CTJ Booklet Complete[1]

Consistency of Teacher Judgement

Information Kit 2009

Information for 2009Introduction ‹

Guidelines and Processes ‹Data Collection Forms ‹

English Overview ‹Science Overview ‹

English Resources

Teaching the Exposition Genre

P-3 Resources ‹

Years 4 & 5 Resources ‹



Science ResourcesP-3 Resources ‹





Guidelines and Processes ‹Data Collection Forms ‹English Overview ‹Science Overview ‹

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Consistency of Teacher Judgement 1Information Kit 2009

ConsIsTenCy of TeaCher JudgemenT 2009

InTroduCTIonA consistent judgement is the coherent application of a common standard, such that judgements hold true over

time on both individual and collective levels.

(CTJ, A training and development CD-Rom for Teachers, Commonwealth of Australia 2000)

For 2009, the Early Years Curriculum Guidelines and the current QSA KLA syllabi, along with the QCAR Essential Learnings provide a reference point for making judgements about students’ achievement. The alignment of the learning statements of the Essential Learnings and the core learning outcomes of the KLA syllabi is included in the Audit Tool in the Curriculum E-Library.

This framework:

• providesdescriptionsofstudentdevelopment

• describestypicalpathwaysoflearnerprogressforallKLAs

• isthebasisforgeneratinglearnerachievementdata

• guidesdialoguebetweenteachersandtheircolleagues.

Consistency of Teacher Judgement relates to:

• commoninterpretationsoflearningagainststandards

• sharedunderstandingsofhowstandardsoflearningaredemonstrated.

PurPoseConsistency of Teacher Judgement (CTJ) supports the:

• developmentofteachers’assessmentpractices

• makingofconsistentandcomparablejudgementsaboutstandardsoflearningachievementwithinandbetween schools.

CTJ is an ongoing process embedded in the learning and teaching cycle. In BCE schools this is focused on four strategies:

• sharingunderstandingsaboutstandards

• collaborativeplanningofunitsofwork

• collaborativedevelopmentofassessmentopportunitiesandassociatedcriteria

• moderatingteacherjudgementswithinandbetweenschools.

(See CTJ Information Kit [2004], Part 2, p8)

Consistency of Teacher Judgement 2 Consistency of Teacher Judgement

moderaTIon ProCesses

requirements and focus for 2009

All teachers of English and Science in P-7 plan, teach, assess and engage in intra and inter-school moderation around the following:

English – Expository Genre: the construction of expository texts • EarlyYearsCurriculumGuidelines(EYCG)-Languagelearning&communication:OralLanguageLearning

Statement

• KLAEnglishsyllabus–Speaking,WritingandShapingsub-strands

• EssentialLearnings–Speaking,WritingandDesigning,LanguageElementsandLiteraryandNon-LiteraryTexts organisers

ScienceP-3

• EarlyYearsCurriculumGuidelines-Activelearningprocesses:InvestigatingthenaturalworldLearningStatement

• KLAScienceSyllabus/EssentialLearnings-EarthandBeyondandLifeandLivingstands/organisers

Years 4-7

• KLAScienceSyllabus/EssentialLearnings–Science&Society/Scienceasahumanendeavour,EarthandBeyondandEnergyandChangestrands/organisers

All Year 8 & 9 English and Science teachers plan, teach, assess and engage in intra and inter-school moderation around the following:

English: Expository Genre: the construction of expository texts • KLAEnglishsyllabus–Speaking,WritingandShapingsub-strands

• EssentialLearnings–Speaking,WritingandDesigning,LanguageElementsandLiteraryandNon-LiteraryTexts organisers

Science: • KLAScienceSyllabus/EssentialLearnings–Science&Society/Scienceasahumanendeavour,Earthandbeyond,Energyandchange,Naturalandprocessedmaterialsstrands/organisers

Expectations for Year 8 & 9 English and Science teachers are that:1. Each secondary school will ‘cluster’ with at least one other (probably geographically proximate) secondary school.(Note:SchoolschoosingtoparticipateinEnglishand/orScienceQCATsarebestservedby‘clustering’ together)

2. Year8&9teachersofEnglishandSciencewithineachschoolwillparticipateinintra-schoolmoderationofstudent work from each of the class groups

3. Five (5) work samples from each year level (i.e. Year 8 and Year 9) indicative of each achievement standard ona5-pointscale(e.g.A-E)willbeprovidedtotheclusterschool/sfortheirperusalandcomment.(Note:Students’ work samples will need to be mailed to the relevant cluster school(s) unless face-to-face teacher meetings are arranged)

4. Each school will forward to BCEC copies of their student work samples (with a WorkSampleInformationSheet attached to each work sample) and a copy of their Interschool Cluster Feedback Form(s). Both the WorkSampleInformationSheet& Interschool Cluster Feedback Form are contained in this resource package.(Note:ThestudentworksamplesandtheclusterfeedbackformsaretobeforwardedtoBCECbyFriday November 6 2009)

Consistency of Teacher Judgement Consistency of Teacher Judgement 3Information Kit 2009

Conferencing model of moderationBCE has identified the Conferencing Model of moderation when encouraging schools to engage with the moderation process when making judgements about student work.

Using the conferencing model, teachers use their annotated work samples to guide discussion and deliberate when making their judgements about the quality of student work. Teachers make judgements on several criteria to reach an ‘on-balance’ holistic judgement. This is not a procedural approach but one that is based on teachers’ professional knowledge in shared and collaborative decision making.

Teachers mark student responses individually, and then select assessment samples representative of theirapplicationofastandardsscale(Veryhigh–Wellbelow).Theymeetwithotherteacherstodiscusstheir judgements by sharing the annotated samples of student work. Teachers reach a consensus on the interpretation and application of the standards.

Moderation DialogueThis year there is focussed support for the enhancement of the moderation dialogue between teachers with a particular focus on applying a model of standards.

suPPorT maTerIaLs The 2009 CTJ Kit contains:

Requirements and Focus

Guidelines and Processes The CTJ cycle

Process for moderation group facilitators

“Whatif…?”scenariosforgroupfacilitators

Questions to support engagement in conversation with colleagues

Tips on reaching consensus

Action plan for CTJ Coordinator

Action plan for CTJ Site Facilitator

Teacher preparation checklist

Discussion guide

Data Collection Forms NominationForm:ConsistencyofTeacherJudgement2009

Data Collection Form A: English: Expository text

Data Collection Form B: Science

Data Collection Form C: Assessment

StudentWorkSampleCoverSheet(Years8and9only)

Support Resources Resources to support the teaching and assessing of expository genre in English

Resources to support the teaching and assessing of Science

DVD: to support facilitation of the moderation dialogue including the use of a model of standards between groups of teachers.



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guIdeLInes and ProCesses

WHO DESCRIPTION WHENC

TJ

Cyc

le P-9 Teachers of English and Science

Plan, teach, assess and engage in intra and inter-school moderation.

Terms 1-4

CTJ

Mod

erat

ion

Pro

cess

P-9 Teachers of English and Science

Meet to compare samples of student work using criteria as a reference.Identify the standard of learning evident in the student sample. Discuss and reach consensus about judgements of standards of student work.

Intraschool moderation–Term3/4.Interschool moderation 19 October2009(orother nominated date).

Rol

es w

ithi

n th

e C

TJ P

roce

ss

Principal Determines how CTJ will be coordinated within and across schools.Sends nomination form to BCEC.

By Friday April 24 2009

CTJ Coordinator

School representative who coordinates all activities associated with CTJ (See Action Plan for CTJ).Responsible for disseminating information to all teachers. Facilitates practice in teacher participation in moderation dialogue. Organisestrainingofgroupfacilitators.See ‘Process for moderation group facilitators’.OrganisesandfacilitatesIntraschoolmoderation.

Terms 2, 3 and 4

Site Facilitator

School representative from the site of the interschool moderation cluster who organises all preparations associated with that day. See Action Plan.

Terms 3 and 4

Group Facilitator

Facilitates group moderation dialogue. See ‘Process for moderation group facilitators’.Facilitates collection of student samples that are representative of a range of standards in the group at the end of the moderation session.

19October2009 (or other nominated date)

P-9 Teachers of English and Science

Table annotated student work samples for each of English and Science representative of a range of standards with accompanying criteria.Provide additional copies for group discussion.Outlineassessmentcontextandevidenceofstandardoflearning in student sample.Engage in dialogue with other teachers in the group to reach consensus about teachers’ judgements against standards.Participate in selecting student samples that reflect the range of standards tabled for collection.Complete electronic teacher voice feedback form (if randomly selected).


October232009

Dat

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Site Facilitator and CTJ Coordinators

Provide group facilitators with data collection sheets and processes.Collect data at the end of the process.Moderate collected student samples to provide one sample within each phase of the Early Years; one sample for each standard (where available) within each Juncture (Junctures 3, 5, 7 and 9) across the cluster. Complete electronic teacher voice feedback form.Send requested work samples and collated cohort data to BCECbyNovember62009.


November62009


ProCess for moderaTIon grouP faCILITaTorsIntroductionGroup facilitator provides teachers with an outline of the process to be followed as described on this page.

During the processGroup facilitator calls on each teacher to lead the discussion (as detailed in the ‘Dialogue process’ below) tabling student samples. In turn, each teacher tables annotated samples of student work with accompanying criteria to share judgements. (Additional copies of the annotated student sample are provided for other participants to share). Please note: Group facilitator needs to keep an eye on time to ensure the engagement and contribution of other group members.

Dialogue processTeacher:

1. briefly describes the learning context, outlines the assessment task used and the conditions underpinning the assessment performance e.g. scaffolding, explicit teaching

2. describes how the student samples provide evidence of meeting the criteria for demonstration of learning at a particular standard

3. comments on differences in evidence of demonstrations that relate to the standards represented in the samples.

Colleagues:

4. compare student samples and how they reflect evidence of learning at the stated standard

5. ask clarifying questions to more clearly establish how the evidence in the student sample is reflective of the stated standard.

Group facilitator:

6. seeksconsensusfromteachersabouttheconsistencyoftheirjudgementscomparedwiththejudgementsof colleagues around the table

7. calls on assistance from cluster leaders when consistency of judgement is not able to be reached among the group

8. ensures equal opportunity for participation from each teacher.

(For additional support see the CTJ 2008 DVD)

ConclusionA. Group facilitator thanks the group for their participation and brings the dialogue to a close

B. Group facilitator leads a discussion about which student sample (with accompanying assessment and criteria) is most reflective of the range of standards tabled during discussion and then submits selected items to CTJ Site Facilitator.

C. Teachers if randomly selected, complete electronic ‘Teacher Voice’ form.


“What if …?” scenarios for group facilitators(Adapted from CTJ 2008 DVD)

1. Someone has forgotten to bring work samples

• facilitatorstressestheimportanceofstillbeingapartoftheprofessionalconversationbecausetheinformation they all have about the work samples is the same

2. Someone prolongs their discussion

• teacherisnotsuccinctinpresentationandtalksoverothergroupmembers

• groupfacilitatorrecapsmainpointandredirectstoanotherspeaker

3. Someone is making judgements about their students and not the work samples

• groupfacilitatorremindsgroupmemberstomakejudgementsagainsttheworksamplenotthestudent

4. Someone is making judgements about the assessment task and not the work samples

• groupfacilitatorremindsgroupmembersthattheirtaskistomoderatetheworksamplesnotmakejudgements about the assessment task

5. A teacher loses focus and shifts to sharing class experiences rather than moderating

• groupfacilitatorrefocussesdiscussion

6. Thegroupcannotreachconsensus

• bepositive–affirmallpointsofview

• referthediscussiontositefacilitator

7. Noonewantstogofirst

• beforethesessionbeginsasksomeonetogofirst.

Questions to support engagement in conversation with colleaguesThe questions below are examples of clarifying and probing questions that may support teachers in engaging in dialogue with colleagues.

Clarifying questions:The purpose of these types of questions is to thoughtfully consider and make points clearer.

• Canyouexplainabitmoreabout…?

• Whenyousay…doyoumean…?

• I’mnotsureIunderstand,couldyouexplain…?

• Sowhatdoyouthinkthedifferencesarebetween…?

• Whatwasthechallengeforyouwith…?

• Whatistheissuewearetryingclarifyhere…?

• LetmeseeifIunderstandyou;doyoumean_____or_____?


Probing questions:The purpose of these types of questions is to help the presenter understand their judgement, their thinking and articulate this to their colleagues.

• Haveyouconsidered…?

• Helpmeunderstandyourthinkingwhenyousay…?

• Explainhowyouarrivedat…?

• Whatwastheprocessyouused…?

• Canyoutellmemoreabout…?

• Sowhatareyouthinkingnow…?

TIPS ON REACHING CONSENSUS• Maintainthefocusofconversationontheactualevidenceinstudentworksample.

• Refertothecriteriasheetandmatchingwhatisdescribedinitwithwhatispresentedinthestudent’swork.

• Focusdiscussionbackontomatchingtaskspecificdescriptorswiththeevidenceavailableforeachassessable element.

• Iftheon-balancejudgementisanissue,refertothepurposeoftheassessmentwhichindicateswherethestrength/majorfocusforjudgementshouldgo.

• Whenfocussingonachievingagreementontheoveralljudgement,itisnotnecessarytoreachagreementon every assessable element or product. CTJ refers to on-balance judgements across all assessable elements.


action Plan for CTJ Coordinator

PreParIng for CTJ

Action Who WhenCheck

listDiscuss the guidelines for CTJ ’09 with staff identifying the focus areas for all teachers of English and Science.

Make decisions about when learning and teaching in these focus areas will occur.

Make decisions about the schools that will form the interschool CTJ cluster for 2009 and confirm these arrangements with the leadership of each of the participatingschools.CompleteandsendinNominationFormbyFriday24April 2009.

Nominateintraschool (within school) moderation dates for English and Science.

Identify planning dates for the development of assessment, criteria and learning and teaching for focus areas for each year level.

Identify and plan for professional learning needs arising out of the focus areas.

INTRASCHOOL (WITHIN SCHOOL) MODERATION SESSIONEstablishwithinand/oracrossyearlevelgroupsforintraschoolmoderationsessions, identifying a leader for each group.

Conduct a staff meeting for all teachers on the moderation process prior to intraschool moderation session. (Support Resources are available on BCE Intranet(KWeb)).

Conduct a meeting of group facilitators who will facilitate the dialogue in each group to clarify role and process and address issues.

Engage in intraschool moderation process.

Reflect on the intraschool moderation experience at a staff meeting.

INTERSCHOOL (BETWEEN SCHOOL) CTJPrepare for interschool CTJ session by providing teachers with an agenda for the day, process for moderation and list of moderation groups. (See Teacher Preparation Checklist).

Identify group facilitators for Interschool CTJ process.

Ensure that group facilitators are adequately trained and prepared for the facilitation of interschool moderation process within groups.

REFLECTING ON CTJSchool CTJ Coordinator collects data to complete Data Collection Forms A and B.

CTJ Coordinators meet at the end of the interschool moderation dialogue with the Site Facilitator to decide which annotated student samples (with accompanying criteria) are most reflective of a range of standards within each juncture including the Early Years.

SendrequestedworksamplestoBCECbyFriday6November2009withForm C to BCEC.

Collate cohort data from teachers about standards of learning in English andScience.Completeelectronicforms(DataCollectionFormsA&Bavailable at https://staffportal.bne.catholic.edu.au/docushare/dsweb/Get/Document-15661/Data+Collection+2009+Document.xls) and email to Judy Raphael ([email protected])byFriday6November.


action Plan for CTJ site facilitator

ActionWho will take

responsibility for this?Follow up needed

Check list

1. List the schools attending.

2.IdentifytheTOTALnumberofteachersfortheday.

3.Nominatetheroom/hallthatwillholdallparticipantsfortheintroductory sessions.

4.Organiseteachersintogroupsoffour(4).

5. Identify breakout rooms for moderation dialogue and prepare a site map.

6.PrepareanagendaforCTJDayanddisseminateto participating schools.

7. Identify who will prepare prayer for the start of the day.

8.IdentifyCoordinator/Principaltoleadtheintroductorysession.

9.Organise: •foranOHPand/ordataprojector •extensioncord,screenandpossiblesoundsystemas

required•seating.

:

10.Organisecateringarrangements: •tea/coffeefacilities •morningtea •lunch •payment.

11.Organisecollectionof: •requesteddata •sampleassessmentitems.


Teacher Preparation ChecklistWhattobring:

EnglishFive copies each of

• 3annotatedsamplesofstudentworkrepresentativeofdifferentstandardse.g.aVeryHigh,High,Soundwitha criteria sheet representing teacher judgements.

Science Five copies each of

• 3annotatedsamplesofstudentworkrepresentativeofdifferentstandardse.g.aVeryHigh,High,Soundwitha criteria sheet representing teacher judgements.

Assessment contextBriefly describe:

• theexplicitlearningandteachingthatprecededtheassessment

• theconditionsunderwhichtheassessmentoccurred

• scaffoldingthatsupportedstudentdemonstrationforthesamplesprovided.

English

Science


Discussion GuideBriefly note:

• howevidenceinthesampleofworkrelatestocriteriathatguidedyourteacherjudgement

• pointsyouwouldlikeclarifiedthroughgroupdiscussion.

English Very high sample

Highsample

Sound sample

Below sound sample

Wellbelowsoundsample

Science Very high sample

Highsample

Sound sample

Below sound sample

Wellbelowsoundsample


nomination form: Consistency of Teacher Judgement 2009Please complete one form per cluster listing the schools who will be participating in Interschool CTJ.

