Teach First 15 th November 2010

Teach First 15th November 2010

John [email protected]

1. Teaching Texts2. APP3. Medium term schemes of work4. WA2

Teaching Literature

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

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?

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

A day of texts

24 hours of reading – do one hour

Who makes itWhy you read itHow you read itHow long you read forCompare with friends, ages, genders, ethnicities

Labelling selfReading tartJunkieThrill seekerAvoider

The rights of the reader

National Curriculum

•Non fiction•Heritage (DWM, Shakespeare, exam boards)•Cultures and traditions

Levels of the written code

Grapho-phonemicMorphologicalLexicalSyntacticSubtextual – blocks paragraphs, scenesTextual – whole textsContextual

R Andrews, Tecahing and Learning English, London: Continuum, p61

Bottom up process – ‘inner voice’ phonetics

Top down – schemes, context

http://www.page3.com/

iF yuo aer a fluet reodur yuo wll hve on pRblme reOdng ths sNtnce

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.

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

Stanovich – automated bottom up; top down

Three Approaches to Teaching Literature

Reader Response - aesthetic

Critical Literacy

Genre

1. Reader Response - aesthetic

1960s

1980s-90s

Positioning of reader and text

Reader-response dynamic

Problem: unstructured, open-ended, text devoid of meaning

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

A text is a test of what you bring to the advert – Oliviero Toscani

Roland Barthes/Umberto Eco –’the death of the author’

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)

2. Critical Literacy

‘help...children towards critical understanding of the world and the cultural environment in which they live’ DES, 1989: 2.25

Dale SpenderNorman Fairclough

Critical Literacy

Ideology of the text

3. Genre Theory

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

‘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

Types of genre

advertising

newspapers

thrillers

horror

romance

leaflets

postcardsletters

website

minutes

email

song

diary

Generic conventions list of one genre

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 constructedness unnoticable’

Gunther Kress, p.27

Police Drama

Ideology: guns ok, police good, police can kill, man’s world etc etc

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

Demystify

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)

ftp://ftp.phon.ucl.ac.uk/pub/Word-Grammar/ec/linc1-12.pdf

ftp://ftp.phon.ucl.ac.uk/pub/Word-Grammar/ec/linc1-12.pdf

Pedagogy of Targets

1989 Kingman – ‘linear model’ (p12) progression through key stages1993 Literary heritage DFE 1993: ‘high quality’ Text to the foreEnjoyment 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

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)

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

Programme for International Student AssessmentEnthusiasm 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

2007

ECMGlobal, Enterprise, Creativity, Cultural Understanding Diversity

APPKey Stages

Adoption of 2001 Framework

Identification of prior knowledgeTeacher demonstration of processShared exploration through activityScaffolded pupil application of new learningConsolidation through discussion/activity

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

Lesson stucture

Starter (linked to lesson!)Introduction (prior learning, clear objectives, activity)Development active engage, reading, creating, independentPlenary summarised in interactive way, progress details

Directed Activities Related to TextsPredictionCloze using contextual cluesHighlightingCard sortingStatement gamesDiagrammingRe-creation (media, genre etc)

A Christmas Carol

Balloon Debate

2 people upVoting cards

This house believes we should teach A Christmas CarolThis house does not believe we should teach A Christmas Carol

Medium Term Scheme of Work

The guide

1. APP

The Grids

1. APP

Test yourself

1. APP

http://nationalstrategies.standards.dcsf.gov.uk/node/305525

The tool

1. APP

http://nationalstrategies.standards.dcsf.gov.uk/node/132605?uc=force_uj

Assessing pupils’ progress in English

Writing

49

1. APP

WAF1 write imaginative, interesting and thoughtful texts

50

1. APP

WAF1 - Level 2 – b1In some forms of writing

mostly relevant ideas and content, sometimes repetitive or sparse

51

1. APP


some apt word choices create interest

52

1. APP


brief comments, questions about events or actions suggest viewpoint

53

1. APP

WAF1 - Level 3 – b1In most writing

some appropriate ideas and content includedsome attempt to elaborate on basic information or events,

e.g. nouns expanded by simple adjectives

54

Example on left also an example of WAF1 - L3 – b2

Example with adjectives:

“The bull was very hungry and its pen was too small”.

