clauses

together.

Reflection time

What aspect/s of this teaching & learning sequence would you be most likely to use with your students and how?

Any other questions about our experiences?


Erskineville Public School Imogene Cochrane, Katie Ahearn & Amelia Reece Imogene Cochrane, Katie Ahearn, Amelia Reece - 2013. Erskineville Public School.

Documents

english imogene cochrane

students imogene cochrane

sequenced imogene cochrane

games imogene cochrane

school project

clause conjunctions

clause cards

alison lester imogene