Cluster Schools CTJ Coordinator

Cluster meeting site:

Interschool CTJ Cluster meeting date:

OR

___________________________(Alternate date)

Interschool CTJ Activities

Learning Area Strand Consistency Strategy

English

Languagelearning&communication:Orallanguage learning statement of the EYCG; Speaking/WritingandShaping/Designingsubstrand/organiser

Moderation

Science

Active learning processes: Investigating the natural world learning statement of the EYCG;

Science strands (whichever are applicable): Science as a human endeavour;Life&Living,Earth&Beyond;Energy&Change;Natural&ProcessedMaterials

Moderation

Please complete this form and return it by 24 April 2009 to:

Brisbane Catholic Education,GPOBox1201,BRISBANE4001Attn CTJ Secretarial Coordinator

Fax: 3844 5101

Thisformisalsoavailableon:BCEIntranet,eLibrary/Curriculum/BCurriculumManagement/08ConsistencyofTeacherJudgement



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data Collection formsThe purpose of this data collection is to gain a broad picture of student achievement in this area and to inform future professional learning and curriculum support.Collect data and fill in the tables following Interschool CTJ. Collate data and complete electronic forms (Data CollectionFormsA&Bwhereapplicable)andemailtoJudyRaphael([email protected])byFriday6November.Pleasenote:Thedatarecordedrepresentswhatthestudents’performanceis‘mostlike’onthe assessment task. Theformsareavailableathttps://staffportal.bne.catholic.edu.au/docushare/dsweb/Get/Document-15661/Data+Collection+2009+Document.xls

school name: Data Collection Form A(1): English: Oral Language/ Speaking & Listening

Year LevelBecoming

AwareExploring Making Applying Level 1 Level 2

Year 3 Juncture English

Essential Learnings

Numberof

students in the

year level

Prep

1

2

Total number of students

Data Collection Form A(2): English: Speaking or Writing & Shaping/Designing

Essential Learnings

Year Level

Very high High SoundBelow sound

Wellbelowsound

Numberofstudents

in the year level

Year 3 Juncture

2

3

Year 5 Juncture

4

5

Year 7 Juncture

6

7

Year 9 Juncture

8

9


achieving each standard


The purpose of this data collection is to gain a broad picture of student achievement in this area and to inform future professional learning and curriculum support.Collect data and fill in the tables following Interschool CTJ. Collate data and complete electronic forms (Data CollectionFormsA&Bwhereapplicable)andemailtoJudyRaphael([email protected])byFriday6November.Please note: The data recorded represents what the students’ performance is ‘most like’ on the assessment task. Theformsareavailableathttps://staffportal.bne.catholic.edu.au/docushare/dsweb/Get/Document-15661/Data+Collection+2009+Document.xls

school name: Data Collection Form B(1): Science

Year LevelBecoming

AwareExploring Making Applying Level 1 Level 2

Year 3 Juncture English

Essential Learnings

Numberof

students in the

year level

Prep

1

2


Data Collection Form B(2): Science

Essential Learnings

Year Level

Very high High SoundBelow sound

Wellbelowsound

Numberofstudents

in the year level

Year 3 Juncture

2

3

Year 5 Juncture

4

5

Year 7 Juncture

6

7

Year 9 Juncture

8

9


achieving each standard


data Collection form C: assessment

There are some changes to the way in which clusters are requested to provide annotated student work samples and accompanying criteria sheets representative of the standard of learning.

Clusters will be notified as to which student work samples they are asked to provide. An example is that Cluster A consisting of four (4) schools will be asked for work samples from P-1 students; Cluster B, consisting of five (5) schools could be asked to submit samples from students in Years 2 and 3; and so on.

More information regarding the requested samples will be forwarded to the CTJ Co-ordinators of the specific schools in each cluster.

The materials requested should consist of one (1) annotated student sample, accompanying assessment item and criteria that is representative of each level/standard of achievement tabled during the moderation session.

Typically for Primary clusters, this will be:

• astudentsamplerepresentingtheApplying Phase(EYCG),Level1andLevel2/Year3EssentialLearnings (if applicable)

• astudentsamplerepresentingeachofthedifferentstandards(VeryHigh,High,Sound,BelowSound,WellBelowSound(whereavailable))foreachyearlevel,Years2-7.

Typically Secondary Clusters will provide a student sample representing each of the different standards (VeryHigh,High,Sound,BelowSound,WellBelowSound(whereavailable))foreachyearlevel,Years8and 9.

Primary school CTJ Co-ordinators, please attach a copy of this form to each assessment item, student sample (removingstudentidentification)andrelatedcriteriasheetandreturnitbyFriday6November2009to:

Brisbane Catholic Education, GPOBox1201,BRISBANE4001

Attn CTJ Secretarial Coordinator Fax: 3844 5101

Secondary school co-ordinators,pleaseusetheStudentWorkSampleCoverSheetonthefollowingpageandreturn to the address above.

KLA:

Cluster site:

Level/Standard:

Comment: (optional)


student Work sample Cover sheetyears 8 & 9 english or science

Note: Please attach a cover sheet, together with a copy of the task and criteria sheet to each student work sample

School:

Year Level: Year 8 Year 9 {Please check one}

Work Sample Standard: VeryHigh High Sound Below WellBelow

Term in which work was completed: Term 1 Term 2 Term 3 Term 4

Context of Task:

Time for task completion:

Class time allocated to task:

Mode: Individual Pair Group {Please check one}

Teacher Input: Draft(s) Sighted Feedback provided

Opportunity for student access to: Books Notes Library resources ICLTs

Any Other Information:



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oVerVIeWengLIsh foCus for 2009 expositions

This resource package provides support materials for teachers of English in P-9. These materials have been prepared to assist teachers in planning, teaching, assessing and moderating using the Early Years Guidelines, QSA English syllabus and the English KLA of the Essential Learnings. The materials cover the range of learning phases from Early Years to Year 9.

reQuIremenTs for 20091. All teachers of English in P-9 select a learning context that is developmentally appropriate for the phase of

learning.

2. They plan, teach, assess and make judgements about students’ achievement in the focus context.

3. They use this data to participate in moderation activities within and between schools.

assessmenT In P-1 teachers:• identifyanegotiatedcontextthatprovidesstudentswithanopportunitytopurposefullyengagewithan

opportunity to construct a text type for the purpose of explaining, or commenting and giving opinions • gatherevidenceofchildren’slearningthrougheverydayclassroomexperiences• annotatestudentworksamples/demonstrationsofwork• makejudgementsaboutchildren’slearninganddevelopmentusingEYCGsetofrubricsandYear1LearningStatements/Year3JunctureEssentialLearnings.

In Years 2-9 teachers:• identifyacontext(connectedorEnglishspecific)thatprovidesstudentswithanopportunitytopurposefully

engage with an opportunity to construct a text type for the purpose of explaining, analysing, arguing, persuading and giving opinions

• developassessmentcriteriathatsupportthemakingofteacherjudgementsaboutthestandardofachievement

• annotateastudentsampleofaspoken/signed,writtenormultimodalexpositorytext• makejudgementsaboutthestandardofeachstudent’slearninganddevelopment.

The resources in the Information Kit are provided for teachers to:

• useasmodelstosupportthedesigntheirownlearningactivitiesandassessmenttasks• adapttosuittheirparticularstudentgroup/sandlearningcontext• implementaspresented.

The support materials for English are organised into the following sections: Early Years P-3; Years 4 and 5; Years6and7;Years8and9.

Each section includes information about:

• ExpositoryGenre • DistinguishingfeaturesoftexttypeswithintheExpositoryGenre • Annotatedtextmodels• Annotatedstudentworksampleswithaccompanyingcriteria• Guidetoanalysingstudenttexts• Focusofassessment• UsinganInquiryApproach• PlanninganEnglishinquiry• TeachingtheExpositoryGenre• Workingatthegrammaticallevelofthetext


eXPosITory genreTraditional, contemporary and everyday non-literary texts use language in precise and accurate ways to explain, analyse, argue, persuade and give opinions.

This genre category of Expositionsincludesawiderangeoftexttypeswhichcanbepresentedinspoken/signed,written, or multimodal modes.

Types of Expository texts include:

• Explanation–usedtoexplainscientificallyhoworwhythings(phenomena)orprocessesoccur

• Discussion–usedtolookatanissuefromarangeofperspectives,beforemakingajudgementorrecommendation

• Analytical Exposition–usedtosupportandreiterateapointofview(thesis)withlogicalargumentsandevidence

• Persuasive text–seekstoargueorpersuadeandintendedtoconvincereaderstoacceptparticularperspectives or points of view

• Reflective text –reflectsoneventsandexperiencesandmayalsobepersuasive.

*e

xpla

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*explanation

*explanation

documenta

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*informal debate *formal parlia

menta

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*inform

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*argument

*exposition

*o

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com

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*opinion

*discussion *advertisem

ent

*letter to the editor *letters to the edito

r *e

ditoria

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Traditional, contemporary and

everyday non-literarytexts use language in

precise and accurate ways to explain, analyse,

argue, persuadeand give opinions

Earl

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ars P

-3

Middle Years 4-5 6-7 Middle Years

8

-9

To Senior Years

*documentary film

* documentary film *

film & ra

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The State of Queensland (Queensland Studies Authority) 2007. Adapted.


english focus for 2009

Teachers in:

• YearsP-1willfocusontheLanguagelearning&communication:OrallanguagelearningstatementoftheEarly Years Guidelines.

• Years2and3willfocusontheEssentialLearningsfortheYear3Juncture/Level2Englishsyllabus.




The Essential Learnings listed on the following pages are aligned with the corresponding core learning outcomes from the KLA English syllabus (draft). The full text of the core learning outcomes is available in the Audit Tool in the Curriculum e-Library.

Teachers are asked to engage with learning contexts and assessment tasks that align with these aspects of the Essential Learnings in the specific junctures for their year levels.

Early Years – P & 1LLC 1: Language Learning & Communication: Oral language

Children expand their oral language by:

• usingspokenlanguage(includinghomelanguageorsignedoraugmentativecommunication)forarangeofpurposes

• exploringthepatternsandconventionsofspoken,signedoraugmentativelanguage

• interactingwithpeersandfamiliaradultsusing,withsupport,theconventionsassociatedwithformalandinformal group settings, including attentive listening.

The learning statements for Years 2 & 3; Years 4 & 5; Years 6 & 7; Years 8 & 9 and the corresponding core learning outcomes are listed on the following pages.


Way

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to:

•identifyaudience,purposeandtexttype

•identifymainideasandthesequenceofevents,andmakesimpleinferences

•recogniseandselectvocabularytodescribesubjectmatter

•constructsimplenon-literarytextsbyplanningandbyusingpriorknowledgeandexperiencetomatchanaudienceandpurpose

•reflectonandidentifyhowlanguageelementsintextsrepresentpeople,characters,places,eventsandthingsinsimilaranddifferentways.

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non-

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Lang

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ar, p

unct

uatio

n, v

ocab

ular

y, a

udio

an

d vi

sual

ele

men

ts, i

n pr

int-b

ased

, ele

ctro

nic

and

face

-to-fa

ce

mod

es in

fam

iliar

con

text

s.

LiteraryandNon-literary

Text

s: S

tude

nts

deve

lop

an a

war

enes

s of

pur

pose

, au

dien

ce, s

ubje

ct m

atte

r an

d te

xt s

truc

ture

of e

xpos

itory

te

xts.

•Thepurposeofspeakingandlisteningincludes

exch

angi

ng in

form

atio

n, s

hari

ng a

nd e

xplo

ring

id

eas,

ent

erta

inin

g, s

uppo

rtin

g re

latio

nshi

ps,

givi

ng o

pini

ons

and

gett

ing

thin

gs d

one.

C

U2

.1.1

•Speakerscanadoptdifferentrolesinformal

and

info

rmal

situ

atio

ns. C

U2

.1.3

•Spokentextsaredifferentfromwrittentexts.

CU

2.1

.9

•Statements,questionsandcommands

cont

ribu

te t

o m

akin

g an

d cl

arify

ing

mea

ning

du

ring

dis

cuss

ions

and

con

vers

atio

ns. C

U2

.1.3

•Wordsandphrasing,volumeandpitchcanadd

inte

rest

and

em

phas

is, c

lari

fy m

eani

ng a

nd b

e monitoredbylisteners.OP2.1.3

•Inpresentations,speakersmakemeaning

clea

r by

seq

uenc

ing

idea

s an

d in

form

atio

n an

d us

ing

visu

al a

ids,

incl

udin

g ob

ject

s an

d pi

ctur

es.

OP2.1.1;OP2.1.4

•Speakersandlistenersuseanumberof

stra

tegi

es t

o m

ake

mea

ning

, inc

ludi

ng

iden

tifyi

ng p

urpo

se, a

ctiv

atin

g pr

ior

know

ledg

e,

resp

ondi

ng, q

uest

ioni

ng, i

dent

ifyin

g m

ain

idea

s, m

onito

ring

, sum

mar

isin

g an

d re

flect

ing.

C

U2

.1.7

•Thepurposeofwritinganddesigning

incl

udes

rep

ortin

g an

d co

nvey

ing

sim

ple

mes

sage

s an

d in

form

atio

n.

CU

2.3

.1•Writersanddesignerscan

adop

t di

ffere

nt r

oles

for

diffe

rent

au

dien

ces.

CU

2.3

.3•Wordsandphrases,symbols,

imag

es a

nd a

udio

hav

e m

eani

ng.

OP2.3.3;OP2.3.6

•Textusersmakechoicesabout

grammarandpunctuation.OP2.3.2;

OP2.3.4

•Commonspellingpatternsof

mon

osyl

labi

c w

ords

, tw

o-sy

llabl

e w

ords

and

hig

h-fr

eque

ncy

wor

ds,

are

used

to

spel

l fam

iliar

and

unfamiliarwords.OP2.3.7

•Writersanddesignersusea

num

ber

of a

ctiv

e w

ritin

g st

rate

gies

, in

clud

ing

plan

ning

, dra

ftin

g, r

evis

ing,

ed

iting

, pro

ofre

adin

g, p

ublis

hing

an

d re

flect

ing,

and

by

refe

rrin

g to

au

thor

itativ

e so

urce

s. C

U2

.3.4

; OP2.3.7

•Statementsprovideinformation;questionsseekinformation;

com

man

ds g

ive

orde

rs; a

nd e

xcla

mat

ions

em

phas

ise

or

expr

ess

emot

ions

. C

U2

.1.3

; 2.2

.4; 2

.2.3

•Asentencecanbeasingleclauseoracombinationof

clauses.OP2.1.1;2.2.2;2.3.2

•Textconnectivesareusedtolinkandsequencethings,ideas

andevents.OP2.3.4;2.3.5

•Tenseisusedtoindicatetimeinsentences.OP2.2.3;2.3.3

•Nouns,verbs,adjectives,adverbsandprepositionalphrases,

deve

lop

and

elab

orat

e id

eas

and

port

ray

peop

le, c

hara

cter

s,

places,eventsandthingsindifferentways.OP2.1.2;2.2.3;

2.3

.3; C

R2

.1.1

; 2.2

.1; 2

.2.2

; 2.3

•Pronounstaketheplaceofnounstowhichtheyare

referring.OP2.1.2;2.2.3;2.3.3;2.3.4

•Conjunctionsareusedtojointwophrasesorclauses.

OP2.1.2;2.2.5;2.3.2

•Punctuationmarks,includingcapitalletters,fullstops,

com

mas

, exc

lam

atio

n m

arks

and

que

stio

n m

arks

, cla

rify

meaning.OP2.2.5;2.3.2

•Vocabularydescribes,labelsandsequences,andcan

repr

esen

t pe

ople

, cha

ract

ers,

pla

ces,

eve

nts

and

thin

gs.

OP2.1.2;2.2.3;2.3.3;CR2.1.1;2.1.2;2.2.2;2.3

•Auditory,spoken,visualandnonverbalelementsprovide

deta

ils n

eces

sary

for

mak

ing

mea

ning

abo

ut t

he

representationsofpeople,placesandthings.OP2.1.3;2.1.4;

2.2.4;2.3.6

•Textsareproducedfor

part

icul

ar a

udie

nces

and

th

eir

inte

rest

s. C

U2

.2.3

; 2

.3.3

•Formalandinformaltexts

are

way

s of

com

mun

icat

ing

for

diffe

rent

pur

pose

s.

CU

2.1

.1; C

U2

.1.3

•Non-literarytextsinform,

repo

rt o

n ev

ents

and

is

sues

, exp

lain

, exp

lore

id

eas,

exp

ress

opi

nion

s,

cond

uct t

rans

actio

ns a

nd

nego

tiate

rel

atio

nshi

ps,

good

s an

d se

rvic

es, a

nd

give

dire

ctio

ns. C

U2

.1.1

; 2

.2.1

; 2.3

.1•Non-literarytextscan

conv

ey a

n op

inio

n th

at m

ay

be p

ositi

ve o

r ne

gativ

e.

CU

2.1

.1; 2

.2.1

; 2.3

.1•Mainideasandevents

can

be s

eque

nced

and

su

bjec

t mat

ter

desc

ribed

, in

clud

ing

supp

ortin

g id

eas

and

deta

ils. C

U2

.1.2

; 2.2

.2;

2.3

.2

ea

rly

ye

ar

s 2

& 3


Way

s of

Wor

king

By

the

end

of Y

ear

3, w

hen

cons

truc

ting

exp

osit

ory

text

s, s

tude

nts

are

able

to:

•identifyaudience,purposeandtexttype

•identifymainideasandthesequenceofevents,andmakesimpleinferences

•recogniseandselectvocabularytodescribesubjectmatter

•constructsimplenon-literarytextsbyplanningandbyusingpriorknowledgeandexperiencetomatchanaudienceandpurpose

•reflectonandidentifyhowlanguageelementsintextsrepresentpeople,characters,places,eventsandthingsinsimilaranddifferentways.

Kno

wle

dge

& U

nder

stan

ding

Spe

akin

g in

volv

es u

sing

ora

l, au

ral a

nd g

estu

ral

elem

ents

to

inte

rpre

t an

d co

nstr

uct

text

s th

at

achi

eve

purp

oses

in fa

mili

ar c

onte

xts.


lang

uage

ele

men

ts t

o co

nstr

uct

non-

liter

ary

text

s fo

r fa

mili

ar c

onte

xts.

