english reading and writing strategies
DESCRIPTION
English Reading and Writing Strategies. ‘I must write, I must write at all costs. For writing is more than living, it is being conscious of living’ Anne Morrow Lindbergh, cited in McCormick Calkins, 1989: 3. Levels of the written code Grapho -phonemic Morphological Lexical Syntactic - PowerPoint PPT PresentationTRANSCRIPT
English
Reading and Writing Strategies
‘I must write, I must write at all costs. For writing is more than living, it is being conscious of living’Anne Morrow Lindbergh, cited in McCormick Calkins, 1989: 3
Levels of the written code
Grapho-phonemicMorphologicalLexicalSyntacticSubtextual – blocks paragraphs, scenesTextual – whole textsContextual
R Andrews, Tecahing and Learning English, London: Continuum, p61
What has worked for you in motivating to write?
Getting the buggers to write
Give them a reasonCreate the right atmosphereEnsure correct behaviourMake writing funUse ‘warm ups’Keep it topicalGroup tasks in writingChallenge themRemove the stressRemove the blocksOffer a rewardShow writing is relevantShow writing is importantShow your writingBe an inspiration
Remove the stressRemove the blocks
1
The girl is sadShe has no friends
Demotivated – writing not goodScared – criticismBored – writing does nothingRebellion – won’t do what teacher wants
Give them a reason to writeShow writing is relevantShow writing is important
2
We read to know we’re not alone
Why do we write?
To be surprised.
The writer sits down intending to say one thing and hears the writer saying something more, or less, or completely different. The writing surprises, instructs, receives, questions, tells its own story, and the writer becomes the reader wondering what will happen next
‘We write because we want to understand our lives’McCormick Calkins, 1989: 3
To understand
There is no plot line in the bewildering complexity of our lives but that which we make and find for ourselves...Writing allows us to turn the chaos into something beautiful, to frame selected moments of our lives, to uncover and to celebrate the organizing patterns of our existence’
McCormick Calkins, 1989: 106
‘Writing is but a line which creeps across the page, exposing as it goes all the writer does not know...writing puts us on the line and we don’t want to be there’
Shaughnessy, 1977: 7 cited in McCormick Calkins, 1989: 106
Creation
Expression
Sometimes when I’ve had a really tough day and nothing seems to be going right, I think, ‘nothing is mine.’ Well, my writing is. I can write is any way I want to. You know how your mother can tell you, ‘Go up to your bed right now.’ Nobody can tell you how to write your piece. You’re the mother of your story
Cited in McCormick Calkins, 1989: 6
Teaching writing begins with recognition that each individual comes to the writing workshop with concerns, ideas, memories, and feelings. Our job as teachers is to listen and to help them listen. “What are the things you know and care about?” I ask writersMcCormick Calkins, 1989: 5
Express passions
It is not my piece of writing. It belongs to someone elseMcCormick Calkins, 1989: 120
The joy of blogging
www.wordpress.com
Create the right atmosphereEnsure correct behaviour
3
4
Group tasks in writing
Peer conferences
Writer reads aloudListeners respond perhaps with questionsThe group asks and helps with what happens next
McCormick Calkins, 1989: 129-132
ENCOURAGE MULTILITERACY
Multiliteracy Pedagogy
1. Pupil is intelligent, imaginative, linguistically talented2. Acknowledges (celebrates) linguistic capital3. Identity texts – sharing of the literacies that form their identity
Directed Activities Related to TextsPredictionCloze using contextual cluesHighlightingCard sortingStatement gamesDiagrammingRe-creation (media, genre etc)
Assessing Writing
2007 - APP
‘A clear-cut linear model of progression in English’ (Dymoke, 2009: 15)
Dymoke S (2009) Teaching 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)
‘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 writing’ (Dymoke, 2009: 16 )
Assessing pupils’ progress in English
Writing
32
33
Grade F
1. APP
WAF1 write imaginative, interesting and thoughtful texts
34
1. APP
WAF1 - Level 2 – b1In some forms of writing
mostly relevant ideas and content, sometimes repetitive or sparse
35
1. APP
WAF1 - Level 2 – b2In some forms of writing
some apt word choices create interest
36
1. APP
WAF1 - Level 2 – b3In some forms of writing
brief comments, questions about events or actions suggest viewpoint
37
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
38
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
WAF1 - Level 3 – b2In most writing
attempt to adopt viewpoint, though often not maintained or inconsistent,
e.g. attitude expressed, but with little elaboration