1. APP


attempt to adopt viewpoint, though often not maintained or inconsistent,

e.g. attitude expressed, but with little elaboration

55

1. APP

WAF1 - Level 4 – b1Across a range of writing

relevant ideas and content chosen

56

1. APP


some ideas and material developed in detail,

e.g. descriptions elaborated by adverbial and expanded noun phrases

57

1. APP


straightforward viewpoint generally established and maintained,

e.g. writing in role or maintaining a consistent stance

58

1. APP


relevant ideas and material developed with some imaginative detail

59

1. APP


development of ideas and material appropriately shaped for selected form,

e.g. nominalization for succinctness

‘ decided’ not ‘made a decision’

‘reported’ not ‘gave a report’

60

“Development of points juxtaposed for effect”

“Appropriate ideas developed to maintain reader’s interest – adverbials used to add detail”

1. APP

WAF1 - Level 5 – b3Across a range of

writing

clear viewpoint established, generally consistent, with some elaboration,

e.g. some, uneven, development of individual voice or characterisation in role

61

“Clear viewpoint established”

1. APP

WAF1/2 - Level 6Across a range of writing

b1 imaginative treatment of appropriate materials, familiarity with conventions of a variety of forms, adapting them when needed to suit purpose and audience, not always successfully,

e.g. deliberate use of inappropriate register for humour, clear emphasis on narration rather than plot

b2 convincing, individual voice or point of view established and mostly sustained throughout,

e.g. authoritative expert view, convincing characterisation, adopting a role

62

“Confident command of appropriate

material relating to task with consistent

point of view maintained “

1. APP

WAF1/2 - Level 6 – b3Across a range of writing

level of formality used for purpose and audience generally appropriate and a range of stylistic devices used to achieve effect, not always successfully,

e.g. controlled informality, generalisations or shifts between conversational style and more literary language

63

“Consistent control of appropriate level of formality/

informality, including direct speech”

“Consistent control of level of formality”

“Level of formality appropriate to purpose” (Information Leaflet)

1. APP


imaginative and generally successful adaptation of wide range of forms and conventions to suit variety of purposes and audiences,

e.g. deliberate reference to other texts or textual conventions for effect or emphasis

64

“Throughout paragraphs 4, 5, 6 and 7, a range of conventions

appropriate to purpose and form such as eyewitness comment and

‘expert’ opinion, are well controlled”

1. APP


well judged, distinctive individual voice or point of view established and sustained throughout,

e.g. consistent handling of narrator’s persona in fiction; well controlled use of original turns of phrase in formal discursive writing

65

“There is a repetition error in the link between paragraphs 7 and 8,

but the last two paragraphs maintain the clearly established

viewpoint”

From Paragraph 3

1. APP


generally successful and consistent control of appropriate level of formality and varied range of stylistic devices to achieve intended effect,

e.g. varying the level of formality within a piece for effect; direct address to the reader or taking the reader into their confidence

66

“The introductory/subheading/first paragraph immediately establishes a sense of purpose

and audience at an appropriate level of formality for a newspaper report”

1. APP


creative selection and adaptation of a wide range of forms and conventions to meet varied writing challenges with distinctive personal voice and style matched to intended effect

67

“The subject matter of this response relates to the way the role of Prospero should be acted out in this scene and so the

essay form is adapted to incorporate a commentary on the developing action with interpolated comment on expression,

gesture and attitude. This is presented in a clear and consistent ‘voice’, without unnecessary stylistic distractions but using a wide vocabulary to express meaning precisely –

‘Prospero then goes away to announce to the island‘s inhabitants…’; ‘This reminiscing seems to illustrate his regret

at abjuring his magic…’; ‘The anger he feels for the men must be measurable and Prospero takes his opportunity to tell each of the maddened men exactly how he feels about

them, venting his anger accordingly’. The range of vocabulary deployed is ambitious, well matched to purpose

and judiciously chosen to convey exact meanings.”