Lang

uage

Ele

men

ts: I

nter

pret

ing

and

cons

truc

ting

text

s in

volv

e ex

plor

ing

and

usin

g gr

amm

ar, p

unct

uatio

n, v

ocab

ular

y, a

udio

an

d vi

sual

ele

men

ts, i

n pr

int-b

ased

, ele

ctro

nic

and

face

-to-fa

ce

mod

es in

fam

iliar

con

text

s.


Text

s: S

tude

nts

deve

lop

an a

war

enes

s of

pur

pose

, au

dien

ce, s

ubje

ct m

atte

r an

d te

xt s

truc

ture

of e

xpos

itory

te

xts.

•Thepurposeofspeakingandlisteningincludes

exch

angi

ng in

form

atio

n, s

hari

ng a

nd e

xplo

ring

id

eas,

ent

erta

inin

g, s

uppo

rtin

g re

latio

nshi

ps,

givi

ng o

pini

ons

and

gett

ing

thin

gs d

one.

C

U2

.1.1

•Speakerscanadoptdifferentrolesinformal

and

info

rmal

situ

atio

ns. C

U2

.1.3

•Spokentextsaredifferentfromwrittentexts.

CU

2.1

.9


cont

ribu

te t

o m

akin

g an

d cl

arify

ing

mea

ning

du

ring

dis

cuss

ions

and

con

vers

atio

ns. C

U2

.1.3

•Wordsandphrasing,volumeandpitchcanadd

inte

rest

and

em

phas

is, c

lari

fy m

eani

ng a

nd b

e monitoredbylisteners.OP2.1.3


clea

r by

seq

uenc

ing

idea

s an

d in

form

atio

n an

d us

ing

visu

al a

ids,

incl

udin

g ob

ject

s an

d pi

ctur

es.

OP2.1.1;OP2.1.4


stra

tegi

es t

o m

ake

mea

ning

, inc

ludi

ng

iden

tifyi

ng p

urpo

se, a

ctiv

atin

g pr

ior

know

ledg

e,

resp

ondi

ng, q

uest

ioni

ng, i

dent

ifyin

g m

ain

idea

s, m

onito

ring

, sum

mar

isin

g an

d re

flect

ing.

C

U2

.1.7


incl

udes

rep

ortin

g an

d co

nvey

ing

sim

ple

mes

sage

s an

d in

form

atio

n.

CU

2.3

.1•Writersanddesignerscan

adop

t di

ffere

nt r

oles

for

diffe

rent

au

dien

ces.

CU

2.3


imag

es a

nd a

udio

hav

e m

eani

ng.

OP2.3.3;OP2.3.6


grammarandpunctuation.OP2.3.2;

OP2.3.4

•Commonspellingpatternsof

mon

osyl

labi

c w

ords

, tw

o-sy

llabl

e w

ords

and

hig

h-fr

eque

ncy

wor

ds,

are

used

to

spel

l fam

iliar

and

unfamiliarwords.OP2.3.7

•Writersanddesignersusea

num

ber

of a

ctiv

e w

ritin

g st

rate

gies

, in

clud

ing

plan

ning

, dra

ftin

g, r

evis

ing,

ed

iting

, pro

ofre

adin

g, p

ublis

hing

an

d re

flect

ing,

and

by

refe

rrin

g to

au

thor

itativ

e so

urce

s. C

U2

.3.4

; OP2.3.7

•Statementsprovideinformation;questionsseekinformation;

com

man

ds g

ive

orde

rs; a

nd e

xcla

mat

ions

em

phas

ise

or

expr

ess

emot

ions

. C

U2

.1.3

; 2.2

.4; 2

.2.3

•Asentencecanbeasingleclauseoracombinationof

clauses.OP2.1.1;2.2.2;2.3.2

•Textconnectivesareusedtolinkandsequencethings,ideas

andevents.OP2.3.4;2.3.5

•Tenseisusedtoindicatetimeinsentences.OP2.2.3;2.3.3

•Nouns,verbs,adjectives,adverbsandprepositionalphrases,

deve

lop

and

elab

orat

e id

eas

and

port

ray

peop

le, c

hara

cter

s,

places,eventsandthingsindifferentways.OP2.1.2;2.2.3;

2.3

.3; C

R2

.1.1

; 2.2

.1; 2

.2.2

; 2.3

•Pronounstaketheplaceofnounstowhichtheyare

referring.OP2.1.2;2.2.3;2.3.3;2.3.4

•Conjunctionsareusedtojointwophrasesorclauses.

OP2.1.2;2.2.5;2.3.2

•Punctuationmarks,includingcapitalletters,fullstops,

com

mas

, exc

lam

atio

n m

arks

and

que

stio

n m

arks

, cla

rify

meaning.OP2.2.5;2.3.2

•Vocabularydescribes,labelsandsequences,andcan

repr

esen

t pe

ople

, cha

ract

ers,

pla

ces,

eve

nts

and

thin

gs.

OP2.1.2;2.2.3;2.3.3;CR2.1.1;2.1.2;2.2.2;2.3

•Auditory,spoken,visualandnonverbalelementsprovide

deta

ils n

eces

sary

for

mak

ing

mea

ning

abo

ut t

he

representationsofpeople,placesandthings.OP2.1.3;2.1.4;

2.2.4;2.3.6

•Textsareproducedfor

part

icul

ar a

udie

nces

and

th

eir

inte

rest

s. C

U2

.2.3

; 2

.3.3

•Formalandinformaltexts

are

way

s of

com

mun

icat

ing

for

diffe

rent

pur

pose

s.

CU

2.1

.1; C

U2

.1.3

•Non-literarytextsinform,

repo

rt o

n ev

ents

and

is

sues

, exp

lain

, exp

lore

id

eas,

exp

ress

opi

nion

s,

cond

uct t

rans

actio

ns a

nd

nego

tiate

rel

atio

nshi

ps,

good

s an

d se

rvic

es, a

nd

give

dire

ctio

ns. C

U2

.1.1

; 2

.2.1

; 2.3

.1•Non-literarytextscan

conv

ey a

n op

inio

n th

at m

ay

be p

ositi

ve o

r ne

gativ

e.

CU

2.1

.1; 2

.2.1

; 2.3

.1•Mainideasandevents

can

be s

eque

nced

and

su

bjec

t mat

ter

desc

ribed

, in

clud

ing

supp

ortin

g id

eas

and

deta

ils. C

U2

.1.2

; 2.2

.2;

2.3

.2

Way

s of

Wor

king

By

the

end

of Y

ear

5, w

hen

cons

truc

ting

exp

osit

ory

text

s, s

tude

nts

are

able

to:

•identifytherelationshipbetweenaudience,purposeandtexttype

•identifymainideasandthesequenceofevents,andmakeinferences

•constructnon-literarytextsbyplanninganddevelopingsubjectmatter,usingpersonal,culturalandsocialexperiencesthatmatchanaudienceandpurpose

•reflectonanddescribetheeffectivenessoflanguageelementsandhowthelanguagechoicesrepresentpeople,characters,places,eventsandthingsinparticularways.

Kno

wle

dge

& U

nder

stan

ding

Spe

akin

g in

volv

es u

sing

ora

l and

ges

tura

l el

emen

ts t

o co

nstr

uct

text

s th

at a

chie

ve

purp

oses

in p

erso

nal a

nd c

omm

unity

co

ntex

ts.


lang

uage

ele

men

ts t

o co

nstr

uct

non-

liter

ary

text

s fo

r au

dien

ces

in p

erso

nal

and

com

mun

ity c

onte

xts.

Lang

uage

Ele

men

ts: I

nter

pret

ing

and

cons

truc

ting

text

s in

volv

e m

akin

g ch

oice

s ab

out

gram

mar

, pun

ctua

tion,

voc

abul

ary,

aud

io

and

visu

al e

lem

ents

in p

rint

-bas

ed, e

lect

roni

c an

d fa

ce-to

-face

m

odes

in p

erso

nal a

nd c

omm

unity

con

text

s.

LiteraryandNon-literaryTexts:

Mak

ing

choi

ces

abou

t lit

erar

y an

d no

n-lit

erar

y te

xts

invo

lves

id

entif

ying

the

pur

pose

, aud

ienc

e,

subj

ect

mat

ter

and

text

str

uctu

re.

•Thepurposeofspeakingandlistening

incl

udes

info

rmin

g, p

rese

ntin

g si

mpl

e ar

gum

ents

, neg

otia

ting

rela

tions

hips

and

tr

ansa

ctio

ns, a

nd s

eeki

ng o

pini

ons

of

othe

rs. C

U 3

.1.1

, CU

3.1

.4•Speakerscanadoptdifferentroles,and

mak

e la

ngua

ge c

hoic

es a

ppro

pria

te t

o th

e le

vel o

f for

mal

ity. C

U 3

.1.1

, CU

3.1

.4•Spokentextshavedifferentstructures

from

tho

se o

f wri

tten

tex

ts. C

U 3

.1.1

, CU

3

.1.4


gene

rate

and

mai

ntai

n di

scus

sion

s an

d conversations.OP3.1.3

•Wordsandphrasing,modulationof

volu

me,

pitc

h, p

ronu

ncia

tion

and

pace

en

hanc

e ex

pres

sion

of i

deas

, can

be

adju

sted

to

mat

ch t

he p

urpo

se, a

udie

nce

and

cont

ext,

and

are

mon

itore

d by

listeners.OP3.1.5,OP3.1.8.


stra

tegi

es t

o m

ake

mea

ning

, inc

ludi

ng

iden

tifyi

ng p

urpo

se, a

ctiv

atin

g pr

ior

know

ledg

e, r

espo

ndin

g, q

uest

ioni

ng,

iden

tifyi

ng m

ain

idea

s, m

onito

ring

, su

mm

aris

ing

and

refle

ctin

g.C

U 3

.1.1

, CU

3.1

.2, C

U 3

.1.3

, CU

3.1

.4, C

U

3.1.5,CU3.1.6.


incl

udes

ent

erta

inin

g, in

form

ing

and

desc

ribi

ng. C

U 3

.3.1

•Writersanddesignerscanadopt

diffe

rent

rol

es, a

nd m

ake

lang

uage

ch

oice

s ap

prop

riat

e to

the

aud

ienc

e.

CU

3.3


imag

es a

nd a

udio

affe

ct m

eani

ng

andinterpretation.OP3.3.2.OP

3.3.3,OP3.3.4,CR3.3


gram

mar

and

pun

ctua

tion,

to

mak

e meaning.OP3.3.3,OP3.3.4,OP

3.3.5,OP3.3.7

•Sound,visualandmeaningpatterns,

incl

udin

g w

ord

func

tions

, are

use

d to

sp

ell s

ingl

e-sy

llabl

e an

d m

ultis

ylla

ble

words.OP3.3.6

•Writersanddesignersreferto

auth

orita

tive

sour

ces

and

use

a nu

mbe

r of

act

ive

wri

ting

stra

tegi

es,

incl

udin

g pl

anni

ng, d

raft

ing,

rev

isin

g,

editi

ng, p

roof

read

ing,

pub

lishi

ng a

nd

refle

ctin

g. C

U 3

.3.1

, CU

3.3

.2, C

U

3.3

.3, C

U 3

.3.4

, CU

3.3

.5

•Paragraphsseparateideasintextsandcontainatopic

sentence.OP3.2.4,OP3.3.5

•Asentencecanbesimple,compoundorcomplex.OP3.2.2,

OP3.3.3

•Subjectandverbmustagreeintermsofpersonand

number.OP3.2.5,OP3.3.3

•Textconnectivessignalhowthings,ideasandinformation

arerelated.OP3.2.4,OP3.3.1,O3.1.2

•Timeconnectivesandtenseareusedtolocatecharacters

oractionintime.OP3.1.2,OP3.2.4,OP3.3.1

•Sentencescanindicatewhatishappening(verbs),whoor

wha

t is

tak

ing

part

(nou

ns),

wha

t it

look

s lik

e (a

djec

tives

), an

d th

e ci

rcum

stan

ces

surr

ound

ing

the

actio

n (p

repo

sitio

nal

phrasesandadverbs).OP3.1.2,OP3.2.2,OP3.2.3,OP3.3.3

•Pronounsrefertonounswithinandacrosssentences.OP

3.1.2,OP3.2.4,OP3.3.1,OP3.3.3

•Conjunctionssignalrelationshipsbetweenthings,ideasand

events.OP3.1.2,OP3.2.4,OP3.3.1,OP3.3.3

•Punctuationmarks,includingcommas,apostrophesand

speechmarks,signalmeaningintexts.OP3.2.6,OP3.3.7

•Vocabularyischosentoexpressideasandinformationin

acommonsenseortechnicalway.OP3.1.2,OP3.1.4,OP

3.2.4,OP3.2.5,OP3.3.2,OP3.3.3

•Meaningcanbemademorespecificbyextendingor

changingtheformofawordOP3.3.3

•Auditory,spoken,visualandnonverbalelementsadd

mea

ning

to

the

subj

ect

mat

ter

and

focu

s th

e au

dien

ce’s

attention.OP3.1.5,OP3.1.8,OP3.2.4,OP3.3.4,OP3.3.6

•Aspectsofsubjectmatter

can

be in

clud

ed o

r om

itted

to

pres

ent a

poi

nt o

f vie

w. C

R 3

.1.1

, C

R 3

.1.2

, CR

3.2

.1, C

R 3

.2.2

, CR

3

.3•Mainideasareestablishedby

iden

tifyin

g w

ho, w

hat,

whe

re,

when,howandwhy.OP3.2.4,

OP3.3.3

•Reportsandarguments

have

str

uctu

res,

incl

udin

g an

intr

oduc

tion

or a

gen

eral

st

atem

ent,

elab

orat

ion

of

info

rmat

ion

or r

easo

ns, a

nd a

conclusion.OP3.1.2,OP3.2.1,

OP3.3.1

ye

ar

s 4

& 5


Way

s of

Wor

king

By

the

end

of Y

ear

7, w

hen

cons

truc

ting

exp

osit

ory

text

s, s

tude

nts

are

able

to:

•identifyanddemonstratetherelationshipbetweenaudience,subjectmatter,purposeandtexttype

•recogniseandselectvocabulary

•constructnon-literarytextstoexpressmeaningsandmessages,toidentifycausesandeffects,andtostatepositionssupportedbyevidence

•reflectonlearning,applynewunderstandingsandidentifyfutureapplications.

Kno

wle

dge

& U

nder

stan

ding

Spe

akin

g in

volv

es u

sing

ora

l and

ges

tura

l el

emen

ts t

o co

nstr

uct

text

s th

at a

chie

ve

purp

oses

acr

oss

wid

er c

omm

unity

con

text

s.


lang

uage

ele

men

ts t

o co

nstr

uct

no

n-lit

erar

y te

xts

for

audi

ence

s ac

ross

w

ider

com

mun

ity c

onte

xts.

Lang

uage

Ele

men

ts: I

nter

pret

ing

and

cons

truc

ting

text

s in

volv

e se

lect

ing

and

cont

rolli

ng c

hoic

es a

bout

gra

mm

ar, p

unct

uatio

n,

voca

bula

ry, a

udio

and

vis

ual e

lem

ents

, in

prin

t-bas

ed, e

lect

roni

c an

d fa

ce-to

-face

mod

es a

cros

s w

ider

com

mun

ity c

onte

xts.


text

s: E

valu

atin

g lit

erar

y an

d no

n-lit

erar

y te

xts

invo

lves

un

ders

tand

ing

the

purp

ose,

au

dien

ce, s

ubje

ct m

atte

r an

d te

xt s

truc

ture

.•Thepurposeofspeakingandlistening

incl

udes

adv

anci

ng o

pini

ons,

dis

cuss

ing,

pe

rsua

ding

oth

ers

to a

poi

nt o

f vie

w,

influ

enci

ng t

rans

actio

ns, a

nd e

stab

lishi

ng a

nd

mai

ntai

ning

rel

atio

nshi

ps. C

4.1

.1; 4

.1.5

•Statements,questionsandcommandscan

use

lang

uage

tha

t po

sitio

ns a

nd r

epre

sent

s id

eas

and

info

rmat

ion.

CR

4.1

.1•Wordsandphrasing,syntax,cohesion,

repe

titio

n, p

ronu

ncia

tion,

pau

se, p

ace,

pi

tch

and

volu

me

esta

blis

h m

ood,

sig

nal

rela

tions

hips

, cre

ate

effe

ct a

nd a

re

monitoredbylisteners.OP4.1.2;4.1.3;

4.1.5;4.1.6

•Nonverbalelements,includingfacial

expr

essi

ons,

ges

ture

s an

d bo

dy la

ngua

ge,

esta

blis

h m

ood,

sig

nal r

elat

ions

hips

, cre

ate

effectandaremonitoredbylisteners.OP

4.1.3;4.1.6


clea

r by

org

anis

ing

subj

ect

mat

ter,

iden

tifyi

ng

thei

r ro

le a

nd s

elec

ting

rele

vant

res

ourc

es.

CU4.1.3;4.1.4;OP4.1.3


stra

tegi

es t

o m

ake

mea

ning

, inc

ludi

ng

iden

tifyi

ng p

urpo

se, a

ctiv

atin

g pr

ior

know

ledg

e, r

espo

ndin

g, q

uest

ioni

ng,

iden

tifyi

ng m

ain

idea

s, m

onito

ring

, su

mm

aris

ing

and

refle

ctin

g. C

U 4

.1.1

; 4.1

.2

–4.1.8

•Thepurposeofwritingand

desi

gnin

g in

clud

es e

voki

ng e

mot

ion,

pe

rsua

ding

and

info

rmin

g. C

U 4

.3.1

•Writersanddesignersestablish

role

s, m

ake

assu

mpt

ions

abo

ut

thei

r au

dien

ce a

nd p

ositi

on t

hem

th

roug

h la

ngua

ge c

hoic

es. C

U 4

.3.1

; C

R 4


imag

es a

nd a

udio

affe

ct m

eani

ng

andpositionanaudience.OP4.3.2;

CR

4.3


gram

mar

and

pun

ctua

tion,

to

establishmeaning.OP4.3.2;4.3.3;

4.3.4;4.3.6

•Knowledgeofwordoriginsand

soun

d an

d vi

sual

pat

tern

s, in

clud

ing

base

wor

ds, p

refix

es a

nd s

uffix

es,

synt

ax a

nd s

eman

tics,

is u

sed

by

wri

ters

and

des

igne

rs w

hen

spel

ling.

