Literacy Coordinators July 27 th 2011 Literacy / Numeracy week 29 August – 4 September – 18 month strategy Literacy-Numeracy.pdf Elluminate sessions – PD

WRITING: CONTEXTUAL UNDERSTANDING P-12 Loddon 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 MatterSocio-cultural InfluencesSituation 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 DiariesLists MenusRetells Surveys Recipes Notes Journals Messages Invoices ReportsWord 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 PublishingConferring Refining WRITING STRATEGIES self – questioning paraphrasing / summarising connecting chunking using predicting 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

Activity 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 User Text Analyst

Code Breaker Decoding 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 Participant Comprehending written, spoken and visual texts Make meaning by drawing on: Own experiences and prior knowledge Knowledge of similar texts Text Analyst Understanding 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 User Understanding 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.

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

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, , 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 ears and moved on.

HO 8 and 9 after Shared reading

VELS Prior observations including writing conferences Writing Tasks including teacher moderation NAPLAN Data First Steps Writing Map of Development HO 10

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

Writing Criteria Report National Assessment Program - Literacy and Numeracy Tests 2009 (Year 9, Group: ALL, Class: All)

National Curriculum English curriculum.pdf

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 Tasmanian Education Department

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