1. APP


some basic purpose established,

e.g. main features of story, report

68

1. APP


some appropriate features of the given form used

• Clear opening• Introduction of characters

69

1. APP


some attempts to adopt appropriate style

70

Aside to the reader “He did that to sueriv (serve) him right”

1. APP

WAF2 - Level 3 - b1In most writing

purpose established at a general level

71

“The style is informative and persuasive, e.g. 'use the ticket below to bring the family' and 'get in free' indicate attention to reader”

1. APP


main features of selected form sometimes signalled to the reader

72

“apart from some brief reference to sounds (e.g. 'creaked'), opportunities to develop senses beyond what the narrator sees have been missed”

1. APP


some attempts at appropriate style, with attention to reader

73

“The style is mainly appropriate (AF2 L3 b3), with phrases such as 'I am writing to say...' and 'Hope to see you soon...' appropriate to letter form”

1. APP


main purpose of writing is clear but not always consistently maintained

74

1. APP


main features of selected form are clear and appropriate to purpose

75

1. APP


style generally appropriate to task, though awareness of reader not always sustained

76

Why?

Why?

1. APP


main purpose of writing is clear and consistently maintained

77

“Purpose of writing immediately clear”

“Opening establishes form and purpose”

1. APP


writing

features of selected form clearly established with some adaptation to purpose

78

“Form clearly established with

appropriate opening/closing”

1. APP


writing

appropriate style clearly established to maintain reader’s interest throughout

79

“Sentence structure (AF5 L5 b3) and punctuation (AF6 L5 b6) deployed for effect”

“Expanded noun phrases and adverbials placed for effect”

1. APP

WAF2 - Level 6-8

SEE WAF1

80

1. APP

WAF3– organise and present whole texts effectively, sequencing and structuring information, ideas and events

81

1. APP


some basic sequencing of ideas or material,

e.g. time-related words or phrases, line breaks, headings, numbers

82

1. APP


openings and/or closings sometimes signalled

83

1. APP


some attempt to organise ideas with related points placed next to each other

84

1. APP


openings and closings usually signalled

85

1. APP


some attempt to sequence ideas or material logically

86

1. APP


writing

ideas organised by clustering related points or by time sequence

87

1. APP


ideas are organised simply with a fitting opening and closing, sometimes linked

88

“Ending signalled, but only implicit link to opening ”

1. APP


ideas or material generally in logical sequence but overall direction of writing not always clearly signalled

• Opposite point of view follows as if it is a development of the same view

• Abrupt conclusion

89

1. APP


material is structured clearly, with sentences organised into appropriate paragraphs

90

“Material organised into paragraphs and direction of text supported by links between paragraphs “

“Structured clearly with sentences organised into appropriate paragraphs”

1. APP


development of material is effectively managed across text,

e.g. closings refer back to openings

91

“Ending links back to opening…to support overall coherence”

“Clear opening establishing context and theme”

Both examples from different pieces of work.

1. APP


overall direction of the text supported by clear links between paragraphs

92

“Link supports overall direction of the text”

“Overall direction of text supported by clear links between paragraphs – discourse markers/ connectives”

1. APP


material is clearly controlled and sequenced, taking account of the reader’s likely reaction,

e.g. paragraphs of differing lengths, use of flashback in narrative, anticipating reader’s questions

93

1. APP


a range of features clearly signal overall direction of the text for the reader,

e.g. opening paragraphs that introduce themes clearly, paragraph markers, links between paragraphs

94

Clear use of topic sentences to open paragraphs:

1. APP


sp. - skilfully

information, ideas and events skillfully managed and shaped to achieve intended purpose and effect,

e.g. introduction and development of character, plot, event, or the terms of an argument, are paced across the text

95

“Paragraph 9 is deliberately short for emphasis (AF4 L7

b2) and to set up the disclosures in paragraph 10

that bring an end to this section - a flow of

information that rapidly increases to reveal those

aspects of plot and character that have been

managed thus far through hints and allusions (AF3 L7

b1).”

1. APP


a variety of devices position the reader,

e.g. skilful control of information flow to reader; teasing the reader by drawing attention to how the narrative or argument is being handled

96

“In the first paragraph, the opening dramatic short sentence engages the reader’s attention and is followed by a variety of short sentences that control information flow and help to position the reader “

1. APP

WAF3 - Level 7 – b2

97

“Paragraphs 2, 3 and 4 maintain a well-judged and distinctive narrative voice (AF1/2 L7 b2), continuing to convey information succinctly while managing its flow to the reader”

1. APP


98

“The final section deploys paragraphs of varied length and complexity to match narrative pace (AF4 L7 b1), gradually bringing the reader to a full understanding of the situation”

1. APP


imaginative, well controlled structuring of subject matter and management of paragraphing provide textual coherence and cohesion to position the reader appropriately in relation to the writer’s purpose

99

“The short opening paragraph establishes an overview of the problem, encapsulated in the terse first

sentence – ‘That bus got us again’. Subsequent paragraphs develop and explain the situation,

focussing, in turn, on the drenching from the puddle and the reaction of the two groups of children. Within

the paragraph, cohesion is supported by the use of adverbials – ‘Not long after...’ / ‘Just for a second...’

