Literacy Wonderland. Teaching and Learning Cycle What do the students need to learn? Why is it important? What do they already know? How will.

Literacy Wonderland

Teaching and Learning Cycle

What do the students need to learn?

Why is it important? What do they already

know? How will they

demonstrate learning?

How will they get there?

What is Literacy 1.1.1 Literacy is the ability to understand and

evaluate meaning through reading and writing, listening and speaking, viewing and representing.

1.1.2 Literacy skills need to continually expand and diversify because our rapidly changing social and economic environment requires competence in a range of new communication forms and media.

1.1.3 Literacy competence is central to achievement in all areas of learning as students progress through the early, middle and later years of schooling and into the workforce and personal life.

NSW DET Literacy Policy 2007

Literacy "Readers in the 21st

century need to be able to analyse what they read and understand the motive of the author and the accuracy of the reading. They need to see themselves as active users, not merely vessels to be filled” (Nancy Frey).

Four Literacy Resources

Freebody & Luke:Code breakingMeaning makingText usingText analysing

Code Breaker

ability to decode (read, view, listen) and encode (write, speak, present). E.g. uses alphabet, sounds, spelling conventions, sentence structure etc.

Meaning Making

Ability to draw on prior knowledge, interpret and make meaning of texts and inferred meaning.

Text Using Ability to recognise

texts are constructed and can be composed for particular purposes, in particular contexts and to produce new knowledge

Recognise that the purpose and audience of a text may vary

Text analysing understand

and act upon the knowledge that texts are not neutral but position and influence the audience through various means

Literacy What explicit literacy

skills do they need to acquire the essential learning?

Reading and comprehension: literal and inferential questions

Writing Speaking Listening Viewing & Representing ICT literacy Visual literacy

Literacy Explicit=new

learning is separated into teachable parts to assist all students to achieve

Systematic=knowing when to deliver new learning

Systematic Teaching Having a clear understanding of skills and

knowledge that need to be taught Planning appropriate sequence of activities Breaking learning into meaningful chunks or

scaffold the learning Identifying literacy demands in content & tasks –

look to the verbs! Using repertoire of strategies for teaching literacy Monitoring students’ progress

Explicit Teaching Being clear and

purposeful in programming, teaching and assessing literacy

Determining what students already know, understand and can do

Explicitly teaching literacy skills within purposeful and meaningful contexts/

Providing positive and informative feedback

Balanced & Integrated

Giving equal weight to learning to and learning about outcomes

Using a range of literacy teaching approaches, strategies and practices

Ensuring that all students actively participate in all literacy strands: reading, writing, talking, listening, viewing and representing

Implementing the Four Literacy Resources and Quality teaching in NSW public schools

A process for explicit and systematic teaching

Assessment for/of learning

Planning

Explicit teaching

Practising and applying

Classroom-based/systemWhat students know and can doLearning goals for explicit teaching

Plan explicit teaching over a series of lessons

Link previous learningTell students the focus of the explicit teachingModel new learningProvide guided supportOffer feedbackReview and reteach if required

Opportunities to practise and apply new learning in real contextsMonitor/record/assess

Teaching Writing

Writing - Ten criteria: Audience: 0-6 Text structure: 0-4 Ideas: 0-5 Character & setting: 0-4 Vocabulary: 0-5 Cohesion: 0-4 Paragraphing: 0-2 Sentence structure: 0-6 Punctuation: 0-5 Spelling: 0- 6

Audience Orient, engage

and affect the reader

Form and conventions

Sophistication: A twist, irony, subversion through the unexpected

Structure Organisation of a

narrative: orientation, complication, resolution, coda

Sophisticated: flashback, different perspectives, circular, parallel, stream of consciousness, moral, reflection

Character & Setting

Portrayal & development of character; OR

Development of a sense of time & place

Sophisticated: atmosphere, authentic dialogue, relationships

Vocabulary Range & precision of

language choices Sophisticated:

effective figurative and sound devices, powerful verbs, adverbs and adjectives, reflects the genre

Cohesion Connecting, linking &

developing the narrative

Sophisticated: effective connectives, continuity of ideas, recurrent motif or theme

Focus on topic sentences and connectives

Paragraphing & SentencesParagraphing: Segmenting of narrative Sophisticated: Deliberately drives the pace, topic

sentences, varying paragraph length such as a single sentence paragraph

Sentences: Sound and meaningful Sophisticated: lexical density and variety of

beginnings and length, such as: complex, simple, compound

Punctuation & Spelling Accuracy and precision: E.g. direct

speech and apostrophes used correctly

Sophistication: E.g. ellipsis, difficulty of words, such as: multisyllabic and foreign words

Spell and grammar check, synonyms

The Craft

Identify: Purpose Audience Context Appropriate form or

text type Appropriate language

and vocabulary: voice, word choice, tense, syntax

Purpose Inform Narrate Persuade Entertain Manipulate Create Explain Recount Instruct Amuse

Prior knowledge

Pre test Brainstorming topic

questions Mind mapping Group discussions

with focus questions Hot seating Stimulus cards

Build Vocabulary Must be in context Synonyms – right

click Thesaurus Word Bingo Technical Terms The verbs Word clines

Build the Field Read/view a variety of

texts/sources and analyse as models

Textual intervention Reassembling sentences

and paragraphs Develop research skills

such as locating, selecting and evaluating information

Diagrammatic representation of a text structure

Guide the Writing Scaffolds Topic sentences Guided writing with teacher and

class Build sentences Outline the stages of the text Using the field knowledge to

construct sentences in the various stages

Write introductory and concluding paragraphs

Insert selected sentences into correct place justifying their choice

Provide a more appropriate word to enhance meaning

Independent Writing

Provide criteria and rubrics

Provide scaffolds to support text structure

Provide the metalanguage

Provide opportunities for collaborative writing and peer marking

Draft, conference, edit, word process and publish

Activities Micro stories Sentence of the

week! 25 letter alphabet Metalanguage for

each new unit 5 minute sprint Mind mapping to

facilitate cohesion Digital narratives

Programming with DER: Stage 5 English

NSW English Stage 5 Outcomes: 1, 4 & 6 Naplan Data: Audience and structure noted as a concern HSC Feedback: Boys struggling with Paper Section II - Writing Concept: Craft: The qualities of an effective narrative – “Stories are

the lifeblood of a nation” (Garth Boomer). Key Question: How do we craft a narrative that is engaging and

affective? Key Ideas:1. The power of imagery and figurative devices in writing to engage

and move the reader – “Words are like ants...nothing can penetrate into the cracks and gaps of life as thoroughly or as fast as words can” (Orhan Pamuk).

2. How the structure of a narrative can enhance the quality of a narrative

3. The importance of close editing

Visual Literacy

Visual literacy is the ability to decode, interpret, create, question, challenge and evaluate texts that communicate with visual images as well as, or rather than, words

Visual Literacy

“Visual images are never innocent or neutral reflections of reality…they represent for us: that is, they offer not a mirror of the world but an interpretation of it” (Midalia 1999).

Reading Images

The Subjective Frame – Personal Response

How does the image make you feel?

What does the image remind you of?

What is the image about?

What meaning is conveyed by the image?

Reading Images

Structural Frame

How meaning is made

Explicitly teach students a metalanguage for analysing visual texts

Metalanguage Layout: Composition Colour: Hue, tone,

saturation, texture Salience and vectors:

Visual weight - placement

Framing: Rule of thirds, angle, shot, gaze (power relations –demand or offer)

Reading Images

Cultural Frame: Context

Historical Personal Political Social The responder’s

context