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4 resources model (Practices/activities/examples. What does it LOOK like…

- - - - The text codebreaker reflects an emphasis on decoding which includes phonological and
        phonemic awareness, text meaning-maker has some connections with whole language,
        language experience and process writing approaches, text user draws on the body of
        knowledge offered by genre theory and functional grammar, while the text analyst or critic
        can be seen as critical literacy. (Deakin University, 2001)
- - - - The model can provide teachers with a planning framework for meeting the needs of the
        diversity of learners in the middle years by making aspects of language and literacy more
        explicit, and in increasing their effectiveness as ‘mediators’ of meaning between the student
        and the text.
        This is important for all students, but particularly for ESL students and Indigenous students
        who may be at different stages of developing English language literacy, or literacy in
        standard Australian English. For these students the model is suggested as a useful
        springboard for an exploration of the interface that exists between language learning and
        literacy development (McKay 2000) (Deakin university, 2001).
    - - understanding
        
        lower years - draw a picture in response to a book, or in later years draw a concept map/mind map. These activities could be guided by teacher posed questions and could lead into text analyst questioning
        
        this is crucial to engagement
      - multiliteracy and multimodality means that students must be able to identify uses, purposes and contexts of text
        
        applying
        
        word work to identify different texts in context
        
        also integrates all other resources; can I read that text? What does it mean? why should we obey the sign? in higher grades this may take the form of
        
        students must be able to sythesise all this information in a critical and creative way.
        
        synthesizing, analysing,
        
        reflecting on text - could be guided by questioning - alternative endings, considering different character perspectives, crticiquing the source of text