- and as the narrative develops, the same device is used to establish links between paragraphs – ‘So the

morning crawled by...’ / ‘At last noon came...’ / ‘When we had reached the spot...’ / ‘After about half an

hour...’ - so that the reader is constantly positioned, in terms of the writer’s purpose, as events move to a

climax.”

1. APP

WAF4– construct paragraphs and use cohesion within and between

paragraphs

100

1. APP

WAF4 - Level 2In some forms of

writing

ideas in sections grouped by content, some linking by simple pronouns

101

1. APP


some internal structure within sections of text e.g. one-sentence paragraphs or ideas loosely organised

102

“Paragraphs are made up of a number of sentences, linked through the repetition of nouns and particularly the pronoun 'they’”

1. APP


within paragraphs / sections, some links between sentences,

e.g. use of pronouns or of adverbials

103

Danny speaks fluently. This means we can understand him.

Lorna ate a large breakfast yesterday morning. She knew we needed the eggs.

1. APP


movement between paragraphs / sections sometimes abrupt or disjointed

Shouldn’t we be told a bit more about what happened ?

104

1. APP


paragraphs / sections help to organise content,

e.g. main idea usually supported or elaborated by following sentences

105

1. APP


within paragraphs / sections, limited range of connections between sentences,

e.g. overuse of ‘also’ or pronouns

106

“Limited range of connections between sentences”

1. APP


some attempts to establish simple links between paragraphs / sections not always maintained,

e.g. firstly, next

107

1. APP


paragraphs clearly structure main ideas across text to support purpose,

e.g. clear chronological or logical links between paragraphs

Paragraphing includes dialogue

108

1. APP


within paragraphs / sections, a range of devices support cohesion, e.g. secure use of pronouns, connectives, references back to text

109

“Pronouns used to support cohesion”

“‘Or’ and ‘and’ used as sentence openers to

support cohesion”

“Repetition supports cohesion within the

paragraph”

1. APP


links between paragraphs / sections generally maintained across whole text

“Repetition of ‘Hi’ provides section link”

110

1. APP


Across a range of writing

construction of paragraphs clearly supports meaning and purpose,

e.g. paragraph topic signalled and then developed, withholding of information for effect, thematic links between paragraphs

111

1. APP


within paragraphs, cohesive devices contribute to emphasis and effect,

e.g. adverbials as sentence starters

“Cohesive devices contribute to emphasis and effect”

112

1. APP


paragraphing across the text is integral to meaning and purpose,

e.g. paragraph length and complexity varied to match narrative pace or development of argument; varied devices to link or juxtapose paragraphs; paragraph structure repeated for effect

113

“Paragraphs 3, 4 and 5 have a similar structure – ‘relationship with Michael’ / ‘relationship with Mina’ / ‘connection with Michael’s sister’– that is integral to meaning and purpose”

1. APP


individual paragraphs shaped or crafted for imaginative or rhetorical effect,

e.g. last sentence echoing the first; lengthy single sentence paragraph to convey inner monologue

114

“The length of paragraphs 4, 5 and 6 show how the use of paragraphing is integral to meaning and purpose (AF4 L7 b1) with the endings to paragraphs 5 and 6 deliberately shaped for different effects”

1. APP

WAF5– vary sentences for clarity, purpose and effect

115

1. APP

WAF5 - Level 2 - b1In some forms of writing

some variation in sentence openings,

e.g. not always starting with name or pronoun

116

1. APP

WAF5 - Level 2 - b2In some forms of writing

• mainly simple sentences with and used to connect clauses

117

1. APP


past and present tense generally consistent

118

1. APP


reliance mainly on simply structured sentences, variation with support, e.g. some complex sentences

119

1. APP


and, but, so are the most common connectives, subordination occasionally

• suborninate clause starts the sentence

120

1. APP


some limited variation in use of tense and verb forms, not always secure

121

1. APP


some variety in length, structure or subject of sentence

122

1. APP


use of a variety of connectives (conjunctions)e.g. if, when, because throughout the text