OP4.3.5


auth

orita

tive

sour

ces

and

use

a nu

mbe

r of

act

ive

wri

ting

stra

tegi

es,

incl

udin

g pl

anni

ng, d

raft

ing,

rev

isin

g,

editi

ng, p

roof

read

ing,

pub

lishi

ng a

nd

refle

ctin

g

•Paragraphssequenceinformationandarguments,andinclude

topicsentencesthatemphasiseapointorargument.OP4.2.1;

4.3

.1•Dependentclausesrequireindependentclausestomake

meaninginasentence.OP4.1.1;4.2.1;4.3.4

•Pronoun–nounagreement,subject–verbagreementand

maintainingtensesupportcohesionacrossaparagraph.OP

4.1

.1•Cohesivedevicesandothertextconnectiveswithinandbetween

sent

ence

s si

gnal

rel

atio

nshi

ps b

etw

een

idea

s, in

clud

ing

caus

e-and-effectandcomparisonandcontrast.OP4.1.4;4.2.1;4.3.4

•Noungroupsandverbgroupsareusedtoprovidespecific

desc

ript

ions

of s

ubje

ct m

atte

r, e

xpre

ss d

egre

es o

f cer

tain

ty a

nd

unce

rtai

nty,

and

dev

elop

cha

ract

eris

atio

n, s

ettin

g an

d pl

ot. C

U

4.2.3;4.3.3;OP4.1.2;4.1.5;4.2.2;4.2.3;4.2.4;4.3.3;4.3.4

•High-frequencywordsarereplacedbymorecomplexformsof

vocabularyandgivemorespecificdescriptions.OP4.1.2;4.1.5;

4.2

.2; 4

.2.3

; 4.2

.4; 4

.3.2

; 4.3

.3•Evaluativelanguage,includingadjectives,canappealtocertain

grou

ps, e

xpre

ss o

pini

ons,

and

rep

rese

nt p

eopl

e, c

hara

cter

s,

places,eventsandthingsindifferentways.OP4.1.5;4.2.2;4.3.2

•Punctuation,includingquotationmarksandbrackets,signals

meaning.OP4.3.6

•Vocabularyischosentoestablishrelationships,persuadeothers,

describeideasanddemonstrateknowledge.OP4.1.2;4.2.4;

4.3

.2; C

R 4

.2.1

; 4.3

•Auditory,spoken,visualandnonverbalelementsaddmeaning,

interest,immediacyandauthoritytomultimediatexts.OP4.1.3;

4.1.6;4.2.5;4.3.5

•Textspresentsubject

mat

ter

from

a p

artic

ular

pe

rspe

ctive

. CR

4.1

.1;

4.1

.2; 4

.1.3

; 4.2

.1; 4

.2.2

; 4

.2.3

; 4.3

•Non-literarytexts

eval

uate

, info

rm, p

rese

nt

argu

men

ts a

nd p

ersu

ade.

C

U 4

.1.1

; 4.1

.5; 4

.2.1

; 4

.3.1

•Argumentshavea

part

icul

ar s

truc

ture

, in

clud

ing

an in

trod

uctio

n th

at id

entif

ies

a po

sitio

n,

a bo

dy w

ith d

etai

ls a

nd

furt

her

evid

ence

, and

a

conc

lusi

on th

at r

esta

tes

theposition.OP4.1.1;

4.2

.1; 4

.3.1

•Mainideas,issuesand

even

ts a

re s

elec

ted

and

orga

nise

d to

sus

tain

a

poin

t of v

iew

and

to p

roje

ct

a le

vel o

f aut

horit

y th

at

mat

ches

a p

urpo

se a

nd

an in

tend

ed a

udie

nce.

CU

4

.1.2

; 4.1

.3; 4

.1.4

; 4.1

.8;

4.3

.2; C

R 4

.1.2

; 4.1

.3;

4.2

.1; 4

.3

ye

ar

s 6

& 7


Way

s of

Wor

king

By

the

end

of Y

ear

7, w

hen

cons

truc

ting

exp

osit

ory

text

s, s

tude

nts

are

able

to:

•identifyanddemonstratetherelationshipbetweenaudience,subjectmatter,purposeandtexttype

•recogniseandselectvocabulary

•constructnon-literarytextstoexpressmeaningsandmessages,toidentifycausesandeffects,andtostatepositionssupportedbyevidence

•reflectonlearning,applynewunderstandingsandidentifyfutureapplications.

Kno

wle

dge

& U

nder

stan

ding

Spe

akin

g in

volv

es u

sing

ora

l and

ges

tura

l el

emen

ts t

o co

nstr

uct

text

s th

at a

chie

ve

purp

oses

acr

oss

wid

er c

omm

unity

con

text

s.


lang

uage

ele

men

ts t

o co

nstr

uct

no

n-lit

erar

y te

xts

for

audi

ence

s ac

ross

w

ider

com

mun

ity c

onte

xts.

Lang

uage

Ele

men

ts: I

nter

pret

ing

and

cons

truc

ting

text

s in

volv

e se

lect

ing

and

cont

rolli

ng c

hoic

es a

bout

gra

mm

ar, p

unct

uatio

n,

voca

bula

ry, a

udio

and

vis

ual e

lem

ents

, in

prin

t-bas

ed, e

lect

roni

c an

d fa

ce-to

-face

mod

es a

cros

s w

ider

com

mun

ity c

onte

xts.


text

s: E

valu

atin

g lit

erar

y an

d no

n-lit

erar

y te

xts

invo

lves

un

ders

tand

ing

the

purp

ose,

au

dien

ce, s

ubje

ct m

atte

r an

d te

xt s

truc

ture

.•Thepurposeofspeakingandlistening

incl

udes

adv

anci

ng o

pini

ons,

dis

cuss

ing,

pe

rsua

ding

oth

ers

to a

poi

nt o

f vie

w,

influ

enci

ng t

rans

actio

ns, a

nd e

stab

lishi

ng a

nd

mai

ntai

ning

rel

atio

nshi

ps. C

4.1

.1; 4

.1.5

•Statements,questionsandcommandscan

use

lang

uage

tha

t po

sitio

ns a

nd r

epre

sent

s id

eas

and

info

rmat

ion.

CR

4.1

.1•Wordsandphrasing,syntax,cohesion,

repe

titio

n, p

ronu

ncia

tion,

pau

se, p

ace,

pi

tch

and

volu

me

esta

blis

h m

ood,

sig

nal

rela

tions

hips

, cre

ate

effe

ct a

nd a

re

monitoredbylisteners.OP4.1.2;4.1.3;

4.1.5;4.1.6

•Nonverbalelements,includingfacial

expr

essi

ons,

ges

ture

s an

d bo

dy la

ngua

ge,

esta

blis

h m

ood,

sig

nal r

elat

ions

hips

, cre

ate

effectandaremonitoredbylisteners.OP

4.1.3;4.1.6


clea

r by

org

anis

ing

subj

ect

mat

ter,

iden

tifyi

ng

thei

r ro

le a

nd s

elec

ting

rele

vant

res

ourc

es.

CU4.1.3;4.1.4;OP4.1.3


stra

tegi

es t

o m

ake

mea

ning

, inc

ludi

ng

iden

tifyi

ng p

urpo

se, a

ctiv

atin

g pr

ior

know

ledg

e, r

espo

ndin

g, q

uest

ioni

ng,

iden

tifyi

ng m

ain

idea

s, m

onito

ring

, su

mm

aris

ing

and

refle

ctin

g. C

U 4

.1.1

; 4.1

.2

–4.1.8

•Thepurposeofwritingand

desi

gnin

g in

clud

es e

voki

ng e

mot

ion,

pe

rsua

ding

and

info

rmin

g. C

U 4

.3.1

•Writersanddesignersestablish

role

s, m

ake

assu

mpt

ions

abo

ut

thei

r au

dien

ce a

nd p

ositi

on t

hem

th

roug

h la

ngua

ge c

hoic

es. C

U 4

.3.1

; C

R 4


imag

es a

nd a

udio

affe

ct m

eani

ng

andpositionanaudience.OP4.3.2;

CR

4.3


gram

mar

and

pun

ctua

tion,

to

establishmeaning.OP4.3.2;4.3.3;

4.3.4;4.3.6

•Knowledgeofwordoriginsand

soun

d an

d vi

sual

pat

tern

s, in

clud

ing

base

wor

ds, p

refix

es a

nd s

uffix

es,

synt

ax a

nd s

eman

tics,

is u

sed

by

wri

ters

and

des

igne

rs w

hen

spel

ling.

OP4.3.5


auth

orita

tive

sour

ces

and

use

a nu

mbe

r of

act

ive

wri

ting

stra

tegi

es,

incl

udin

g pl

anni

ng, d

raft

ing,

rev

isin

g,

editi

ng, p

roof

read

ing,

pub

lishi

ng a

nd

refle

ctin

g

•Paragraphssequenceinformationandarguments,andinclude

topicsentencesthatemphasiseapointorargument.OP4.2.1;

4.3

.1•Dependentclausesrequireindependentclausestomake

meaninginasentence.OP4.1.1;4.2.1;4.3.4

•Pronoun–nounagreement,subject–verbagreementand

maintainingtensesupportcohesionacrossaparagraph.OP

4.1

.1•Cohesivedevicesandothertextconnectiveswithinandbetween

sent

ence

s si

gnal

rel

atio

nshi

ps b

etw

een

idea

s, in

clud

ing

caus

e-and-effectandcomparisonandcontrast.OP4.1.4;4.2.1;4.3.4

•Noungroupsandverbgroupsareusedtoprovidespecific

desc

ript

ions

of s

ubje

ct m

atte

r, e

xpre

ss d

egre

es o

f cer

tain

ty a

nd

unce

rtai

nty,

and

dev

elop

cha

ract

eris

atio

n, s

ettin

g an

d pl

ot. C

U

4.2.3;4.3.3;OP4.1.2;4.1.5;4.2.2;4.2.3;4.2.4;4.3.3;4.3.4

•High-frequencywordsarereplacedbymorecomplexformsof

vocabularyandgivemorespecificdescriptions.OP4.1.2;4.1.5;

4.2

.2; 4

.2.3

; 4.2

.4; 4

.3.2

; 4.3

.3•Evaluativelanguage,includingadjectives,canappealtocertain

grou

ps, e

xpre

ss o

pini

ons,

and

rep

rese

nt p

eopl

e, c

hara

cter

s,

places,eventsandthingsindifferentways.OP4.1.5;4.2.2;4.3.2

•Punctuation,includingquotationmarksandbrackets,signals

meaning.OP4.3.6

•Vocabularyischosentoestablishrelationships,persuadeothers,

describeideasanddemonstrateknowledge.OP4.1.2;4.2.4;

4.3

.2; C

R 4

.2.1

; 4.3

•Auditory,spoken,visualandnonverbalelementsaddmeaning,

interest,immediacyandauthoritytomultimediatexts.OP4.1.3;

4.1.6;4.2.5;4.3.5

•Textspresentsubject

mat

ter

from

a p

artic

ular

pe

rspe

ctive

. CR

4.1

.1;

4.1

.2; 4

.1.3

; 4.2

.1; 4

.2.2

; 4

.2.3

; 4.3

•Non-literarytexts

eval

uate

, info

rm, p

rese

nt

argu

men

ts a

nd p

ersu

ade.

C

U 4

.1.1

; 4.1

.5; 4

.2.1

; 4

.3.1

•Argumentshavea

part

icul

ar s

truc

ture

, in

clud

ing

an in

trod

uctio

n th

at id

entif

ies

a po

sitio

n,

a bo

dy w

ith d

etai

ls a

nd

furt

her

evid

ence

, and

a

conc

lusi

on th

at r

esta

tes

theposition.OP4.1.1;

4.2

.1; 4

.3.1

•Mainideas,issuesand

even

ts a

re s

elec

ted

and

orga

nise

d to

sus

tain

a

poin

t of v

iew

and

to p

roje

ct

a le

vel o

f aut

horit

y th

at

mat

ches

a p

urpo

se a

nd

an in

tend

ed a

udie

nce.

CU

4

.1.2

; 4.1

.3; 4

.1.4

; 4.1

.8;

4.3

.2; C

R 4

.1.2

; 4.1

.3;

4.2

.1; 4

.3

Way

s of

Wor

king

By

the

end

of Y

ear

9, w

hen

cons

truc

ting

exp

osit

ory

text

s, s

tude

nts

are

able

to:

•demonstrateandanalysetherelationshipbetweenaudience,subjectmatter,purposeandtexttype

•constructnon-literarytextsbyplanningandorganisingsubjectmatteraccordingtospecifictextstructureandreferringtoothertexts

•reflectonlearning,applynewunderstandingsandjustifyfutureapplications.

Kno

wle

dge

& U

nder

stan

ding

Spe

akin

g in

volv

es u

sing

ora

l and

ges

tura

l ele

men

ts

to c

onst

ruct

tex

ts t

hat

achi

eve

purp

oses

acr

oss

loca

l, na

tiona

l and

glo

bal c

onte

xts.


lang

uage

ele

men

ts t

o co

nstr

uct

no

n-lit

erar

y te

xts

for

audi

ence

s ac

ross

lo

cal,

natio

nal a

nd g

loba

l con

text

s.

Lang

uage

Ele

men

ts: I

nter

pret

ing

and

cons

truc

ting

text

s in

volv

e m

anip

ulat

ing

gram

mar

, pun

ctua

tion,

voc

abul

ary,

au

dio

and

visu

al e

lem

ents

, in

prin

t-bas

ed, e

lect

roni

c an

d fa

ce-to

-face

mod

es a

cros

s lo

cal,

natio

nal a

nd g

loba

l co

ntex

ts.

LiteraryandNon-literarytexts:

Man

ipul

atin

g lit

erar

y an

d no

n-lit

erar

y te

xts

invo

lves

ana

lysi

ng t

he p

urpo

se,

audi

ence

, sub

ject

mat

ter

and

text

st

ruct

ure.

•Thepurposeofspeakingandlistening

incl

udes

exa

min

ing

issu

es, e

valu

atin

g op

inio

ns,

conv

inci

ng o

ther

s, a

nd m

anag

ing

rela

tions

hips

an

d tr

ansa

ctio

ns. C

U 5

.1.1

•Speakersmakeassumptionsaboutlisteners

to p

ositi

on a

nd p

rom

ote

a po

int

of v

iew

, and

to

plan

and

pre

sent

sub

ject

mat

ter.

CR

5.1

.1•Spokentextshavearangeofstructuresand

can

be d

eliv

ered

in a

num

ber

of m

ediu

ms.

CU

5.1.3;OP5.1.1

•Statements,questions(includingrhetorical

ques

tions

) and

com

man

ds c

an b

e us

ed t

o id

entif

y th

e m

ain

issu

es o

f a t

opic

and

sus

tain

a

poin

t of

vie

w.

•Inpresentations,speakersmakemeaningclear

by o

rgan

isin

g su

bjec

t m

atte

r, a

nd b

y se

lect

ing

reso

urce

s th

at s

uppo

rt t

he r

ole

they

hav

e ta

ken

as t

he s

peak

er a

nd t

he r

elat

ions

hip

they

wishtoestablishwiththeaudience.OP5.1.2


stra

tegi

es t

o m

ake

mea

ning

, inc

ludi

ng

iden

tifyi

ng p

urpo

se, a

ctiv

atin

g pr

ior

know

ledg

e,

resp

ondi

ng, q

uest

ioni

ng, i

dent

ifyin

g m

ain

idea

s,

mon

itori

ng, s

umm

aris

ing

and

refle

ctin

g.


incl

udes

par

odyi

ng, a

naly

sing

and

ar

guin

g. C

U 5

.3.1

•Writersanddesignersestablishand

mai

ntai

n ro

les

and

rela

tions

hips

by

reco

gnis

ing

the

belie

fs a

nd c

ultu

ral

back

grou

nd o

f the

ir a

udie

nce,

and

by

mak

ing

spec

ific

lang

uage

cho

ices

. C

U 5

.3.2

; CR

5.3

.1, 5

.3.2

•Wordsandphrases,symbols,

imag

es a

nd a

udio

affe

ct m

eani

ng

and

esta

blis

h an

d m

aint

ain

role

s an

d re

latio

nshi

ps t

o in

fluen

ce a

n au

dien

ce. C

U 5

.3.2


gram

mar

and

pun

ctua

tion,

to

affe

ct

meaning.OP5.3.4,5.3.6

•Writersanddesignersdrawontheir

know

ledg

e of

wor

d or

igin

s, s

ound

an

d vi

sual

pat

tern

s, s

ynta

x an

d semanticstospell.OP5.3.7


auth

orita

tive

sour

ces

and

use

a nu

mbe

r of

act

ive

wri

ting

stra

tegi

es,

incl

udin

g pl

anni

ng, d

raft

ing,

rev

isin

g,

editi

ng, p

roof

read

ing,

pub

lishi

ng a

nd

refle

ctin

g.

•Paragraphsbuildandsustaincohesionanddevelopa

centralidea.Op5.2.1;OP5.3.2

•Activevoiceandpassivevoicechangethesubjectand

thefocusinasentence.AspectsofOP5.2.2

•Relationshipsbetweenideasintextsaresignalledby

conn

ectiv

es t

o se

quen

ce a

nd c

ontr

ast

idea

s, s

how

causeandeffect,andclarifyoraddinformation.OP

5.2.1;OP5.3.5;OP5.1.1;OP5.1.3

•Adjectivesandadverbsareusedtoexpressattitudes

andmakejudgmentsand/orevokeemotions.OP

5.2.2;5.3.4;OP5.1.2;OP5.1.3

•Modalauxiliaryverbsareselectedtoconveydegrees

of c

erta

inty

, pro

babi

lity

or o

blig

atio

n to

sui

t th

e te

xt

type.OP5.2.2;OP5.3.4;OP5.1.1;OP5.1.3

•Nominalisation(turningverbsintonouns)canbe

used

to

com

pres

s id

eas

and

info

rmat

ion,

and

to

add

formalitytoatext.AspectsofOP5.2.2

•Punctuation,includingcolonsandsemicolons,signals

meaning.OP5.2.1;OP5.3.6

•Vocabularyischosentoestablishrolesand

rela

tions

hips

with

an

audi

ence

, inc

ludi

ng t

he

dem

onst

ratio

n of

per

sona

l aut

hori

ty a

nd c

redi

bilit

y.

