Mitcham Hills Partnership Levels Year 3 Teachers

Mitcham Hills Partnership Levels Year 3 Teachers
Language and Literacy Levels across the Australian Curriculum: EALD students Module 1.1 Introduction Slide 1

Background Leaders in the Mitcham Hills local partnership have agreed to focus upon improving students’ writing of expositions. From 2017, Year 3 to 7 teachers in the partnership will mark the expositions written by four of their students (e.g. one high, two middle, one low achievers in their classes). They will use a marking rubric drawn for the Language and Literacy Levels. However, the marking rubric cannot be used to assign Language and Literacy Levels. Read slide

The Levels The Language and Literacy Levels reflect the language and literacy that students of any language background need to access the Australian Curriculum across all learning areas from R-10. Therefore, they can be assigned to any student’s work to monitor and track progress and inform teaching and learning. Through descriptions and examples of language and vocabulary, the Levels show the gradual and continual shift required to move across the register continuum expected from year level to year level. Read slide

Register Continuum The register continuum The movement from ‘spoken-like’ (everyday, informal) to ‘written-like” (technical, formal) language can be seen as moving along a register continuum. everyday concrete Expressing and developing ideas –Subject matter What is the topic? How is it treated? technical abstract informal personal novice Interacting with others – Roles & relationships Who is involved? What are their roles and relationships? formal impersonal informed/expert most spoken ‘here and now’ context language with action Text structure and organisation – Mode of communication How is the message conveyed? How spoken or written-like is it? What technologies are used? most written generalised context language of reflection Refer to this handout in their folder. Read the definition and point out the descriptions of language towards the ends of the continuum (e.g. everyday vs technical, informal vs formal, language accompanying action vs language of reflection)

Placing Texts Along the Register Continuum Where would you place Texts A & B on the Register Continuum? Use words from the register continuum (e.g. everyday, expert, language with action) to help explain your choice. Text A Text B A: How about that one? B: Hmmm. A: Ok. What about the grey one? (long silence) A: See the one at the back. B: It’s cute. C: What do you think? B: Can I hold it? (long pause) B: I like this one. A: Ok. I’ll see the guy. I went with my parents to the pet shop near our house. We looked at one kitten but I didn’t like it. Then I saw a cute tabby. I held it and then decided it was the one I wanted. Dad paid the pet shop owner and we took him home. Point out that Text A is a conversation between three people. Ask one participants to be person A, another to be person B and another to be person C. Have them read Text A aloud. Point out that Text B is about the same topic (i.e. buying a kitten), but different language choices have been made to recount the events to someone who was not part of the conversation. Ask all participants to approximate where the two texts would be on the register continuum. Text A is towards BUT NOT AT the spoken like end of the continuum. Text B is moving towards the middle.

Placing Texts Along the Register Continuum Where would you place Texts B & C on the Register Continuum? Use words from the register continuum (e.g. everyday, expert, language with action) to help explain your choice. Text B Text C I went with my parents to the pet shop near our house. We looked at one kitten but I didn’t like it. Then I saw a cute tabby. I held it and then decided it was the one I wanted. Dad paid the pet shop owner and we took him home. One of the main reasons that cats make great pets is that they are very affectionate. When they are held, they enjoy the cuddle as much as the person holding them. Their affordable cost is another reason to buy a cat. For example, the cost of a kitten of a common breed from a pet shop is about $60. Point out that Text C is also about the same topic. It is between the middle and the written like end of the continuum. Ask if there are one or two suggestions about why Text C is there on the continuum. Encourage teachers to refer to the handout and use words from the register continuum (e.g. concrete, personal, expert) to explain their thinking. Let them know they are going to briefly look at two language choices that have made Text C more abstract, formal and written like and therefore moved it along the continuum.