39
1. APP
WAF1 - Level 4 – b1Across a range of writing
relevant ideas and content chosen
40
1. APP
WAF1 - Level 4 – b2Across a range of writing
some ideas and material developed in detail,
e.g. descriptions elaborated by adverbial and expanded noun phrases
41
1. APP
WAF1 - Level 4 – b3Across a range of writing
straightforward viewpoint generally established and maintained,
e.g. writing in role or maintaining a consistent stance
42
1. APP
WAF1 - Level 5 – b1Across a range of writing
relevant ideas and material developed with some imaginative detail
43
1. APP
WAF1 - Level 5 – b2Across a range of writing
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’
44
“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
45
“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
46
“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
47
“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
WAF1/2 - Level 7 – b1Across a range of writing
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
48
“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
WAF1/2 - Level 7 – b2Across a range of writing
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
49
“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
WAF1/2 - Level 7 – b3Across a range of writing
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
50
“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
WAF3– organise and present whole texts effectively, sequencing and structuring information, ideas and events
51
1. APP
WAF3 - Level 2 – b1In some forms of writing
some basic sequencing of ideas or material,
e.g. time-related words or phrases, line breaks, headings, numbers
52
1. APP
WAF3 - Level 2 – b2In some forms of writing
openings and/or closings sometimes signalled
53
1. APP
WAF3 - Level 3 – b1In most writing
some attempt to organise ideas with related points placed next to each other
54
1. APP
WAF3 - Level 3 – b2In most writing
openings and closings usually signalled
55
1. APP
WAF3 - Level 3 – b3In most writing
some attempt to sequence ideas or material logically
56
1. APP
WAF3 - Level 4 – b1Across a range of
writing
ideas organised by clustering related points or by time sequence
57
1. APP
WAF3 - Level 4 – b2Across a range of writing
ideas are organised simply with a fitting opening and closing, sometimes linked
58
“Ending signalled, but only implicit link to opening ”
1. APP
WAF3 - Level 4 – b3Across a range of writing
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
59
1. APP
WAF3 - Level 5 – b1Across a range of writing
material is structured clearly, with sentences organised into appropriate paragraphs
60
“Material organised into paragraphs and direction of text supported by links between paragraphs “
“Structured clearly with sentences organised into appropriate paragraphs”
1. APP
WAF3 - Level 5 – b2Across a range of writing
development of material is effectively managed across text,
e.g. closings refer back to openings
61
“Ending links back to opening…to support overall coherence”
“Clear opening establishing context and theme”
Both examples from different pieces of work.
1. APP
WAF3 - Level 5 – b3Across a range of writing
overall direction of the text supported by clear links between paragraphs
62
“Link supports overall direction of the text”
“Overall direction of text supported by clear links between paragraphs – discourse markers/ connectives”
1. APP
WAF3 - Level 6 – b1Across a range of writing
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
63
1. APP
WAF3 - Level 6 – b2Across a range of writing
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
64
Clear use of topic sentences to open paragraphs:
1. APP
WAF3 - Level 7 – b1Across a range of writing
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
65
“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
WAF3 - Level 7 – b2Across a range of writing
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
66
“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
67
“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
WAF3 - Level 7 – b2
68
“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
WAF4– construct paragraphs and use cohesion within and between
paragraphs
69
1. APP
WAF4 - Level 2In some forms of
writing
ideas in sections grouped by content, some linking by simple pronouns
70
1. APP
WAF4 - Level 3 – b1In most writing
some internal structure within sections of text e.g. one-sentence paragraphs or ideas loosely organised
71
“Paragraphs are made up of a number of sentences, linked through the repetition of nouns and particularly the pronoun 'they’”
1. APP
WAF4 - Level 3 – b2In most writing
within paragraphs / sections, some links between sentences,
e.g. use of pronouns or of adverbials
72
Danny speaks fluently. This means we can understand him.