CU

5.2

.3; C

R 5

.2.2

; CR

5.3

.2•Auditory,spoken,visualandnonverbalelements,

incl

udin

g th

e us

e of

sou

nd fa

des,

dis

solv

es, c

uts,

hy

perl

inks

, cam

era

angl

es a

nd s

hot

type

s, c

an b

e combinedtopositionanaudience.AspectsofOP

5.3.8;OP5.2.2;OP5.1.2;OP5.1.4

•Audiencescanbepositionedtoview

char

acte

rs a

nd id

eas

in p

artic

ular

w

ays

and

thes

e vie

ws

can

be

ques

tione

d. C

R 5

.1.1

; CR

5.1

.2; C

R

5.2

.2; C

R 5

.3.2

•Textscanreflectanauthor’s

poin

t of v

iew

, bel

iefs

and

cul

tura

l un

ders

tand

ings

. CR

5.1

.1; C

R 5

.1.2

; C

R 5

.2.1

; CR

5.3

.1•Comparison,contrast,exaggeration

and

juxt

apos

ition

are

use

d to

cre

ate

emotionalresponses.AspectsofOP

5.1.1;OP5.1.3;OP5.2.1;OP5.3.3

•Non-literarytextsanalyse,inform,

argu

e an

d pe

rsua

de. A

spec

ts o

f CU

5

.2.3

; CU

5.1

.1•Non-literarytextscanfocusona

maj

or p

oint

that

is s

uppo

rted

by

elaboration.AspectsofOP5.1.1,OP

5.1.3,OP5.2.1&OP5.3.1

•Reasoning,pointsofviewand

judg

men

ts a

re s

uppo

rted

by

evid

ence

that

can

ref

er to

au

thor

itativ

e so

urce

s.•Non-literarytextscanconcludewith

reco

mm

enda

tions

, res

tatin

g th

e m

ain

argu

men

ts o

r su

mm

aris

ing

a po

sitio

n.

ye

ar

s 8

& 9



Sc

ien

ce

Ov

er

vie

w


oVerVIeWsCIenCe foCus for 2009

This resource package provides support materials for teachers of Science in P-9. These materials have been prepared to assist teachers in planning, teaching, assessing and moderating using the Early Years Guidelines, QSA Science syllabus and the Science Key Learning Area of the Essential Learnings. The materials cover the range of learning phases from Early Years to Year 9.

reQuIremenTs for 20091. All teachers of Science in P-9 select a learning context that is developmentally appropriate for the phase of

learning.

2. They plan, teach, assess and make judgements about students’ achievement in the focus context.

3. They use this data to participate in moderation activities within and between schools.

assessmenT In P-1 teachers:• identifyanegotiatedcontextthatprovidesstudentswithanopportunitytopurposefullyengageinlearning• gatherevidenceofchildren’slearningthrougheverydayclassroomexperiences• annotatestudentworksamples/demonstrationsofwork• makejudgementsaboutchildren’slearninganddevelopmentusingEYCGsetofrubricsandYear1LearningStatements/Year3JunctureEssentialLearnings.

In Years 2-9 teachers:• identifyacontextthatprovidesstudentswithanopportunitytoengageinlearning• developassessmentcriteriatosupportthemakingofteacherjudgementsaboutthestandardofachievement• annotatestudentresponses• makejudgementsaboutthestandardofachievementofstudentworksamplesusingcriteria.

Please note:

The resources in this kit are provided for teachers to:• useasmodelstosupportthedesignoftheirownlearningactivitiesandassessmenttasks• adaptthemtosuittheirparticularstudentgroup/sandlearningcontext• implementaspresented.

The support materials for Science are organised into the following sections:• EarlyYears o Prep and Year 1 o Years 2 and 3• Years4and5• Years6and7• Years8and9.

Each section includes:

• focusofassessmentinScience2009• possiblerelatedScienceenquiries•. annotatedworksamplesandaccompanyingcriteriasheets• teachingScienceusinganInquiryapproach• planningaScienceInquiry• implementingaScienceInquiry• waysofworking:investigating,communicating,andreflecting.


science focus for 2009 Teachers in:

• YearsP-1willfocusontheActiveLearningProcessesorganiseroftheEarlyYearsGuidelines

• Years2and3willfocusontheEssentialLearningsfortheYear3Juncture/Level2Sciencesyllabus



• Years8and9willfocusontheEssentialLearningsfortheYear9Juncture/Level5Sciencesyllabus.

The Essential Learnings listed below align with those targeted in the 2009 Queensland Comparable Assessment Tasks(QCATs)forScienceinYears4,6and9.

ThecorelearningoutcomesthatalignwiththeKnowledge&Understandinglearningstatementsareindicatedalongside the corresponding learning statements. This can be used in conjunction with the Audit Tool.

Teachers are asked to engage with learning contexts and assessment tasks that align with these aspects of the Essential Learnings in the specific junctures for their year levels.

Early Years Curriculum Guidelines (Prep – Year 1)Active learning processes: Investigating the natural world

Children think and enquire by:

•investigatingtheirideasaboutphenomenainthenaturalworld

•developingsharedunderstandingsaboutthesephenomena.

By the end of Year 3 (Year 3 Juncture)Ways of Working

Students:

• identifyandcollectdata,informationandevidence

• useidentifiedtools,technologiesandmaterials

• drawconclusionsandgiveexplanations,usingdata,informationandevidence

• communicatescientificideas,data,informationandevidence,usingterminology,illustrationsorrepresentations.

Knowledge and Understanding

Earth and Beyond

Changes in the observable environment influence life.

• Earthandspaceexperiencerecurringpatternsandnaturalcyclesofevents,includingseasons,weatherandmoon phases, and these can affect living things. (EB 2.1, EB 2.2)

Life and Living

Needs,featuresandfunctionsoflivingthingsarerelatedandchangeovertime.

• Changeoccursduringthelifecycleoflivingthings.(LL2.2)

• Livingthingsdependontheenvironmentandeachother.(LL2.3)



Students:

• evaluateinformationandevidencetosupportdatagatheredfromactivitiesandinvestigations

• drawconclusionsthataresupportedbyevidence,reproducibledataandestablishedscientificconcepts

• communicatescientificideas,dataandfindings,usingscientificterminologyandformatsappropriatetocontext and purpose

• reflectonlearningtoidentifynewunderstandingsandfutureapplications.


Science as a Human Endeavour

Science relates to students’ own experiences and activities in the community.

• Scientificideascanbeusedtoexplainthedevelopmentandworkingsofeverydayitems.

Earth and Beyond

Changes and patterns in different environments and space have scientific explanations.

• Theearth,solarsystemanduniversearedynamicsystems.(EB3.1)

Energy and Change

Actions of forces, and forms and uses of energy, are evident in the everyday world.

• Forcesmayactatadistanceormayneedtobeincontactwithanobjecttoaffectit.(EC3.1)


Students:

• evaluateinformationandevidenceandidentifyandanalyseerrorsindata

• drawconclusionsthatsummariseandexplainpatternsindataandaresupportedbyexperimentalevidenceand scientific concepts

• communicatescientificideas,dataandevidence,usingscientificterminologysuitedtothecontextandpurpose

• reflectonlearning,applynewunderstandingsandidentifyfutureapplications.


Science as a Human Endeavour

Science impacts on people, their environment and their communities.

• Scientificknowledgehasbeenaccumulatedandrefinedovertime,andcanbeusedtochangethewaypeoplelive. (SS 4.1)

Earth and Beyond

Interactions and changes in physical systems and environments can be explained and predicted.

• Gravitationalattractionbetweenobjectsinthesolarsystemholdstheminfixedorbits,andhaspredictableeffects on the earth. (EB 4.1)

Energy and Change

Forces and energy can be identified and analysed to provide explanations that benefit community lifestyles and decision making.

• Themotionofanobjectchangesasaresultoftheapplicationofopposingorsupportingforces.(EC4.1)



Students:

• researchandanalysedata,informationandevidence

• evaluatedata,informationandevidencetoidentifyconnections,constructargumentsandlinkresultstotheory

• drawconclusionsthatsummariseandexplainpatterns,andthatareconsistentwiththedataandrespondtothe question

• communicatescientificideas,explanations,conclusions,decisionsanddata,usingscientificargumentandterminology, in appropriate formats.

Knowledge and UnderstandingScience as a Human Endeavour

Responsible and informed decisions about real-world issues can be made through the application of science knowledge.

• Responsible,ethicalandinformeddecisionsaboutsocialprioritiesoftenrequiretheapplicationofscientificunderstanding. (minor aspect of SS 5.3)

Earth and Beyond

Events on Earth and in space can be explained using scientific theories and ideas including the geological and environmental history of the earth and the universe.

• Geologicalevidencecanbeinterpretedtoprovideinformationaboutpastandpresentevents.(EB5.1,EB5.2)

Energy and Change

Forces and energy are identified and analysed to help understand and develop technologies and make predictions about events in the world.

• Energyisconservedwhenitistransferredortransformed.(EC5.2)

Natural and Processed Materials

The properties of materials are determined by their structure and their interaction with other materials.

• Chemicalreactionscanbedescribedusingwordandbalancedequations.(NP6.2)


science Inquiries The inquiries in this resource allow students to:

• applyscientificknowledgetoexplainandpredicteventsandtoreconstructtheirunderstandingsofthephysical and biological worlds

• usethepracticesanddispositionsofscientificinvestigation,reflectionandanalysistorefineknowledgeandpose new questions

• usescientificlanguagetocommunicateeffectivelythroughengagementwiththefollowingorganisersandlearning areas:

Active Learning Processes (EYCG)The focus in Active learning processes is on thinking, investigating, imagining and responding. In this area, children develop investigative processes, positive dispositions towards investigating, and understandings about natural, built, social, technological and virtual environments. Children also develop their abilities to express ideas creatively using a variety of experiences, media and artistic forms related to dance, drama, media, music and visual arts.

Thinking processes are embedded in all early learning areas. Teachers need to consider explicitly what types of thinking are included in learning experiences when planning for, interacting with, monitoring and assessing, and reflecting on learning across the curriculum.

Some important thinking processes evident in the learning statement overviews include inquiring, exploring, investigating,challenging,planning,evaluating,consideringalternativestrategies/ways,analysing,reflecting,predicting, designing and comparing.

Science as a human endeavour (Science & Society)This organiser is about the way science influences society through its way of thinking and world view as well as the way societal challenges or social priorities influence the development of scientific research. It highlights the need for informed, evidence-based decision making about current and future applications of science that impact on society and the environment and on other social and ethical issues. It acknowledges that science has advanced through, and is open to, the contributions of many different people from different cultures at different times in history and offers rewarding career paths.

It acknowledges that in decisions about science and its practices, moral, ethical and social implications must be taken into account.

Earth and Beyond The universe, of which the Earth is a part, has many components. Students explore ideas about the dynamic nature of the Earth, solar system and universe. They develop an understanding of the scales of time and space over which events on the Earth and in the universe occur. They investigate the many ways in which living things use the Earth, solar system and universe as resources and recognise the effects of this use.

Life and LivingLiving things have great diversity of structure and lifestyle; they interact with each other and with the world in which they live. Students collect information about the ways organisms live in order to develop an understanding of those structures which enable living things to function effectively in their environments. Students identify patterns of interactions within environments. They recognise that these interactions contribute to the dynamics of environments.

Energy and ChangeThe world in which we live has been moulded by forces which influence the motion, shape, behaviour and energy of objects. The efficient control of energy transfer and transformation is integral to the organisation and development of life.

Students explore the effects of forces in their lives. They consider methods of harnessing energy, the way energy is used, and the social and environmental consequences of energy use.

Natural and Processed MaterialsProperties of materials are determined by their underlying structure. Materials can be grouped according to different properties. Students study the ideas that scientists have about the structure of materials. They investigate the properties of materials, how these properties can be changed, and the effect of changes on the usefulness of materials. They interpret data on factors which affect the rate at which materials react.

English ResourcesTeaching the Exposition Genre P-3 Resources ‹

Years 4 & 5 Resources ‹Years 6 & 7 Resources ‹Years 8 & 9 Resources ‹

P-3

Re

so

ur

ce

s


earLy years P-3engLIsh foCus for 2009 expositions

Resources to support learning and teaching This resource package provides support materials for teachers of English in Prep and Years 1, 2 and 3. These materials have been prepared to assist teachers plan, teach, assess and moderate in the Key Learning Area of English based on the following documents:

Early Years Curriculum Guidelines Languagelearning&communication:OralLanguage

English Syllabus 1-10 Sub-strands •SpeakingandListening •WritingandShaping

English Essential Learnings - QCAR framework Organisers •SpeakingandListening •WritingandDesigning •LanguageElements •LiteraryandNon-literaryTexts

Please note:

The resources in the following pages of this kit are provided for teachers to:• useasmodelstosupportthedesignoftheirownlearningactivitiesandassessmenttasks• adaptthemtosuittheirparticularstudentgroup/sandlearningcontext• implementaspresented.

Requirements for 20091. All teachers of English in P-9 select a text type from the genre category of Expositions (see Figure 1, Page 30)

that is developmentally appropriate for the phase of learning.

2. Teachers plan, teach, assess and make judgements about students’ achievement in the focus text type.

3. Teachers use this data to participate in moderation activities within and between schools.

Teachers of P-1:

o identify a negotiated context that provides students with an opportunity to purposefully engage in constructing a spoken text for the purpose of explaining, or commenting and giving opinions

o gather evidence of students’ learning through everyday classroom experiences

o annotatestudentsample/demonstrationofaspokenexpositorytext

o make judgements about students’ learning and development using EYCG set of rubrics and Level 1 Learning Outcomes/Year3JunctureEssentialLearnings.

Teachers of Years 2-3:

o identify a context (connected or English specific) that provides students with an opportunity to construct a text type for the purpose of explaining, or commenting and giving opinions

o develop criteria that support the making of teacher judgements about the standard of achievement

o annotatestudentsampleofaspoken/signed,writtenormultimodalexpositorytext

o make judgements about children’s learning and development.

ConTenTs.. . . . . . . . . . . . . Page

Expository Genre ............................................ 34

Distinguishing features of text types within the Expository Genre ........ 35

Mentor Texts ................................................... 38

Annotated Text Models .............................. 38

Annotated student work samples with accompanying criteria....................... 42

Analysing student texts ..............................46

Focus of assessment .................................. 47

Using an Inquiry Approach ........................ 50

Teaching the Expository Genre ............... 51

Planning an English Inquiry ........................ 52

Workingatthegrammatical level of the text ............................................... 57










Figure 1 indicates the text types that students in P-3 can engage with. A full diagram indicating all the text types coveredfromPto9isincludedintheEnglishOverviewintheintroductorysectionoftheCTJInformationKit.

*explanation (s, l, r, v, w, d)

*obs

erva

tion co

mm

ent (s, l, w

, d)

*opinion (s, l, r, v, w

, d)





Early years P-3 M

iddle Years 4-5 Middle Years 6-9

To Senior Years

s: l: r: v: w: d:

speakinglisteningreadingviewingwritingdesigning

Figure 1


distinguishing features of text types within the expository genre(Materials in this section are adapted from English in Years 1 to 10 Queensland syllabus materials, A guide to genres in English, Department of Education, Queensland, 1994)

The purpose of this material is to describe the distinguishing features of text types within the Expository genre. It is for teacher reference. It assists teachers become familiar with the range of text types to enable them to identify and select features that will help their students to interpret and construct texts. Teachers use their professional knowledge of their students’ level of language development to model the text appropriately and scaffold the acquisition of a shared language for talking about the features of the language within the genre.

explanation

Important aspects

Explaining is a fundamental language process that children are exposed to from an early age. Young children frequently ask both quite challenging questions and are given explanations that generally satisfy their thirst for knowledge. The act of explaining outlines how things work; how tasks are done; and the way events occur. It also involves giving reasons why events occur and why things work as they do. The explanation involves a logical sequence of events. For students it is an essential genre for accumulating knowledge about the world and demonstrating that knowledge. Teachers need to ask the correct questions to provide children with the opportunity to respond with an appropriate explanation of what they know and understand.

Relationship with other genres

• canbepartofproceduresandreportgenres• cancontaindescriptions• canbeaccompaniedbyvisualssuchasdrawingsordiagrams

Con

text

Social Purposes • togiveanaccountofhowsomethingworksortogivereasonsforhowsomethingoccurse.g.Howdoesitwork?Whydoesithappen?

Aspects of social context

Explanations are a widely-used text type in the community as well as across all learning areas in the Early Years context.

Subject Matter • thething being explained and the processes involved. Young children use the process of explaining for personal experiences and concrete knowledge.

Roles • thepersonexplainingasanexpert• theaudiencecouldbealearneroranotherexpert

Relationships

• explanationswrittenforyoungchildrenfrequentlyadoptafriendlytone,avoidingtechnical language and addressing the reader as inYoucanseeinthediagram…

• childrenpresentexplanationsinfamiliarinformalcontextsforafamiliaraudienceand their language reflects this

Mode

Explaining can be a complex operation for young students, because it requires the organisation of a sequence of processes (verbs). Students first need to develop in their oral language and cognitive processing, before they can move from their spoken explanations towards the process of writing explanations effectively.• spoken&visual(YearsP-1)• spoken,written&visual(Years2-3)

Medium • awiderangeincludingencyclopaedias,books,internet,TVprograms

Sig

nific

ant

text

ual f

eatu

res Generic Structure

title - In P-3, the title tends to be a question such as Howdoesyourtoywork?Howdoyouplay…?

