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Literacy for Learningtext (Module Two: Talking our way into literacy (A…
Literacy for Learning
text
Module One: Language and Literacy teaching and learning
Exploring literacy as a capacity for making meaning
Defining Literacy
Comprehending texts: grammar knowledge, text knowledge
Meaning from text
Composing tests: Work knowledge, visual knowledge
Learning through text
Meaning Making
resources for making meaning, visuals, sounds, spoken language, written language, sound effects, music
Advertisement, subway map, Paris, Pariseetomol
Literacy demands across the curriculum
History, Science examples, each area has its own literacy demands embedded in the curriculum
Genre, register, language
Understanding the register continuum
How is a text linked to its context
Module Two: Talking our way into literacy
A teaching and learning cycle
Setting the context
Modelling and deconstruction
Joint Construction
Independent Construction
Moving across the register continuum
everyday concrete to technical abstract
informal, personal, novice to formal, impersonal and informed
most spoken, here and now, language accompanying action to most written, generalised, language constitutes text.
Exploring meaning making through talk
Sequencing and justification tasks
Observing and reporting back changes the language use
Module Three: Reading and viewing: Making sense of texts
Scaffolding across the register continuum
Macro scaffolding
How you build the learning
Micro scaffolding
Teacher, student interactions and related activities
Exploring relationships between visuals and language
Do the visuals add, duplicate, clarify the written text
Consider challenges the visuals may add to the understanding of the text.
Scaffolding for successful reading
Starting out: Structure of the text
Transitivity analysis
Green: Processes, Identify the verbs
Blue: Identify the adverbial (circumstances)
Red: The noun group (participants)
Focussing on language
Module Four: Writing texts that work
Genres and their structures
Purpose and structure helps identify the genre
page 86-89 common genres and structures
Looking at language at the text level
deconstructing textual organisation
Identifying textual organisation
Writing like an expert
Identifying shifts in register
Subject Matter: Everyday to specialised to highly technical and abstract
Roles and relationships: informal to increasingly formal to formal
Mostly spoken to spoken text written down or written text spoken aloud to mostly written
Moving from everyday fields to specialist fields
the Noun Group
Pointer
Numerative
Describers
Classifiers
Thing (noun)
Qualifiers
pre modifier
Post modifier
Language for increasing abstraction
Developing expert readers and writers
Analysing and building noun groups
Nominalistion
Moving from concrete to abstraction
Matching the register
Dictogloss
Programming and assessing: Setting up successful frameworks
Programming and assessing for literacy success
Literacy demands across the curriculum: Implications and challenges