Lorna ate a large breakfast yesterday morning. She knew we needed the eggs.
1. APP
WAF4 - Level 3 – b3In most writing
movement between paragraphs / sections sometimes abrupt or disjointed
Shouldn’t we be told a bit more about what happened ?
73
1. APP
WAF4 - Level 4 – b1Across a range of writing
paragraphs / sections help to organise content,
e.g. main idea usually supported or elaborated by following sentences
74
1. APP
WAF4 - Level 4 – b2Across a range of writing
within paragraphs / sections, limited range of connections between sentences,
e.g. overuse of ‘also’ or pronouns
75
“Limited range of connections between sentences”
1. APP
WAF4 - Level 4 – b3Across a range of writing
some attempts to establish simple links between paragraphs / sections not always maintained,
e.g. firstly, next
76
1. APP
WAF4 - Level 5 – b1Across a range of writing
paragraphs clearly structure main ideas across text to support purpose,
e.g. clear chronological or logical links between paragraphs
Paragraphing includes dialogue
77
1. APP
WAF4 - Level 5 – b2Across a range of writing
within paragraphs / sections, a range of devices support cohesion, e.g. secure use of pronouns, connectives, references back to text
78
“Pronouns used to support cohesion”
“‘Or’ and ‘and’ used as sentence openers to
support cohesion”
“Repetition supports cohesion within the
paragraph”
1. APP
WAF4 - Level 5 – b3Across a range of writing
links between paragraphs / sections generally maintained across whole text
“Repetition of ‘Hi’ provides section link”
79
1. APP
WAF4 - Level 6 – b1
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
80
1. APP
WAF4 - Level 6 – b2Across a range of writing
within paragraphs, cohesive devices contribute to emphasis and effect,
e.g. adverbials as sentence starters
“Cohesive devices contribute to emphasis and effect”
81
1. APP
WAF4 - Level 7 – b1Across a range of writing
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
82
“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
WAF4 - Level 7 – b2Across a range of writing
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
83
“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
84
1. APP
WAF5 - Level 2 - b1In some forms of writing
some variation in sentence openings,
e.g. not always starting with name or pronoun
85
1. APP
WAF5 - Level 2 - b2In some forms of writing
• mainly simple sentences with and used to connect clauses
86
1. APP
WAF5 - Level 2 – b3In some forms of writing
past and present tense generally consistent
87
1. APP
WAF5 - Level 3 – b1In most writing
reliance mainly on simply structured sentences, variation with support, e.g. some complex sentences
88
1. APP
WAF5 - Level 3 – b2In most writing
and, but, so are the most common connectives, subordination occasionally
• suborninate clause starts the sentence
89
1. APP
WAF5 - Level 3 – b3In most writing
some limited variation in use of tense and verb forms, not always secure
90
1. APP
WAF5 - Level 4 – b1Across a range of writing
some variety in length, structure or subject of sentence
91
1. APP
WAF5 - Level 4 – b2Across a range of writing
use of a variety of connectives (conjunctions)e.g. if, when, because throughout the text
92
1. APP
WAF5 - Level 4 – b3Across a range of writing
some variation, generally accurate, in tense and verb forms
93
1. APP
WAF5 - Level 5 – b1Across a range of writing
a variety of sentence lengths, structures and subjects provides clarity and emphasis
94
“Use of passive form lends objectivity”
“Variety of length, structure and subject in sentences provides clarity and emphasis”
1. APP
WAF5 - Level 5 – b2Across a range of writing
wider range of connectives used to clarify relationship between ideas, e.g. although, on the other hand, meanwhile
95
“Attempt at ambitious sentence structure ”
1. APP
WAF5 - Level 5 – b3Across a range of writing
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
96
Fronted Noun Phrase
Short sentence for impact
Controlled use of modal verbs (necessity, probability etc)
1. APP
WAF5 - Level 6 – b1Across a range of writing
controlled use of a variety of simple and complex sentences to achieve purpose and contribute to overall effect
97
“Controlled use of sentence structures for clarity and emphasis (AF5 L6 b2), with some variety of form/length/Subordination (AF5 L6 b1) ”
1. APP
WAF5 - Level 6 – b2Across a range of writing
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’)
98
1. APP
WAF5 - Level 7 – b1Across a range of writing
variety of sentence types deployed judiciously across the text to achieve purpose and overall effect, with rare loss of control
99
“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
WAF5 - Level 7 – b2Across a range of writing
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
100
“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
WAF5 - Level 7 – b2
101
“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
WAF6– write with technical accuracy of syntax and punctuation in phrases, clauses and
sentences
102
1. APP
WAF6 - Level 2 – b1In some forms of writing
clause structure mostly grammatically correct
punctuation missing
103
1. APP
WAF6 - Level 2 – b2In some forms of writing
sentence demarcation with capital letters and full stops usually accurate
104
1. APP
WAF6 - Level 2 – b3In some forms of writing
some accurate use of question and exclamation marks, and commas in lists
105
1. APP
WAF6 - Level 3 – b1In most writing
straightforward sentences usually demarcated accurately with full stops, capital letters, question and exclamation marks
106
1. APP
WAF6 - Level 3 – b2
In most writing
some, limited, use of speech punctuation
107
1. APP
WAF6 - Level 3 – b3In most writing
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.”