Moving Texts Along the Register Continuum Foregrounding (beginning sentences)
Text B Text C I went with my parents to the pet shop near our house. We looked at one kitten but I didn’t like it. Then I saw a cute tabby. I held it and then decided it was the one I wanted. Dad paid the pet shop owner and we took him home. One of the main reasons that cats make great pets is that they are very affectionate. When they are held, they enjoy the cuddle as much as the person holding them. Their affordable cost is another reason to buy a cat. For example, the cost of a kitten of a common breed from a pet shop is about $60. The first choice is about foregrounding sentences (how they begin). Point out the foregrounding of sentences in Texts B &C is shown in red. Do they notice any differences? In Text B they are short and all human/people. In Text C they are longer and none are about people. Two of them are about abstract things (reasons, cost)

Moving Texts Along the Register Continuum Noun groups (a group of words packed before and/or after the noun that define or describe it) Text B Text C I went with my parents to the pet shop near our house. We looked at one kitten but I didn’t like it. Then I saw a cute tabby. I held it and then decided it was the one I wanted. Dad paid the pet shop owner and we took him home. One of the main reasons that cats make great pets is that they are very affectionate. When they are held, they enjoy a cuddle as much as the person holding them. Their affordable cost is another reason to buy a cat. For example, the cost of a kitten of a common breed from a pet shop is about $60. Noun groups in Texts B &C are shown in green. A noun group is a group of words packed before and /or immediately after a noun (name of thing) that define or describe it. Point out that all terms like noun groups are defined in the glossary. Do they notice any differences about the noun groups in Texts B &C (longer ones are in Text C, four noun groups in Text C include words after the key noun e.g. the person holding them).

Moving Texts Along the Register Continuum Text D has the same level of language choices as Text B
Text C Text D I went with my parents to the pet shop near our house. We looked at one kitten but I didn’t like it. Then I saw a cute tabby. I held it and then decided it was the one I wanted. Dad paid the pet shop owner and we took him home. One of the main reasons that cats make great pets is that they are very affectionate. When they are held, they enjoy the cuddle as much as the person holding them. Their affordable cost is another reason to buy a cat. For example, the cost of a kitten of a common breed from a pet shop is about $60. I think cats are affectionate. People like to cuddle cats and the cats like it too. Cats don’t cost much to buy. I bought a tabby kitten from a pet shop for $60. In this table Text D is also about persuading someone to buy a kitten, but the language choices in it approximate the choices in Text B. This illustrates that when the task becomes more challenging (persuade an unknown audience) some students will not be successful because they are not willing or able to make language choices that move their text more towards the written-like end of the continuum.

Register Continuum and Levels
An understanding of the language contained within the Levels allows teachers to better inform students about the language choices they can make to move their texts across the Register Continuum when the context (e.g. topic, audience, purpose) changes. It allows teachers to be explicit in their feedback to students (e.g. You should move the focus away from people and onto non-human things. You can do this by foregrounding them, putting them at the start of some sentences.) instead of vague feedback (e.g. It sounds like you speaking. It isn’t formal enough. Too many errors.). This feedback is essential for any student who has corrected all/most errors (e.g. spelling) but doesn’t know how to make the language choices. Read the slide

Levels 1-13 Year Level R 1 2 3 4 5 6 7 8 9 Lang and Lit Level 10 11 12 13 Rubrics drawn from Levels will be used to mark expositions written by some Year 3 to 7 students. Levels (red arrow) are more than enough to cover this range of year levels (orange arrow). Most Year 3 students will be between Levels 5-7 (yellow circle). They should be at Level 7. The orange arrow shows the years levels that will be marked against the Levels. The red arrow shows that Levels 1-13 should more than adequately cover this range of year levels. Most Year 3 students will be between Levels 5-7. They should be at Level 7.

Assessment criteria Expositions will be assessed against 11 criteria in the Marking Rubric: Organisational structure Foregrounding Sentence structure Punctuation Verbs Circumstances Noun groups Evaluative language Modality Topic vocabulary Spelling With which of them are you already familiar? Read the dot points. In turn ask which of these appear to be new learning. This will show that they are already familiar with some of the criteria. Each of the criteria is defined in a glossary which they will work with shortly.

Teacher support To support teachers mark students’ expositions accurately against the criteria: this professional learning is being offered resources are available (Marking Rubrics, Glossary, Annotated Texts) internal and partnership moderation will occur Read slide

Questions Pause for any questions.

Knowing the criteria Scan the Glossary especially for any criteria that may be unfamiliar. Referring to the Glossary can help you better identify evidence of the criteria in a student’s text. Read the slide. Let them find the Glossary in their folder.

Knowing the criteria Complete the activities on the Unfamiliar Criteria Worksheet to build your understanding of the less familiar criteria. Read the slide. Tell teachers to locate the activity handout in their folder.