123

1. APP


some variation, generally accurate, in tense and verb forms

124

1. APP


a variety of sentence lengths, structures and subjects provides clarity and emphasis

125

“Use of passive form lends objectivity”

“Variety of length, structure and subject in sentences provides clarity and emphasis”

1. APP


wider range of connectives used to clarify relationship between ideas, e.g. although, on the other hand, meanwhile

126

“Attempt at ambitious sentence structure ”

1. APP


some features of sentence structure used to build up detail or convey shades of meaning, e.g. variation in word order, expansions in verb phrases

127

Fronted Noun Phrase

Short sentence for impact

Controlled use of modal verbs (necessity, probability etc)

1. APP


controlled use of a variety of simple and complex sentences to achieve purpose and contribute to overall effect

128

“Controlled use of sentence structures for clarity and emphasis (AF5 L6 b2), with some variety of form/length/Subordination (AF5 L6 b1) ”

1. APP


confident use of a range of sentence features to clarify or emphasise meaning, e.g. fronted adverbials (‘Reluctantly, he…, Five days later, it…’),

complex noun phrases (could be replaced with a pronoun) Eg. Do you like the cars over there? (them?)

or prepositional phrasesEg. Look at the boat with the blue sail (preposition ‘with’)

129

1. APP


variety of sentence types deployed judiciously across the text to achieve purpose and overall effect, with rare loss of control

130

“Key information is conveyed succinctly through the use of sentence forms deploying embedded phrases and clauses effectively for purpose and impact (AF5 L7 b1)”

1. APP


a range of features employed to shape/craft sentences that have individual merit and contribute to overall development of the text, e.g. embedded phrases and clauses that support succinct explanation; secure control of complex verb forms; antithesis, repetition or balance in sentence structure

131

“Variety of sentence forms crafted to support the overall

development of the narrative (AF5/6 L7 b2), despite some

rare blemishes in the control of syntax”

1. APP


132

“Sentence of some individual merit, using range of clauses and repetition, with significant implications in terms of development of the text/ending”

“A range of features – embedded

phrases/clauses, antithesis, repetition,

punctuation – used to craft sentences of individual

merit that contribute to the development of the

text”

1. APP

WAF5 - Level 8Across a range of writing

sentence structure is imaginative, precise and accurate, matched to writer’s purpose and intended effect on the reader

133

“The first sentence begins with an adverb that emphasises an appropriate context – ‘rough land’ –

for the narrative. In the second paragraph, short sentences are deployed for effect – ‘The village woke

quickly.’ These slightly terse sentence forms are typical of the structures crafted throughout to

provide an edgy intensity to the mood and atmosphere as the narrative develops. Additional

information is conveyed succinctly and precisely by the use of expanded noun phrases – ‘The feathered

neighbours...their perches high in the blossoming trees...’. Where appropriate, a range of sentence

forms are used to create impact and emphasis for the reader in accord with the writer’s purpose – ‘Once the two different groups... So far’ (paragraph 6).”

1. APP

WAF6– write with technical accuracy of syntax and punctuation in phrases, clauses and

sentences

134

1. APP


clause structure mostly grammatically correct

punctuation missing

135

1. APP


sentence demarcation with capital letters and full stops usually accurate

136

1. APP


some accurate use of question and exclamation marks, and commas in lists

137

1. APP


straightforward sentences usually demarcated accurately with full stops, capital letters, question and exclamation marks

138

1. APP


In most writing

some, limited, use of speech punctuation

139

1. APP


comma splicing evident, particularly in narrative

• COMMA SPLICING: two independent clauses joined by a comma without a coordinating conjunction:

It is nearly half past five, we cannot reach town before dark.”

140

1. APP


141

LEVEL 3 FOR BOTH OF THEM!

1. APP


sentences demarcated accurately throughout the text, including question marks

142

“Sentences usually accurately demarcated and some use of the comma (AF6 L4 b1/3)”

1. APP


speech marks to denote speech generally accurate, with some other speech punctuation

143

1. APP


commas used in lists and occasionally to mark clauses, although not always accurately

144

1. APP


full range of punctuation used accurately to demarcate sentences, including speech punctuation

145

1. APP


syntax and punctuation within the sentence generally accurate including commas to mark clauses, though some errors occur

where ambitious structures are attempted

146

Commas for lists

Commas for clauses

1. APP


syntax and full range of punctuation are consistently accurate in a variety of sentence structures, with occasional errors in ambitious structures,

e.g. only occasional comma splices, some use of semi-colons, not always accurate

Commas for subordination, and parenthesis.