108
1. APP
WAF6 - Level 4 – b1Across a range of writing
sentences demarcated accurately throughout the text, including question marks
109
“Sentences usually accurately demarcated and some use of the comma (AF6 L4 b1/3)”
1. APP
WAF6 - Level 4 – b2Across a range of writing
speech marks to denote speech generally accurate, with some other speech punctuation
110
1. APP
WAF6 - Level 4 – b3Across a range of writing
commas used in lists and occasionally to mark clauses, although not always accurately
111
1. APP
WAF6 - Level 5 – b1Across a range of writing
full range of punctuation used accurately to demarcate sentences, including speech punctuation
112
1. APP
WAF6 - Level 5 – b2Across a range of writing
syntax and punctuation within the sentence generally accurate including commas to mark clauses, though some errors occur
where ambitious structures are attempted
113
Commas for lists
Commas for clauses
1. APP
WAF6 - Level 6Across a range of writing
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.
114
1. APP
WAF6 - Level 7 – b2Across a range of writing
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
115
“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
WAF5 - Level 7 – b2
116
“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
WAF7– select appropriate and effective vocabulary
117
1. APP
WAF7 - Level 2 – b1In some forms of writing
simple, often speech-like vocabulary conveys relevant meanings
118
“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
119
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
120
“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
WAF7 - Level 4 – b1Across a range of writing
some evidence of deliberate vocabulary choices
121
1. APP
WAF7 - Level 4 – b2Across a range of writing
some expansion of general vocabulary to match topic
122
1. APP
WAF7 - Level 5 – b1Across a range
of writing
vocabulary chosen for effect
123
1. APP
WAF7 - Level 5 – b2Across a range of writing
reasonably wide vocabulary used, though not always appropriately
Some repetition due to lack of alternatives rather than for effect:
124
1. APP
WAF7 - Level 6 – b1Across a range of writing
vocabulary chosen generally appropriate to purpose and audience
125
Subject-related vocabulary
1. APP
WAF7 - Level 6 – b2Across a range of writing
range of vocabulary generally varied and often ambitious, even though choices not always apt
126
1. APP
WAF7 - Level 7 – b1Across a range of writing
vocabulary consistently, often imaginatively, well matched to purpose and audience
127
1. APP
WAF7 - Level 7 – b2Across a range of writing
range of vocabulary generally varied and ambitious, often judiciously chosen
128
1. APP
WAF8– use correct spelling
129
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)
130
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)
131
1. APP
WAF8 - Level 3In most writing
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
132
1. APP
WAF8 - Level 3In most writing
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)
133
1. APP
WAF8 - Level 4Across a range of writing
correct spelling of:
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
134
1. APP
WAF8 - Level 4Across a range of writing
likely errors:
homophones of some common grammatical function words
occasional phonetically plausible spelling in content/lexical words
135
1. APP
WAF8 - Level 5Across a range of writing
correct spelling of:
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
136
1. APP
WAF8 - Level 5Across a range of writing
likely errors:
occasional phonetically plausible spelling of unstressed syllables in content words
gardians (guardians), phisical (physical)
double consonants in prefixes
imortal (immortal), iregular (irregular)
137
1. APP
WAF8 - Level 6Across a range of writing
generally correct spelling throughout, including some ambitious, uncommon words
words with complex sound/symbol relationships
words with unstressed syllables
multiletter vowel and consonant symbols
138
1. APP