Knowing the criteria: Foregrounding
Allow teachers a few minutes to read glossary entry, ask any clarifying questions and complete the activity.

Show the answers and respond to any questions.

Knowing the criteria: Sentence Structure (Compound)

Knowing the criteria: Sentence Structure (Compound)
Show the answers and respond to any questions. Red circles show the verbs. Sentences 2, 4 and 5 only have one verb so they are simple sentences. Sentences 1 and 3 include more than one verb and a coordinating conjunction (but, and) so they are compound sentences. NB “and” is in sentence 4 but it is not doing the job of joining clauses. “so” is in sentence 5 but it is not doing the job of joining clauses.

Knowing the criteria: Sentence Structure (Complex)

Knowing the criteria: Verbs

Knowing the criteria: Circumstances

Knowing the criteria: Noun Group

Knowing the criteria: Evaluative Language

Show the answers and respond to any questions. NB there is no evaluative language in sentence 6. “Blue” describes the car but it does not show feelings about the car or judge it.

Knowing the criteria: Modality

Knowing the criteria Apply your learning about the unfamiliar criteria by finding examples in the following short text. Distribute copies of the Cats Vs Dogs slides. Read the slide.

Cats Vs Dogs I reckon dogs are the very best pets for people. First people get active because dogs want lots of exercise. They also love fetch and other games. They are good eaters. Cats are real picky. A dog guards its owner’s house. Cats are hopeless. So you should buy a dog! Refer teachers to copy of text in folder. Ask them to find three examples.

Cats Vs Dogs I reckon dogs are the very best pets for people. First people get active because dogs want lots of exercise. They also love fetch and other games. They are good eaters. Cats are real picky. A dog guards its owner’s house. Cats are hopeless. So you should buy a dog! Reveal answers and answer any questions. Two sentences have two different types of foregrounding. “First” and “So” are text connectives. They are examples of foregrounding which relate to the structure of the text. People” and “You” foreground the context of the sentences. All four are examples of foregrounding.

Knowing the criteria: Sentence Structure

Knowing the criteria: Sentence Structure
Cats Vs Dogs I reckon (that) dogs are the very best pets for people. First people get active because dogs want lots of exercise. They also love fetch and other games. They are good eaters. Cats are real picky. A dog guards its owner’s house. Cats are hopeless. So you should buy a dog! Reveal answers and answer any questions.

Cats Vs Dogs I reckon dogs are the very best pets for people. First people get active because dogs want lots of exercise. They also love fetch and other games. They are good eaters. Cats are real picky. A dog guards its owner’s house. Cats are hopeless. So you should buy a dog! Reveal answers and answer any questions.

Knowing the criteria: Noun Groups

Understanding annotated texts
The following slides explain the connection between the annotations in the Annotated Texts and the criteria in the Marking Rubric. It does this by looking at annotations for the first few criteria for the Level 4 text. Point out they are now going to become familiar with another resource in their folder called the Annotated Texts. Tell them to find the Level 4 text and annotations of p 2.

Level 4 Text (word processed version of handwritten text) I thing (think) all Cats are my favret (favourite) pets and I donut (do not) like dogs (.) I thing (think) they donut (do not) brk (bark)(.) I like My cat sof (soft) all ova (over). Level 4 organisational structure (statement of position and two reasons in three sentences) This slide shows the Level 4 text. The annotations about organisational structure are in the brackets. Colours have been used to match the examples in the text to the annotations.

Level 4 Text (word processed version of handwritten text) I thing (think) all Cats are my favret (favourite) pets and I* donut (do not) like dogs I thing (think) they donut (do not) brk (bark) I like My cat sof (soft) all ova (over). Level 4 foregrounding (“I” repeated) * foregrounded at clause level This slide shows the Level 4 text. The annotations about foregrounding are in the brackets. Colours have been used to match the examples in the text to the annotations.

Level 4 Text (word processed version of handwritten text) I thing (think) all Cats are my favret (favourite) pets and I donut (do not) like dogs I thing (think) they donut (do not) brk (bark) I like My cat sof (soft) all ova (over). Level 4 sentence structures (a compound sentence using “and”) This slide shows the Level 4 text. The annotations about sentence structure are in the brackets. Colours have been used to match the examples in the text to the annotations.