147

1. APP


a range of features employed to shape/craft sentences that have individual merit and contribute to overall development of the text, e.g. embedded phrases and clauses that support succinct explanation; secure control of complex verb forms; antithesis, repetition or balance in sentence structure

148

“Variety of sentence forms crafted to support the overall

development of the narrative (AF5/6 L7 b2), despite some

rare blemishes in the control of syntax”

1. APP


149

“Sentence of some individual merit, using range of clauses and repetition, with significant implications in terms of development of the text/ending”

“A range of features – embedded

phrases/clauses, antithesis, repetition,

punctuation – used to craft sentences of individual

merit that contribute to the development of the

text”

1. APP


sentence structure is imaginative, precise and accurate, matched to writer’s purpose and intended effect on the reader

150

“The first sentence begins with an adverb that emphasises an appropriate context – ‘rough land’ –

for the narrative. In the second paragraph, short sentences are deployed for effect – ‘The village woke

quickly.’ These slightly terse sentence forms are typical of the structures crafted throughout to

provide an edgy intensity to the mood and atmosphere as the narrative develops. Additional

information is conveyed succinctly and precisely by the use of expanded noun phrases – ‘The feathered

neighbours...their perches high in the blossoming trees...’. Where appropriate, a range of sentence

forms are used to create impact and emphasis for the reader in accord with the writer’s purpose – ‘Once the two different groups... So far’ (paragraph 6).”

1. APP

WAF7– select appropriate and effective vocabulary

151

1. APP


simple, often speech-like vocabulary conveys relevant meanings

152

“he was So a mazt he jumpt arownd” (He was so amazed he jumped around)

1. APP

WAF7 - Level 2 – b2In some forms of

writing

some adventurous word choices,

e.g. opportune use of new vocabulary

153

Squirty, crunch, squash, gooey, sticky

1. APP

WAF7 - Level 3In most writing

b1 simple, generally appropriate vocabulary used, limited in rangeb2 some words selected for effect or occasion

154

“The planning board demonstrates Julia's choice of words to create an impression of the scene, for example 'sparkling glamorous castle', 'crumbly', 'see through‘”

1. APP


some evidence of deliberate vocabulary choices

155

1. APP


some expansion of general vocabulary to match topic

156

1. APP

WAF7 - Level 5 – b1Across a range

of writing

vocabulary chosen for effect

157

1. APP


reasonably wide vocabulary used, though not always appropriately

Some repetition due to lack of alternatives rather than for effect:

158

1. APP


vocabulary chosen generally appropriate to purpose and audience

159

Subject-related vocabulary

1. APP


range of vocabulary generally varied and often ambitious, even though choices not always apt

160

1. APP


vocabulary consistently, often imaginatively, well matched to purpose and audience

161

1. APP


range of vocabulary generally varied and ambitious, often judiciously chosen

162

1. APP


wide ranging vocabulary used imaginatively and with precision

163

“Choice of vocabulary is deliberately used for impact and effect: for example, the description of the influence

of books – ‘...bookshops adorning every street. The smell of old pages and new seems to pervade the very air...’,

with the interpolation of ‘and new’ and ‘very air’ for added stress; and the emphasis on the richness and

beauty – ‘The most impressive jewel in the crown…’ – of the Norrington Room. Similarly deployed are features of

style: for example, alliterative humour implicit in the juxtaposition of ‘City of Books and Bicycles’;

exaggeration, managed with some irony – ‘It’s no exaggeration that my eyebrows nearly flew off the top of

my head...’; repetition – ‘...texts from every publisher, every art, every subject.’; and rhetorical exclamations –

‘...and what a basement!’.”