- In 2-3, How and Why questions are used such as Whydoes Cinderella need her fairy godmother’s help to go to theball?

a general statement - which lets the audience know what is being explained

a sequenced explanation

- a simple sequence of events

Cohesion • Connectives• Conjunctions

- linking words to indicate time e.g. first, then- signal words to indicate cause and effect e.g. because

Vocabulary • everydaylanguage• canbesubject-specifice.g.skateboard,helmet,wheels

Grammar

Participants - noun groups and pronouns that usually refer to general participants as in wind, computers, living things, they, them

Processes - mainly action verbs and verb groups as in changes, explodes, goes down creating a simple sequence

Visual language • diagrams,drawingsandothervisualscancarryallorpartofthemessage.


observation Comment

Important aspects

This early childhood text type capitalises on children’s ability to express their ideas, thoughts and feelings about their personal experiences or creative endeavours. In response to someone’s interest, the child talks about the experience and makes a comment such as I didn’t like that movie. It was scary. The child knows how to express an opinion and to give a reason for a particular point of view. The comment is an early example of an argument.


• commentcanleadontoopinionsandsimpleargumentswherethestudentexpresses an individual point of view

• oftenoccursinconjunctionwithcreatingartworks,constructionsandinplay• cancontainelementsofdescription,recount,andexplanation

Con

text

Social Purpose • tointerpretandcommentonexperiencesandonresponsestothem

Social context

This text type occurs in the home or classroom when opportunities arise for a child tosharehis/herideas.Thismayoccurincidentallyorbeplannedforbytheteacher.Sometimes a scribe records the observation comment. Genuine interest and a warm, accepting environment encourage this expression of ideas.

Subject Matter• isrelatedtothechild’sexperience• canberelatedtoanartwork,construction,experienceortext

Roles• child:aninformationgiver,commentator• audience:whosometimesscribesatthechild’sdirection

Relationships

• audiencecanbeaparentorteacherorlessfrequently,anotherchild.Thechildhas the knowledge about the experience and a point of view and so is the authority. However,theotherperson,ifanauthorityfigure,isinapositiontoshapetheamountand type of information given, for example by the type of questioning.

Mode • spoken,visual,written(dependentonchild’slevelofdevelopment)

Medium• face-to-facecommunication–canincludescaffoldingandinterpretationofachild’s

expression of a point of view • writing–canbethechild’s,orthescribe’swrittenunderthechild’sdirection

Sig

nific

ant

text

ual f

eatu

res

Generic Structure• abriefdescription• acommentreflectingontheexperienceandgivinganevaluation/opinionsuchasI

liked the dog. The child may need encouragement to speak or to elaborate.

Cohesion• pronounreferenceasin I didn’t like that movie. It was too scary; links the ideas. This

reference can be unclear although a face-to-face situation allows for clarification and feedback.

Vocabulary• isinformalanddependsonthelanguagebackgroundofthechild• canbescaffoldedbyadultcomments

Grammar• personalopinionsareoftenexpressedusingthinkingandfeelingverbs(theseare

mental verbs) as I think the big dog is funny and jumpy; I like that happy song.

Pronunciation • variesaccordingtothechild’sbackgroundanddevelopment

Intonation and rhythm

• risingintonationfromthechildcanindicatethathe/shehasn’tfinishedspeaking;falling intonation indicates the end of the speaker’s turn and can be a cue for further questions.


opinion

Important aspects

An opinion is a point of view on a topic based on a personal judgment. An opinion is notnecessarilyafact,evenifitissupportedbyareason.Whenthechildrespondsbygiving an opinion of a story or giving reasons for their point of view, they are providing an early example of the genre of arguing. The resources used in the genre of arguing (persuading), especially in speech, are very much part of a child’s everyday life. The aim in the early years of schooling is to develop this oral proficiency in giving opinions. In time the students can apply these skills to the written form of the genre.


At this stage of development, opinions often resemble explanations. This is because arguments and explanations of why, both deal with causes. The distinguishing feature is that the opinion is concerned with persuasion. The purpose of explanation is to outline a process which may involve some level of interpretation. • canbepartofadescriptionorexplanation• canbeaccompaniedbyvisualssuchasdrawingsordiagrams

Con

text

Social Purpose • toexpressanopinionandtogivereasonsforaparticularpointofview


• opinionsareawidely-usedtexttypeinthecommunity

Subject Matter • isrelatedtothechild’sexperienceandinterests

Roles • thepersonputtingforwardanopinionandgivingreasonstosupportit(expert)

Relationships • theaudiencebeinginformedofthatopinion

Mode • spoken&visual(YearsP-1) • spoken,written&visual(Years2-3)

Medium • awiderangeincludingmagazines,internet,children’sTVprograms

Sig

nific

ant

text

ual f

eatu

res Generic Structure

an opening statement - which lets the audience know what is the viewpoint or proposition as in I think we should save water and protect our environment.

an elaboration - simplestatement/sprovidingevidencefortheviewpointas in: Many places in Australia have a drought and there is not much water in the dams. The dams dry up quickly if we use too much water and the environment will get damaged.

conclusion - canbeincludedifthespeaker/writerchoosestosumuptheir viewpoint as in This is why we should save water and help our environment.

Cohesion• Conjunctions - Conjunctions can be used to link points in the argument

as in and, because.

Vocabulary• everydaylanguage• relatedtothetopicasinAustralia, drought, dams

Grammar

Pronouns (voice) - at this level the personal voice is used for a personal opinion as in the first person pronouns I, we

Processes - Mental (thinking) verbs are used when expressing opinions as in think, believe

Visual language • diagrams,drawingsandothervisualscancarryallorpartofthemessage.


menTor TeXTsMentor texts are published texts. They are quality examples of the kind of writing and designing being required of students. As authentic texts they demonstrate writing for an authentic purpose and intended audiences and serve to show the students how to construct the text type well.

The students are introduced to the text as readers. They are then helped to identify the writing skills and strategies the author is using to achieve a particular purpose within particular stages of the text.

This engagement with the mentor text is highly-focused and short and does not need to deal with the whole text at a particular ‘reading’. The use of mentor texts demonstrates for students the power of the connection between reading and writing.

Reference:DorfmanL.R.&CappelliR.(2007)Mentor Texts. Portland, Maine: Stenhouse Publishers.

annoTaTed TeXT modeLsIf students are to write successfully in a particular genre, they need to become familiar with its purpose and features through immersion in the genre by exploring sample texts.

The teacher as a writer composes a text which is similar to the one to be written later as a joint construction by the class and then independently by the students. This text is a model of criteria at an A standard.

In the Modelling Phase, when students are being exposed to examples of the selected genre and text types, the teacher is able to plan explicitly and use the metalanguage, the language for talking about language and texts, with students. This explicit teaching develops students’ understanding of the genre category and the particular text type–itspurpose,structure,textorganisation,languagefeaturesandthecraftingofwritingtoinfluencereaders.

The focus of Modelled writing (5-10 minute session) is on the explicit planning and demonstration of selected writing behaviours. Each modelled writing session builds on students’ experiences, current understandings and prior knowledge. Students might need many repeated demonstrations before they can apply the understandings to their own writing. It is important to explicitly model all aspects of writing. It may be benefical to work on the

sametextoverseveralModelledWritingsessions,demonstratingallaspectsofwriting.

year 1 modelled Text: opinion

Title: Context for opinion (can be negotiated with child/children)

Main Point

Point and elaboration

Conclusion

Cohesion: Use of related words as in litter, rubbish, gutter, rubbish

Nounpronounreferenceasinrubbish, it

Simple conjunctions to link points as in because

Grammar:Noungroupsrelatedtothetopic

Thinking verbs when giving an opinion

Capital letters, full stops and use of an exclamation mark for emphasis

Generic Structure

Litterbug

I think we make a lot of litter at school.

Whenwedroprubbishitcango into the gutter. The rain can wash it away. It can end up at the beach and in the bush.

Don’t be a litterbug!

Text Model Language Features


year 3 modelled Text: explanation

The title is a question

Description of the characters and event

Explanatory sequence of logical steps

Conclusion

Cohesion:time/sequenceconnectives as first, next, finally, when, and then, afterConjunctions: causal as in because

Vocabulary: topic words as woods, three bears, Baby Bear, house,chair,bed…

Participants: noun groups adding detail as little girl, the right temperature, neatly-made beds, cheeky intruder

Processes: Verb groups, many material/doing/actionaseats, tries out, sits down, goes, chooses

Sentences punctuated with capital letters and full stops.

Commas and exclamation marks signalmeaning.Wordsboldedforemphasis.

Generic Structure

How does Goldilocks make Baby Bear angry?

Goldilocks goes into a house in the woods when the three bears are out for a walk.

First, she eats all of Baby Bear’s porridge because it tastes just right.

Next,shetriesoutthethreechairs.WhenshesitsdownonBabyBear’schairshe smashes it to pieces.

Finally, Goldilocks goes upstairs. She climbs on the neatly-made beds and chooses Baby Bear’s bed to sleep in.

Baby Bear comes home and he is angry becausehehasnobreakfast.Hisfavourite chair is just wood and bent nails.

Whenhegoesupstairsheseesthegolden-haired girl in his room. She has messed his bed after he spent so much time making it.

This cheeky girl has caused him a lot of trouble. Grrr!! Grrr!!

Text Model Language Features


annoTaTed sTudenT WorK samPLes WITh aCComPanyIng CrITerIaPrep: A spoken explanation of how a toy worksContext: An informal conversation with the child about his favourite toy and how it works.

The transcript of the student’s conversation illustrates student achievement across the Early Learning phases.

LLC 1: Language Learning & Communication: Oral languageChildren expand their oral language by:



• interacting with peers and familiar adults using, with support, the conventions associated with formal and informal group settings, including attentive listening.

Becoming aware Exploring Making Connections Applying

Withexplicitsupport,thechild uses simple language patterns and limited vocabulary and listens to discussions about using language conventions in social and learning situations.

Withsupport,thechildtries out new language patterns and vocabulary and shares some ideas about language conventions used in social and learning situations.

Withprompts,thechildchooses appropriate language patterns and vocabulary for identified purposes and contributes to discussions about the appropriate use of language conventions.

The child uses vocabulary needed for classroom learning experiences and adjusts the use of language patterns, and conventions for familiar social and learning situations.

(Exploring Phase in Early Years Curriculum Guidelines)

Teacher: HowdoestheThunderbird’sphonework?

Child: Yep, (sound from rocket) makes sound from those buttons out the back there

Teacher: Soyouhavetopushthebuttonstomakethesound?

Child: Ah (presses a button)

Toy: “Timesrunningoutbrother”

Child: Ah that’s on that one (indicating a particular button. Then presses a different button)

Toy: “Thunderbird3tobase.Standbyforblastoff”(anoise from rocket)

Child: That’s from the back.

Teacher: Howdoestherocketgetintotheairfromtheisland?

Child: Ah well. There is stair. Goes oo oo oo then blasts off to get you there. Gets on there and there’s a 4 on the base. (Referring to the bottom of the rocket)

Teacher: Andisthatupinspace?

Child: Yes

Teacher: And how does it get back down from space once it is upinspace?

Child: Because it goes right in on there. (Attaches parts of the toy together) Gets people on there (points to where the people go in the toy)

andthengoespstsh……………thenthisgoesbackthere, (positions toy) then the end then goes chinoo……………(Movesarmstodemonstrate)thenall the thunderbirds are coming out (gives a wide gesture).

Uses everyday terms related to the topic as in “Yep, Ah that’s the one, stair,sound,back”and some subject specific words as in “base, blasts, Thunderbirds”

Relies on simple sentences/statements as in “Ah that’s on that one; that’sfromtheback”

Uses simple connectors to link ideas as in “ then blasts off to get you there; Gets on there and there’s a four on thebase.”

Uses strategies when speaking i.e. sound effects and actions to convey meaning when lacking the vocabulary

Interprets simple questions

Teacher’s annotations >

Makes sense of a spoken interaction with the teacher

Communicates using an explanation in response to planned or unplanned talk in a classroom context

Assumes a shared background with the teacher when speaking and listening

Student’s text >



Prep: a spoken explanation in response to the question: “Why is that page your favourite?” Context: The child was asked to tell the teacher about the book she was reading. The child made a comment about her favourite page. The teacher asked for an explanation as to why it was her favourite page.

The transcript of the student’s spoken explanation illustrates student achievement across the Early Learning phases.




• interactingwithpeersandfamiliaradultsusing,withsupport,theconventionsassociatedwithformaland informal group settings, including attentive listening.

Becoming aware Exploring Making Connections Applying

Withexplicitsupport,thechild uses simple language patterns and limited vocabulary and listens to discussions about using language conventions in social and learning situations.

Withsupport,thechildtries out new language patterns and vocabulary and shares some ideas about language conventions used in social and learning situations.

Withprompts,thechildchooses appropriate language patterns and vocabulary for identified purposes and contributes to discussions about the appropriate use of language conventions.


(Applying Phase in Early Years Curriculum Guidelines)

Teacher: …andwhyisthatyourfavouritepage?

Child: Because I like bumble bees and it looks cute (laughs) because it’s looking that way and the honey makes a good background for it.

Teacher: Do you know how bees make honey?(Idon’t.)

Child: They get nectar from flowers and then they stir it up or somethingandthentheyum…and then the bee man put in these little pots and they bring it to a little factory maybe and they get some pots and put the honey in the pots. (Maintains eye contact with teacher throughout explanation.)

Provides some background information by providing supporting ideas for the listener as in “I like bumblebees;thebee…..itslokingthat way and the honey makes a goodbackgroundforit”

Uses everyday terms related to the topic as in “It looks cute, looking thatway”andsomesubjectspecificwords as in “nectar, factory, honey inpot,bumblebees”

Experiments with more complex sentence structures to provide some more information as in “BecauseIlike…anditlooks…because its looking.. and its near ..and the honey; Get nectar from flowers…andthen…andthen…andthen…andthey…andthey..andput”

Experiments with strategies when speaking i.e. makes eye contact, smiles at and laughs with the teacher

Interprets simple questions


Makes sense of a spoken interaction with the teacher

Communicates using an explanation in response to planned or unplanned talk in a classroom context

Student’s text >



year 1: a spoken explanation Context: The child constructed model machines using environmental materials and wrote the following response to thequestion:Howdoesyourmachinework?Thisisthefirstdraftscribedbytheteacherasthechildreadbackhiswriting.(WorkSamplesEnglishK-6BoardofStudiesN.S.W.1998)




• interactingwithpeersandfamiliaradultsusing,withsupport,theconventionsassociatedwithformalandinformalgroup settings, including attentive listening.

The transcript of the student’s spoken opinion illustrates the student’s demonstration of learning in Level 1of English KLASpeaking&ListeningordemonstrationofaspectsoftheYear3JunctureoftheEnglishEssentialLearnings.

Connections ApplyingLevel 1 English:

Speaking & Listening

Aspects of Year 3 Juncture English

Essential LearningsWithprompts,thechildchooses appropriate language patterns and vocabulary for identified purposes and contributes to discussions about the appropriate use of language conventions.


Students:

• constructbrieftextsfor a small range of purposes Cu 1.1.1

• maintainatopicinabrief text by drawing on personal experience or knowledge of familiar texts Cu 1.1.2

• sequenceinformationin intelligible ways and link ideas using simple conjunctions Op1.1.1

• usepatternsofsimplesentences and some topic-related words Op1.1.2

Students:

Describe/explainhowsomething works.

Describe subject matter and include supporting ideas and details.

Sequence main ideas using supporting ideas and details.

Use pronouns to take the place of nouns to which they are referring.

Use conjunctions to join two phrases or clauses.

Select vocabulary to describe the subject matter.

I made a wepasnepa. The scroo holds the blaDs Togata u open and cLos The blaDs to cat The grs.

I made a whipper snipper. The screw holds the blade together. You open and close the blades to cut the grass

Language features

Cohesion: use of related words as in whipper snipper, screw, blades, cut

Grammar:

Noungroups-relatedtothetopicinwhipper snipper, screw, blades,

Verbs; action verbs to create a simple sequence as in holds, open, close, cut

Generic structure

The title is the teacher’s question: Howdoesyourmachinework?

A general statement which lets the audience know what is being described/explained.

A simple sequence



Transcript of student’s text >


year 1: a spoken opinionContext: Students talked about books they enjoyed and then gave their opinion of their favourite author. Discussing students’ opinions on topics or issues and asking them why they think that way can be the first steps in developing the skills of arguments.





The transcript of the student’s spoken opinion illustrates the student’s demonstration of learning in Level 1of EnglishKLASpeaking&ListeningordemonstrationofaspectsoftheYear3JunctureoftheEnglishEssentialLearnings.

Connections ApplyingLevel 1 English:

Speaking & Listening

Aspects of Year 3 Juncture English

Essential LearningsWithprompts,thechildchooses appropriate language patterns and vocabulary for identified purposes and contributes to discussions about the appropriate use of language conventions.


Students:

• constructbrieftextsfor a small range of purposes Cu 1.1.1

• maintainatopicinabrief text by drawing on personal experience or knowledge of familiar texts Cu 1.1.2

• sequenceinformationin intelligible ways and link ideas using simple conjunctions Op1.1.1

• usepatternsofsimplesentences and some topic-related words Op1.1.2

Students:

Convey an opinion that is positive.

Describe subject matter and include supporting ideas and details.

Make meaning clear by sequencing ideas and information.

Use pronouns to take the place of nouns to which they are referring.

Use conjunctions to join two phrases or clauses.

Select vocabulary to describe the subject matter.

Transcript of oral text

My favourite author is

Chris Van Allsburg because he makes good books and I

like the way he draws and he teaches lessons.