Level 4 Text (word processed version of handwritten text) I thing (think) all Cats are my favret (favourite) pets and I donut (do not) like dogs I thing (think) they donut (do not) brk (bark) I like My cat sof (soft) all ova (over). Level 4 verbs (doing e.g. “bark”, sensing e.g. “think”, “like”, relating e.g. “are” and control of simple present tense) This slide shows the Level 4 text. The annotations about verbs are in the brackets. Colours have been used to match the examples in the text to the annotations.

Scan the remaining annotations about the Level 4 text in conjunction with the descriptions and examples from the matching Levels in the rubric. (NB Evaluative language and Topic vocabulary are at Level 5, but overall most choices in the text were from Level 4.) Read slide. After a few minutes answer any questions.

Levels 1-3 are not included in the marking rubric because their criteria are so few and simple. Texts this low can be marked by comparing them to the Levels 1-3 Annotated Texts. Levels 1-3 are not included in the marking rubric because their criteria are so few and simple. Texts this low can be marked by comparing them to the Levels 1-3 Annotated Texts.

Using annotated texts Scan your student’s text and two or three similar texts (e.g. Levels 4, 6, 7) in the Annotated Texts. Quickly decide which text/s from the Annotated Texts your student’s text is most like to decide: which Marking Rubric to use for your student’s text (most likely Levels 4-9) which Level (column) to begin looking in to find the descriptions and examples of the criteria that best match the evidence you can see in your student’s text. Read the slide

How to mark a text Select the appropriate Marking Rubric.
Write the student’s name and school on the front. Read slide

How to mark a text Work down the criteria (rows) one at a time.
Work across the Levels (columns) to compare each of the descriptions and examples with the evidence for this criteria in the student’s text e.g. So you should buy a dog! Refer to page 6 in Levels 4-9 Marking Rubric. Grammar Knowledge Level 4 (End of Reception) Level 5 (End Year 1) Level 6 (End Year 2) Level 7 (Year 3) Level 8 (Year 4) Level 9 (Year 5) Modality Obligation Frequency Certainty Inclination With some accuracy, uses 1-2 examples of the most elementary expressions of modality: dogs have to eat; dogs might bite With some accuracy, uses 2-3 examples of elementary expressions of modality: we should spend more time with them; they need food and water; we always feed them; they bark, but only sometimes, not all the time; they know how to train them; I think we do not want to have them Uses 2-3 examples of language expressing modality with varying degrees of accuracy: this must be the softest; It never plays with you; you may think; perhaps I could have two animals; would like to own one; I didn’t want to have them as a pet Uses 3-4 examples of simple modality with greater degree of accuracy and in combination: People might need a dog to protect them; You don’t always need toys for a cat Direct participants to page 6 in Levels 4-9 marking Rubric if they cannot clearly read table on slide. “So you should buy a dog!” is from the text we looked at earlier. “Should” was the only example of modality in the text. It is an example at Level 7, but Level 7 requires 2-3 elementary examples. Level 6 requires 1-2 most elementary examples so the best match for modality is Level 6.

How to mark a text Record your decision for each criteria by highlighting the Level in the rubric. (NB Highlighting in an agreed colour for the first assessment and a different agreed colour for the second assessment makes it is very clear where a student has not progressed or progressed by more than a Level.) Read slide

How to mark a text When complete, look through the rubric to decide from which Level the student made most of their choices. (NB All criteria are equally weighted and students will most likely choose from a range of Levels). If a student has made an equal number of choices from more than one Level, refer to the Annotated Texts to decide which Level it is most like. Record the date and the Level on the front of the rubric. Read slide

You now have most of the remaining time to mark your student’s text.
Mark the text You now have most of the remaining time to mark your student’s text. Read slide. Refer them to provided student text in the folder if they have not brought one along.

Moderation To assist teachers to continually develop the accuracy of their marking, moderation will occur in the school and across the partnership. Read slide

Moderation If time permits:
with a partner, decide whose mark you will moderate by doing a comparison to the Annotated Texts individually, reflect upon how well the task gave your student the best chance to achieve a high mark Read slide

Final Comments and Questions

Mitcham Hills Partnership Levels Year 3 Teachers

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