WAF8 - Level 6Across a range of writing
likely errors:
occasionally in complex words such as outrageous, exaggerated, announcing, parallel
139
1. APP
WAF8 - Level 7-8Across a range of writing
Correct spelling throughout
140
1. APP
Handwriting and Presentation
141
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
142
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
143
1. APP
Handwriting and Presentation - Level 3
In most writing:
legible style, shows accurate and consistent letter formation, sometimes joined
144
1. APP
Handwriting and Presentation - Levels 4-7
No further requirements beyond legible style, accurate and consistent letter formation and joined-up writing
145
1. APP
Teaching Reading
Learning to Read Stages
1. linguistic guessing on context
2. rote learning
3. discrimination - guessing based on knowledge of sounds
4. sequential decoding - grapheme-phoneme conversion rules
5. hierarchical decoding - logographic - other words which share parts of the word used as well as grapheme/phoneme
Marsh e t al 1977
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
Bottom up process – ‘inner voice’ phonetics
Top down
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’
2. Critical Literacy
Dale SpenderNorman Fairclough
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
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.
Types of genre
advertising
newspapers
thrillers
horror
romance
leaflets
postcardsletters
website
minutes
song
diary
Generic conventions list of one genre
Friday July 20th
LLQT2506 and 2508
Quantification, Teaching and Learning Styles
John [email protected]
Kolb’s Experiential Learning Cycle
Concrete experience‘doing’
Reflective observation ‘reflecting’
AbstractConceptualisation
‘theorising’
Active experimentationAction planning
Honey and Mumford (1982)
• Activist• Reflector• Theorist• Pragmatist
• Bloom (1956) taxonomy of learning
– Knowledge (lowest)– Comprehension– Application– Analysis– Synthesis– Evaluation (highest)
Gardner Intelligences•Verbal•Mathematical/logical•Musical•Spatial•Kinaesthetic•Interpersonal •Intrapersonal
play
formal instruction
work between a learner and a more experienced learner.
Vygotsky
scaffold
Learning Strategy
Already knowGet attentionRelevantModelTeamsGoalsVisualsThink and talk aloudMnemonicsNote takingClosure strategies – tell your partner what you know
Adapted from Fulk 2000 cited in Sousa, 2001: 34
Vary ways of teaching
WHICH 3 DO YOU DO MOST OFTEN IN CLASS?MORI POLL 2002 2000COPY FROM A BOOK 67 56LISTEN TO THE TEACHER FOR A LONG TIME 37 37CLASS DISCUSSION 31 31
Cited in Grey, 2006: 215
Vary ways of teaching
Existing concepts, knowledge and experience
New learning
Geoff Petty
Vary ways of teaching
5 %
10 %
20 %
30 %
50 %
75 %
90 %
Listening
Reading
Audio -Visual
Demonstration
Discussion groups
Practice by doing
Teach others/immediate use of learning
Students Receiveinformation
Students Apply theirLearning
Students are Increasinglyactive, and challenged.
Experience is increasingly
practical and multi-sensory
Student’s recall rate
25 ways of teaching without telling
Vary ways of teaching
test
role play
class practical
note taking
demonstration
explanation
discussion
question and answer
watching a video
summarising
investigationPetty, 2004: p.22
Vary ways of teaching
What do you do?
Action planning for the future.
explanation
doing-detail
use - practise
check and corrected by peers, by teacher
aide-memoir
review
evaluation tested under realistic conditions
queries
Exercise:
Learn to use apostrophe of possession
Learn the ‘magic e’ rule
Learn how to label what an adjective is
And/or
Complain about a pack of broken biscuits
Complete a successful job interview
Vary ways of teaching
How to Learn Process
explanation
doing-detail
use - practise
check and corrected by peers, by teacher
aide-memoir
review
evaluation tested under realistic conditions
queriesPetty, 2004: p.23
Vary ways of teaching
What do you do?
Action planning for the future.