Language features

Cohesion: conjunctions are used to link points in the point of view as in the because, and

NounpronounreferenceasinChris vanAllsburg…he…he

Thinking verbs are used when giving opinions as in I like

Action verbs in the present tense as in makes, draws, teaches

Generic structure

Begins with a point as in My favourite authoris…, which is supported by elaborations as in because he makes good books and I like thewayhedraws…


Teacher’s annotations >Transcript of student’s text >


year 3 student sample text: a written opinion

The student’s written opinion illustrates demonstration of learning in the Year 3 Juncture of the English Essential Learnings at a Sound Standard as indicated on the criteria sheet on the next page.

Protecting our Environment

I think we should plant more trees.

Trees soak up gas. It goes into their trunks and roots and branchs and leaves. Then they breath out clean air for animals and humans to breath in.

Ourwildlifeneedstobeprotected.Trees attract animals to an area becuse they can find food and shelter there.

I think we should plant more trees to protect our environment and help animals and people.

Language Features

Cohesion:

Use of related words as in protect, environment, plant trees

Use of word sets as in trees, trunks, branches, leaves

Nounpronounreferenceasintrees, animals, they

Conjunctions to link points as in and, then

Grammar:

Noungroupsrelatedtothetopic as in gas, air, wildlife, animals, environment

Verb groups as in soak up, breathe out, attract in present tense

Thinking verbs used when giving an opinion

Personal pronouns when giving an opinion as inI&we

Capital letters, full stops

Spelling: correct spelling of high frequency and most topic-specific words

Generic Structure

Title: Context for opinion (can be negotiatedwithchild/children)

Main Point (Thesis)

Point and elaboration to express opinion

Point and elaboration to express opinion

Conclusion (re-statement)


Teacher’s annotations >Student’s text >


Task specific descriptorsA

sses

sabl

e el

emen

ts

Kno

wle

dge

and

Und

erst

andi

ngC

onst

ruct

ing

Ref

lect

ing

Stu

dent

s kn

ow a

nd u

nder

stan

d th

at a

n op

inio

n ex

pres

ses

thei

r po

int

of v

iew

abo

ut a

fam

iliar

to

pic

of in

tere

st t

o a

fam

iliar

and/orparticularaudience.

Stu

dent

s co

nstr

uct

an o

pini

on a

bout

a t

opic

of i

nter

est

usin

g:

•Genericstructure:openingstatementtoidentifythetopic;the

mainpoint/swithelaborations

•Languagefeatures:cohesivetiese.g.repeatedorrelated

wor

ds, s

impl

e pr

onou

ns a

nd s

ome

sim

ple

conj

unct

ions

e.g

. an

d, b

ecau

se, w

hen,

to

sequ

ence

the

tex

t; sh

ort

noun

and

ver

b gr

oups

; thi

nkin

g ve

rbs

e.g.

I th

ink,

I be

lieve

; per

sona

l voi

ce e

.g.

pers

onal

pro

noun

s - I

and

we

Stu

dent

s re

flect

on

the

effe

ctiv

enes

s of

the

ir la

ngua

ge c

hoic

es a

nd w

ays

of

impr

ovin

g th

eir

use

of E

nglis

h th

roug

hout

th

e co

nstr

uctio

n of

the

tex

t.

Descriptions of evidence of the standard of work

The

stud

ent:

•selectssubjectmatter

appr

opri

ate

for

a pa

rtic

ular

fa

mili

ar a

udie

nce

•developsthesubject

mat

ter

by

prov

idin

g m

ore

elab

orat

ed d

etai

ls

The

stud

ent:

•followsthepatternofgenericstructureandprovidesmore

elab

orat

ing

deta

ils•extendsthenounandverbsgroupstoconveymoreinformation

•useslanguagefeaturestocreateacohesivetext

•usespunctuationincludingsomecommastosignalmeaning

•spellsfamiliarandunfamiliarwords(includingsometechnical

wor

ds) c

orre

ctly

The

stud

ent

:

•makeschangestothetextduring

the

wri

ting

proc

ess

to m

ake

it m

ore

effe

ctiv

e

•reflectsonhowthechangesmadeto

the

text

hel

p ac

hiev

e th

e pu

rpos

e of

th

e te

xt

•usesfamiliarsubject

mat

ter

•developsthesubjectmatter

by p

rovi

ding

sup

port

ing

deta

ils

•replicatesthegenericstructureincludingthemainpointasan

introduction,furtherpoint/sandsomeelaboration

•usessimpleandcompoundsentencestobuildsubjectmatter

•useslanguagefeaturestocreateanorganisedandsequenced

text

•usespunctuationtosignalmeaning

•spellshighfrequencyandtopicspecificwordscorrectly

•useswritingprocessesof

plan

ning

, dra

ftin

g, r

evis

ing,

edi

ting,

pr

oofr

eadi

ng, p

ublis

hing

and

ref

lect

ing

in t

he c

onst

ruct

ion

of t

he t

ext

•reflectsonhowsuggestedchanges

to t

he t

ext

may

mak

e th

e m

eani

ng

clea

rer

for

the

audi

ence

•selectsatopic

•developsthesubject

mat

ter

by in

clud

ing

brie

f su

ppor

ting

deta

ils.

•statesthetopicandexpressesanopinonwithabriefexplanation

•usessimpleandsomecompoundsentences

•usessomelanguagefeatures;aswellasfeelingverbs(e.g.Ilike)

•usescapitalsandfullstopstopunctuatesentences

•spellssomefamiliarwordscorrectly.

•attemptstoidentifysomeofthe

wri

ting

proc

esse

s us

ed d

urin

g th

e co

nstr

uctio

n of

the

tex

t•reflectsonanychangesthathave

been

mad

e to

the

tex

t .

Junc

ture

3 E

nglis

h Ex

posi

tory

Tex

t (O

pini

on)

Stu

dent

nam

e:

STA

ND

AR

DS

Evid

ence

of

aVeryHigh

stan

dard

Evid

ence

of a

HighStandard

Evid

ence

of

a S

ound

S

tand

ard

Evid

ence

of

Bel

ow

Sta

ndar

d

Evid

ence

of

WellBelow

stan

dard


guiding Questions for analysing student texts in the early yearsThe Framework of Guiding Questions has been provided to assist teachers with their understanding of, and language for, analysing students’ texts. They are to help teachers annotate student work samples and to see where and how learning is demonstrated.

MEANING MAKER/ TEXT USER

CODE BREAKER TEXT ANALYST

Text Types

1. Hasthestudentshownalinkbetweenthepurposeofthetextandthetexttype?

2. Howhasthestudentorganizedthetext?

–usedmodelledstructure

–replicatedtypicalgenericstructure

Subject matter

3. Whatsubjectmatterhasthestudentdeveloped?

–Hasthestudentconstructedthetextwith a small number of simple topic-relatedideas?

–Hasthestudentsequencedtwoormorefamiliar events and ordered information using some detail and supportive illustrativematerial?

4. Whatvocabularychoiceshasthestudentusedtodevelopthesubjectmatter?

–asmallrangeoftopicrelatedwords

–shortnoungroupswithadjectives,adjectival phrase

–simpleverbgroups

5. Hasthestudentchosen to represent people, places, eventsandthings?

–throughchoiceof images, simple fonts, typical facial and body movements

Roles and Relationships

6. Hasthestudentshownanawarenessofaudienceinanyway?

7. Whattypeofsentenceshasthestudentused?

–simplesentencesconstructedasstatements, commands, questions and exclamations, some compound sentences and appropriate punctuation

Mode and Medium

8. Whatmodeoflanguagedidthestudentuse(spoken,visual,written,ormultimodal)?

Whatmediumhasbeenusedbythestudent?

9. Howdidthestudentlinkideasinthetext?

–usingmodelledsentencestructures,vocabulary, time referencing

–usingimagesandsimplefonts

–includingmusic,transitionsorsoundeffects

–usingrepeatedorrelatedwords,simplepronouns and some simple conjunctions

–usingbordersandtransitions

–includingsomegestures,musicorsoundeffects

Textual Resources

Whatstrategieshavebeenusedtospellfrequently used words and some unknown words?

–commonlyassociatedsoundsofconsonants and short vowels (phonics)

–sound-symbolrelationshipsandletter patterns (single and two letter consonants)

–onsetandrime

–addingendingswithnochangetobaseword, hearing syllables

–soundsymbolrelationships(e.g.singlevowel and consonant sounds, blends, diagraphs, long vowels, silent letter) and visual letter patterns

–basewordandtenseorpluralendings.

AdaptedfromtheStateofQueensland(QueenslandStudiesAuthority)OpenTrialConference(2005)


The focus of assessment in english in years Prep and 1The focus of assessment in Prep and Year 1 is based on the learning statements appropriate for the constructionofanExpositorytextfromtheEarlyLearningArea,LanguageLearningandCommunication:OralLanguage Learning Statement. As students move through the Early Years phases of learning teachers can make connections with the Knowledge and Understanding learning statements of the Year 3 Juncture English Essential Learnings. The corresponding core learning outcomes of the English syllabus are indicated alongside these learning statements.

early years Curriculum guidelinesLLC 1: Language Learning & Communication: Oral languageLearning statement: Children expand their oral language by:




Becoming aware ExploringMaking

ConnectionsApplying

Level 1 English KLA: Speaking

Year 3 Juncture Essential Learnings

Withexplicitsupport, the child uses simple language patterns and limited vocabulary and listens to discussions about using language conventions in social and learning situations.

Withsupport,thechild tries out new language patterns and vocabulary and shares some ideas about language conventions used in social and learning situations.

Withprompts,the child chooses appropriate language patterns and vocabulary for identified purposes and contributes to discussions about the appropriate use of language conventions.


Level 1 English Speaking English Year 3 Juncture Essential Learnings Students:

• constructbrieftextsforasmall range of purposes Cu 1.1.1

The purpose of speaking and listening includes exchanging information, sharing and exploring ideas, entertaining, supporting relationships, giving opinions and getting things done.

Formal and informal texts are ways of communicating for different purposes.

Non-literarytextsinform,reportoneventsandissues,explain,exploreideas, express opinions, conduct transactions and negotiate relationships, goods and services, and give directions.

Non-literarytextscanconveyanopinionthatmaybepositiveornegative.Cu1.1.1

• maintainatopicinabrieftext by drawing on personal experience or knowledge of familiar texts Cu 1.1.2

Main ideas and events can be sequenced and subject matter described, including supporting ideas and details. Cu1.1.2

• recallsignificantclearlystatedinformation related to the topic Cu1.1.7

Speakers and listeners use a number of strategies to make meaning, including identifying purpose, activating prior knowledge, responding, questioning, identifying main ideas, monitoring, summarising and reflecting. Cu1.1.7


• sequenceinformationinintelligible ways and link ideas usingsimpleconjunctionsOp1.1.1

In presentations, speakers make meaning clear by sequencing ideas and information and using visual aids, including objects and pictures.

Asentencecanbeasingleclauseoracombinationofclauses.Op1.1.1

• usepatternsofsimplesentences and some topic-relatedwordsOp1.1.2

Conjunctions are used to join two phrases or clauses.

Vocabulary describes, labels and sequences, and can represent people, characters,places,eventsandthings.Op1.1.2

• usevolumetosuitthesocialsituationandaudiencesizeOp1.1.3

Wordsandphrasing,volumeandpitchcanaddinterestandemphasis,clarifymeaningandbemonitoredbylisteners.Op1.1.3

• useintonationappropriatefor statement, question or commandOp1.1.4

Auditory, spoken, visual and nonverbal elements provide details necessary for making meaning about the representations of people, places and things.Op1.1.4

• experimentwithdifferentwaysof representing people, places, events and things drawn from own experiences or from other texts, by changing: volume; facial expressions and gestures; music and sound effects Cr 1.1.1

Nouns,verbs,adjectives,adverbsandprepositionalphrases,developandelaborate ideas and portray people, characters, places, events and things in different ways.

Vocabulary describes, labels and sequences, and can represent people, characters, places, events and things. Cr 1.1.1

The focus of assessment in english in years 2 and 3The focus of assessment in Years 2 and 3 is on the learning statements appropriate for the construction of an ExpositorytextfromtheWaysofWorkingandKnowledgeandUnderstandingcomponentsoftheYear3EnglishEssentialLearnings.ThelearningstatementsfromtheSpeakingandtheWriting&Designingorganisersareused in conjunction with the learning statements from the organisers of Language Elements and Literary and Non-literarytexts.

The core learning outcomes of the English syllabus are indicated alongside the corresponding learning statements.

Ways of Working By the end of Year 3, when constructing expository texts, students are able to:• identifyaudience,purposeandtexttype

• identifymainideasandthesequenceofevents,andmakesimpleinferences

• recogniseandselectvocabularytodescribesubjectmatter

• constructsimplenon-literarytextsbyplanningandbyusingpriorknowledgeandexperiencetomatchanaudience and purpose

• reflectonandidentifyhowlanguageelementsintextsrepresentpeople,characters,places,eventsandthingsin similar and different ways.

Knowledge & Understanding Speaking involves using oral, aural and gestural elements to interpret and construct texts that achieve purposes in familiar contexts. • Thepurposeofspeakingandlisteningincludesexchanginginformation,sharingandexploringideas,

entertaining, supporting relationships, giving opinions and getting things done. CU2.1.1

• Speakerscanadoptdifferentrolesinformalandinformalsituations.CU2.1.3

• Spokentextsaredifferentfromwrittentexts.CU2.1.9

• Statements,questionsandcommandscontributetomakingandclarifyingmeaningduringdiscussionsandconversations. CU2.1.3


• Wordsandphrasing,volumeandpitchcanaddinterestandemphasis,clarifymeaningandbemonitoredbylisteners.OP2.1.3

• Inpresentations,speakersmakemeaningclearbysequencingideasandinformationandusingvisualaids,includingobjectsandpictures.OP2.1.1;OP2.1.4

• Speakersandlistenersuseanumberofstrategiestomakemeaning,includingidentifyingpurpose,activatingprior knowledge, responding, questioning, identifying main ideas, monitoring, summarising and reflecting. CU2.1.7

Writing and designing involve using language elements to construct non-literary texts for familiar contexts.• Thepurposeofwritinganddesigningincludesreportingandconveyingsimplemessagesandinformation.

CU2.3.1

• Writersanddesignerscanadoptdifferentrolesfordifferentaudiences.CU2.3.3

• Wordsandphrases,symbols,imagesandaudiohavemeaning.OP2.3.3;OP2.3.6

• Textusersmakechoicesaboutgrammarandpunctuation.OP2.3.2;OP2.3.4

• Commonspellingpatternsofmonosyllabicwords,two-syllablewordsandhigh-frequencywords,areusedtospellfamiliarandunfamiliarwords.OP2.3.7

• Writersanddesignersuseanumberofactivewritingstrategies,includingplanning,drafting,revising,editing,proofreading,publishingandreflecting,andbyreferringtoauthoritativesources.CU2.3.4;OP2.3.7

Language Elements – Interpreting and constructing texts involve exploring and using grammar, punctuation, vocabulary, audio and visual elements, in print-based, electronic and face-to-face modes in familiar contexts.• Statementsprovideinformation;questionsseekinformation;commandsgiveorders;andexclamations

emphasise or express emotions. CU2.1.3; 2.2.4; 2.2.3

• Asentencecanbeasingleclauseoracombinationofclauses.OP2.1.1;2.2.2;2.3.2

• Textconnectivesareusedtolinkandsequencethings,ideasandevents.OP2.3.4;2.3.5

• Tenseisusedtoindicatetimeinsentences.OP2.2.3;2.3.3

• Nouns,verbs,adjectives,adverbsandprepositionalphrases,developandelaborateideasandportraypeople,characters,places,eventsandthingsindifferentways.OP2.1.2;2.2.3;2.3.3;CR2.1.1;2.2.1;2.2.2;2.3

• Pronounstaketheplaceofnounstowhichtheyarereferring.OP2.1.2;2.2.3;2.3.3;2.3.4

• Conjunctionsareusedtojointwophrasesorclauses.OP2.1.2;2.2.5;2.3.2

• Punctuationmarks,includingcapitalletters,fullstops,commas,exclamationmarksandquestionmarks,clarifymeaning.OP2.2.5;2.3.2

• Vocabularydescribes,labelsandsequences,andcanrepresentpeople,characters,places,eventsandthings.OP2.1.2;2.2.3;2.3.3;CR2.1.1;2.1.2;2.2.2;2.3

• Auditory,spoken,visualandnonverbalelementsprovidedetailsnecessaryformakingmeaningabouttherepresentationsofpeople,placesandthings.OP2.1.3;2.1.4;2.2.4;2.3.6

Literary and Non-literary Texts - Students develop an awareness of purpose, audience, subject matter and text structure of expository texts:• Textsareproducedforparticularaudiencesandtheirinterests.CU2.2.3;2.3.3

• Formalandinformaltextsarewaysofcommunicatingfordifferentpurposes.CU2.1.1;CU2.1.3

• Non-literarytextsinform,reportoneventsandissues,explain,exploreideas,expressopinions,conducttransactions and negotiate relationships, goods and services, and give directions. CU2.1.1; 2.2.1; 2.3.1

• Non-literarytextscanconveyanopinionthatmaybepositiveornegative.CU2.1.1;2.2.1;2.3.1

• Mainideasandeventscanbesequencedandsubjectmatterdescribed,includingsupportingideasanddetails. CU2.1.2; 2.2.2; 2.3.2


usIng an InQuIry aPProaCh In inquiry-based learning environments, students are engaged in activities that help them actively pose questions, investigate, solve problems, and draw conclusions about the world around them.

Taking ownership of the inquiry process allows students to become independent thinkers and to be engaged in meaningful activities that address and explore the questions they have posed.

Questioning is at the core of inquiry learning and drives the teaching and learning process.

An inquiry approach to learning is a process that includes students:

• formulatingaproblemorquestion

• searchingthroughand/orcollectinginformationtoaddressaproblemorquestion

• makingsenseoftheinformation

• developinganunderstandingof,apointofviewabout,orananswertoaquestion.