1. APP

WAF8– use correct spelling

164

1. APP

WAF8 - Level 2In some forms of writing

usually correct spelling of:

high frequency grammatical function wordsbe, by, can, do, for, from, have, if, in, of, on, that, the, to, with

• common single morphemeCannot be broken down any further: car, lady, stupid, where

content/lexical wordsContent words or information words: shop, tell, red, fast(Nouns, Verbs, Adjectives, Adverbs)

165

1. APP

WAF8 - Level 2In some forms of writing

likely errors:

inflected endings, e.g. past tense, plurals, adverbsdided (did/died), sheeps (sheep), fighnly (finally), siting (sitting)

phonetic attempts at vowel digraphsTwo vowels together: been (bean), burd (bird), culifl (colourful)

166

1. APP


correct spelling of:

some common grammatical function wordsboth, against, neither, although, until, before, while, because

common content/lexical words with more than one morpheme, including compound wordsCan be broken down further: cats, unbreakable, stupidity, happinessairport, walked, idiotic, quickly

167

1. APP


likely errors:

some inflected endings, e.g. past tense, comparatives, adverb

sayed (said), happyer (happier), quikly (quickly)

some phonetically plausible attempts at content/lexical words

agaynst (against), walkt (walked), afder (after)

168

1. APP

WAF8 - Level 3Some phonetically plausible incorrect spellings by adults:

169

1. APP



most common grammatical function words, including adverbs with -ly formation

regularly formed content/lexical words, including those with multiple morphemes

most past and present tense inflections, plurals

170

1. APP


likely errors:

homophones of some common grammatical function words

occasional phonetically plausible spelling in content/lexical words

171

1. APP



grammatical function words

almost all inflected words

most derivational suffixes and prefixesnoun-to-verb: -fy (glory → glorify) noun-to-adjective: -al (recreation → recreational)noun-to-adverb: -ly (friend → friendly)adjective-to-verb: -ise (modern → modernise)verb-to-adjective: -able (drink → drinkable)verb-to-noun (abstract): -ance (deliver → deliverance) verb-to-noun (concrete): -er (write-writer) Etc. most content/lexical words

172

1. APP


likely errors:

occasional phonetically plausible spelling of unstressed syllables in content words

gardians (guardians), phisical (physical)

double consonants in prefixes

imortal (immortal), iregular (irregular)

173

1. APP


generally correct spelling throughout, including some ambitious, uncommon words

words with complex sound/symbol relationships

words with unstressed syllables

multiletter vowel and consonant symbols

174

1. APP


likely errors:

occasionally in complex words such as outrageous, exaggerated, announcing, parallel

175

1. APP

WAF8 - Level 7-8Across a range of writing

Correct spelling throughout

176

1. APP

Handwriting and Presentation

177

1. APP

Handwriting and Presentation - Level 2 – b1

In some forms of writing:

letters generally correctly shaped but inconsistencies in orientation, size and use of upper/lower case letters

178

1. APP

Handwriting and Presentation - Level 2 – b2

In some forms of writing:

clear letter formation, with ascenders and descenders distinguished, generally upper and lower case letters not mixed within words

179

1. APP

Handwriting and Presentation - Level 3

In most writing:

legible style, shows accurate and consistent letter formation, sometimes joined

180

1. APP

Handwriting and Presentation - Levels 4-7

No further requirements beyond legible style, accurate and consistent letter formation and joined-up writing

181

1. APP

quiz

http://www.sparknotes.com/lit/christmascarol/quiz.htmlHomework tested in class?

http://www.sparknotes.com/lit/christmascarol/quiz.html

http://www.sparknotes.com/lit/christmascarol/quiz.html

The what about ESOL/struggling readershttp://esolebooks.com/ghost/christmascarol.html

http://esolebooks.com/ghost/christmascarol.html

The newspaper article to get facts of his life fromhttp://www.dailymail.co.uk/femail/article-1093897/It-originally-rich-quick-scheme-A-Christmas-Carol-inspire-generations-seasonal-goodwill.html

http://www.dailymail.co.uk/femail/article-1093897/It-originally-rich-quick-scheme-A-Christmas-Carol-inspire-generations-seasonal-goodwill.html



In additionScrooged

In addition...Funhttp://www.lessonplanspage.com/Christmas.htm

http://www.lessonplanspage.com/Christmas.htm

WA2

17.1.11

Theories of learning and teachingPlanning assessment evaluationCritical evaluation

Basics:Vygotsky - constructivismBloom - Gardner – learning styles

Weaknesses of above

Pedagogical debate

Teach First 15 th November 2010

Documents

text studyframework

iupa text

text devoid

s positioning of reader

c book

hours of reading

particular text p25

reader national curriculum