Through an inquiry approach students have the opportunity to:

• buildontheirexistingknowledgeandskills

• selecttopicsofinterest

• exploreavarietyofresources(i.e.,books,maps,primarysourcedocuments,websites,videos,audios,photographs)

• selectthebestwaytocommunicatetheirfindings

• sharewithreal-worldaudiences

• beevaluatedonbothprocessandproduct

• evaluatethemselves,theirpeers,theirresourcesandtheprocess.

an engLIsh InQuIry A quality inquiry learning sequence in English is based around a key or guiding question. Students explore the key question, and some supporting questions if appropriate, through a range of texts and language in different contexts.

Students who engage in an English inquiry into a text type within the Expository Genre could investigate and discuss connections between:

How the text is made • Questionscanbeaboutauthor,text,images,words,formatandlayout.

The structure of the text• Questionscanbeabouttexttype,genre,structuresandfeatures,languagestyleandchoice,andgrammar.

How the text relates to life• Questionscanbeaboutmakingconnectionswithexperience,ideasandissues,perspectivesonideasand

issues.

How the author makes choices• Questionscanbeabouttextsasconstruction,linguisticchoice,representation,culturalcontext.

How we might read the text• Questionscanbeabouthowpeoplefromdifferentgroupscouldreadthetext,includinginvitedreadingsand

multiple perspectives.

The literary techniques and devices operating in the text• Questionscanbeaboutlanguage,images,pointofviewand/orlayout.

How texts relate to each other• Questionscanbeabouthowothertextsmaydealwiththesametopic.

The importance of inquiry learning is that students learn how to continue learning, how to be lifelong learners.


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PLannIng an engLIsh InQuIryStudent engagement in learning is enhanced when planning in English is focussed around an inquiry into relevant aspects of text, language or literacy.

What is the English problem to be solved, question to be answered, significant task to be completed or issue to be explored through the interpretation or construction of particular texts?

This involves:

• establishingafocusofinvestigationintothelanguageusedtocreatethetexts to explain, analyse, argue, persuade and give opinions in precise and accurate ways

• exploringconnectionsbetweenthepurpose,texttype,subjectmatter,authorandaudience,modeandmedium in these texts

• introducingstudentstoaprocessthatallowsthemtotalkaboutthelanguageinthetextstheyareinterpreting and constructing.

What the teacher may do What the students may do

Negotiateasocialcontext(subjectmatterandaudience) for this unit with the students.

Suggestoptionsfromappropriatetexttype/swithinthe genre category.

Brainstorm topics of interest and possible audiences.

Participate in formulating a group decision.

Decide on an appropriate text type for presenting the information

Lead the development of an inquiry question that connects the text type and its purpose to the social context.

Participate in discussion to identify possible directions for study.

The teacher:

• createsataskthatenablesstudentstodemonstratewhattheyknowandcando

• decidesonexplicitcriteriatoguidestudentperformanceandteacherjudgementsofthespoken/signed,written or multimodal exposition

• providesafairandequitableopportunityforallstudentstodemonstratewhattheyknowandcando.


Discuss the task requirements. Ask questions to clarify the task demands.

Specify criteria for the standards of learning achievement.

Discuss what this may look like.

Indicate clear conditions for learning achievement. Discuss areas for negotiation.

Scaffold the assessment requirements with explicit teaching and learning.

Developing Field KnowledgePurpose:toinvestigatetheconcept/topicandthesocialcontextofthenegotiatedtext/s.

This stage involves:

• establishingthestudents’priorknowledgeandunderstandingoftheconceptand social context to be explored in the expository text

• identifyingtheinformationtobeincluded–Whatinformationdowewanttofindout?

• planningexperiencesthatwillprovidetheinformation–Howwillwefindouttheinformation?

What the teacher does What the students do

Establishes the extent of the students’ current knowledge and understanding of the concept and build on it.

UsesaKWLtorecordinformation.

Participate in a discussion around the concept.

Think Pair Share in groups to initiate the discussion.

Before constructing a text we need to identify

• thefield/subjectmatter

• students’priorknowledge

• meaningfullearningexperiences

• howtoorganiseandrecordinformation.

Developing Field Knowledge


DeconstructionThe purpose of this stage is to provide experiences of the text types being studied.Ithastwoparts–DeconstructionofContextandDeconstructionoftheText.

Deconstruction – Context of Culture & Context of SituationThis step provides an opportunity for students to become familiar with the text type, its social purpose, possible audiences, text structure and textual features, throughimmersioninthegenreandexploringmentor/sampletexts.

The teacher adapts language to meet the learning needs of students in the early phases of learning.


Selects a range and balance of texts that are models of the genre to be studied.

Introducesamodel/softhegenretotheclassidentifyingaudienceandpurpose.

Read and discuss the texts.

Asks questions from the point of view of the writer:

• Whowouldwrite/designthiskindoftext?

• Whywouldsomeonewrite/designthistext?

• Whoistheintendedaudienceforthetext?

• Inwhatothersituationwouldyouneedtowrite/designthistext?

Answer questions in small or whole groups.

Asks questions from the point of view of a reader:

• Wheremightyousee/find/read/view/listentothiskindoftext?

• Whowouldbeinterestedinreading/viewing/listeningtothistext?

• Whatinformationwouldyouexpecttofindinthistext?

• Whatsortsofoccupationswouldinvolvereadingandwritingthistypeoftext?

• Whymightyouneedtoread/view/listentoorwrite/designasimilartext?


Provides sample texts with headings and text titles.

Provides pictures to support the titles for younger children.

Match headings with the text

Provides sample texts and audiences. Match sample texts with possible audiences

Context of Culture

Whatisthesocialpurposeofthisgenre?Whousesit?Why?

Context of Situation


Whoistakingpartinthecommunication?(RolesandRelationships)

Whatisthemodeandmediumofcommunication?

Deconstruction


Deconstruction – Deconstructing the TextThis step provides an opportunity for teachers and students to investigate the way the text is structured to achieve its purpose. Explicit teaching sessions includethewaythetextisorganised–Written:e.g.paragraphstructure,the use of headings, diagrams, graphs, page layout and distinctive language features of the genre; Multimodal: e.g. logos, symbols, storyboard, colours, framing, transitions, focal point, mood sound effects, body language, distances, speed and pace, editing


Cloze:Blanksoutwordsthathaveaspecificfunction:topicsentenceineachparagraph, sentence beginnings or processes (verb groups).

Models the activity.

Listen and observe teacher modelling task.

Workindividually,inpairsorsmall groups to complete the cloze.

Sorting: Prepares cut up texts for students to reassemble.

Ordersparagraphsorsequenceimages,matchingtopicsentences,captions,dialogue. Reassembles blocks of text according to generic structure.

Models the activities with text strips or blocks.

Listen and observe teacher modelling task

Workindividually,inpairsorsmall groups to complete the sorting activity.

Providestwotexts-Discussing/Comparing

Asks the following questions or provides task cards:

• Whatisthetextabout?

• Howdoweknowwhatitisabout?

• Whatistherelationshipbetweenthewriter/designerandthereader/viewer/listener?

• Howcanwetell?

• Howisthetext/informationorganised?

• Howdothesentences/sequencesbegin?Isthereapattern?

• Howarethetextssimilar/dissimilar?

• Howisthetextsupported–diagrams,labels,headings,music,lighting,soundeffects?

Answer questions in the whole class.

Workindividually,inpairs,small groups to answer questions on task cards.

Modelslocatingand/oridentifying:

• languagefeatures–tense,conjunctions,processtypesandsequencing

• sentencebeginnings;topicsentences

• emotionsthroughfacialexpression;sound,useofplace.

Watchandlistentothemodelling.

Individual, pair, small group work on highlighting specific aspects of texts.

Text

Whatarethefunctionsofthestages?

Whataresomeofthelanguagefeatures?

Howdoweknowwhatthetextisabout?

Whatistherelationshipbetween the writer and the reader?

Deconstruction


Joint ConstructionThisstagehastwosteps–PreparationandConstruction.Itenablesstudentstobuild a new text on the basis of shared experiences and knowledge of language features of the text type. The teacher scaffolds the process by modelling and reworking.

Preparation

This step allows students to build up their field knowledge and provides an opportunity for students to locate, extract, analyse and organise relevant information in a way that is appropriate to the genre.


Leads the students in Defining the task by asking questions such as:

• Whatdowereallywanttofindout?

• Whatisourpurpose?

• Whatdoweneedtofindthisout?

• Whatarethekeyideas,thewords/imagesthatrepresentthetopic?

• Whatdoweneedtodo?

• Whatgenresareappropriatetothetopic?

• Whoistheaudience?

Consider these questions when working individually, in pairs or small groups to help them define the task.

Leads the students in Locating the information by asking questions such as:

• Wherecanwefindtheinformationwewant?

• Whatdowestillneedtofindout?

• Whatsourcesandequipmentcanweuse?

Consider these questions when working individually, in pairs or small groups to locate the information they need.

Brainstorm and record a list of resources and sources.

Create own set of resources.

Leads the students in Selecting the Information by asking questions such as:

• Whatinformationcanweuse/leaveout?

• Howrelevantistheinformationwehavefound?

• Howcredibleistheinformationwehavefound?

Consider these questions when working individually, in pairs or small groups to select the information they need.

Provides models of ways to organise the information appropriate to the genre. Use the organisers to collate information.Proformas

Retrieval charts

Storyboards

Tables

Notes

Flow chart

Construction of TextThis stage provides an opportunity for the teacher to scaffold the writing of the text through negotiation and interaction with students. At this stage the teacher can use ‘think alouds’ and questions to guide the students into understanding the text structure and language features as well as developing drafting, editing and proof reading skills. The teacher needs to be confident with the language features of the genre in order to guide the structure and wording of the text.


Scaffolds the writing of the text by asking questions, thinking aloud, suggesting, modelling language features, drafting and editing.

Participate with the teacher in whole class or groups to write the text.

Discusses the presentation of the text - diagrams, maps, video, chart, brochure, booklet, blog, website, photo story.

Make suggestions for presentation.

Preparation

Howdoweprepareforthejoint construction of a new text?

• buildupsubjectmatterknowledge through research

• useguidelinequestionsto scaffold inquiry.

Joint Construction

Construction

Teacher guides the students in jointly constructing a new text in the same genre.

Joint Construction


Independent ConstructionThis stage has two steps, preparation and individual writing. It also includes critical literacy. In this stage the teacher’s role is vital in providing demonstrations, guidance and support as the students move through the steps that were modelled during the joint construction stage, either individually, in pairs or in groups depending on their confidence with writing. Students’ attempts and approximations of the genre are important at this stage.

PreparationIn this step the students locate, extract and organise relevant information.


Demonstrates and guides strategies for starting a new topic.

• Brainstorming

• Clustering

• Conceptmapping–identifyingkeywords.

Questions concept mapping.

Select a topic,

- independently construct a text using same information collected for the joint construction

- with the same theme but a different subject matter

- within the same broad theme.

Use the strategies for locating, extracting and organising information.

Individual Writing of TextThis step involves students drafting, consulting, editing and publishing text.


Is available to work on drafting, consulting and editing with students.

Uses learning statements and standards as a focus for the conversations.

Identifies steps needed to achieve the standards.

Keeps a checklist of student achievement and needs as an indication for possible whole class planned teaching/learningactivitiesduringthisstage.

Discuss drafts with the teacher, peers or other support staff.

Reflect on the construction of the text when editing, redrafting, and rewriting.

Models the editing process. Edit writing.

Suggests tools for publication and supports students in publishing their work.

Publish.

Derewianka, B. (1990). ExploringHowTextsWork.Newtown:PrimaryEnglishTeachingAssociation.

DSP literacy Project. (1989). The Report Genre. Sydney: Metropolitan East Disadvantaged Schools’ Program.

Murray,N.&Zammit,K.(1992).The Action Pack. Animals. Sydney: Metropolitan East Disadvantaged Schools’ Program.

Hunt,I.(2004).SuccessfulJointConstruction.Pen96.Newtown:PrimaryEnglishTeachingAssociation.

Critical Literacy

Students use the genre to challenge ideology, theory and practice.

Independent Construction of Text

Individual writing of text in same genre in draft

Consultation with teachers and peers about writing

Editing, reworking of writing

Critical evaluation of success

Preparation for independent writing of a text in the same genre. (as for joint construction)


WorKIng aT The grammaTICaL LeVeL of The TeXT Explicitly teaching the grammar of the particular text type within the Expository genre assists students in improving their learning about how language works. In best practice in the teaching of English, the teacher and the student develop a language to talk about the language. In classroom interactions the teacher models the grammar to meet student learning needs

grammar: Whole of Text LevelWhole texts are comprised of clauses that are linked using a range of increasingly complex sentence structures and cohesive devices that suit the purpose and text type including:

•grammaticalpatterns and features e.g. theme position and sentence structures

•repeatedorrelatedsentencepatterns, phrases or words across several clauses

•conjunctionstojoinclauses

•patterns of and particular choice of words.

Clause A clause is the basic unit of meaning in Standard Australian English.

A clause:

• conveysamessage

• usuallycontainsaverborverbgroup

• usuallyprovidesinformationabout:

o what is happening

o who is taking part

o the circumstances surrounding the activity (when, where, how).

COHESIONRepeated words

Texts are held together by repeating words particularly nouns and verbs.

Related words

Texts are held together by the related words or word groups within a text.

Pronouns

Texts are held together by pronouns that refer back to nouns, noun groups or clauses e.g. The barn smelled of hay. It smelled of rope.

grammar: sentence and Clause LevelTypes of sentences: There are four basic types of sentences.STATEMENTS QUESTIONS COMMANDS EXCLAMATIONS

The type of sentence used is often determined by the text type. An author can choose a particular type of sentence. The type of sentence used can indicate the mood of the text.

Simple sentence: A simple sentence contains a single clause. The clause is an independent clause because it can stand alone and make sense by itself e.g.

Lester poked Clyde with a stick.DidClydegetmad?Get out of here!

Compound sentence: A compound sentence contains two or more independent clauses. Each clause in the compound sentence can stand alone and make sense by itself. The clauses may be linked together by conjunctions such as ‘and’, ‘but’ and ‘or’ e.g.

Clyde turned away and he would not speak.Lester could hide in the pond or he could find a new home. Hesetoutatduskbuthereallywantedtostay.


grammar: Word group and Word Class LevelWORD GROUPS Word groups are the smaller groups of words that have a particular function in a clause:

• participant,process,attributeandcircumstance

• noungroup,verbgroupandprepositionalphrase.

Noun groups

Noun Groups:

• provideinformationaboutpeople,places,thingsandideasthatareinvolvedinaclause

• arebuiltonorformedaroundanoun

• containaheadnounandattributestoaddmeaningordescriptionabouttheheadnoun

• describetheparticipantsinaclause.

A noun group:

• canbeasinglenoune.g.Mary had a little lamb.

• canincludeanarticle,pointingword,orpossessive(determiner)e.g.The boywaslazy.This little piggy went to market. The king’s mencouldn’tputHumptytogetheragain.

• canincludeoneormoreadjectivese.g.Maryhada little lamb. Ten fat sausages weresizzlinginapan.

• canincludeoneormoreprepositionalphrasesthatdescribethenoune.g.The girl with the ragged clothes was Cinderella.

• canincludeoneormoreadjectivalclausesthatdescribethenoune.g.Therewasanoldladywho swallowed a fly. This is the house that Jack built.

The adjectival clauses often begin with who, whom, whose, which, that and where, which refers to the preceding noun group.

Sometimes the ‘wh’ or linking word (relative pronoun) is left out e.g. This is the house Jack built.

Participants:

• arethepeople,places,thingsorideasinaclause

• canbenouns,noungroups,pronouns.

Attributes:

• areusedtodescribeparticipants

• canbeadjectives,adjectivalphrasesandadjectivalclauses.

Verbs and verb groups

Processes:

• aredoingoraction,being,saying,orthinkingpartsofaclause

• canbeverbsorverbgroups(includingadverbs,modaladverbsandauxiliaryverbsormodals).

Circumstances:

• arethingsthatsurroundtheeventinaclause(how,when,whereandwhy)

• canbeadverbs,adverbialphrasesandadverbialclauses.


WORD CLASSESWord Classes describe or name the word in a word group:

OpenwordClasses:noun,verb,adjective,adverb

ClosedWordClasses:pronoun,preposition,conjunctionandarticleordeterminer

Nouns are words that:

• namepeople,places,thingsandideas

• carryinformationaboutsingularorpluralnatureoftheparticipants.

Pronouns are words that:

• standintheplaceofanounornoungroup.

Adjectives are words that:

• addmeaningordescriptiontoanoun

• cancarryinformationaboutpossessive.

Adjectival phrase is a group of words that:

• beginwithaprepositionthataddsmeaningordescriptiontoanoun.

Adjectival clause is a group of words that:

• beginwitharelativepronoun,who,whom,whose,which,thatandwhere,thataddsmeaningordescriptiontoa noun.

Determiners are individual or a group of words that:

• aredependantonthenountheycomebefore

• determinewhichorwhoserelatedtothenoun

• maybeanarticle,pointingwordorpossessive(thislevelofdetailedterminologyisnotessentialforstudents,but is included for teachers to develop understanding)

- an article (which one): a, the, an

- apointingword(whichone/s)this,these,those,that

- possessive (who owns it): Mary’s, my, his, their, your.

Verbs are words that:

• aredoing,being,having,sayingorthinkingwords

• maystandalone(finiteverbs)e.g.Idance.

• mayneedotherwordstobecompletee.g.Iwanttodance.

• mustagreewiththeheadnouninnumberthatisthesubjectofaclause.Singularnounhasasingularverband a plural subject has a plural verb.

- The boy is here.

- The boys are here.

- The horse with two red stirrups was running. The horses with two red stirrups were running.

• mustagreewiththeheadnouninperson:first,secondorthirdpersonnounwiththeappropriateverb

- I like ice-cream. (first person)

- Helikesice-cream.(thirdperson)

• carrytenseinformation

- past tense e.g. Dinosaurs lived a long time ago.

- present tense e.g. Dinosaur models are at Queensland Museum.

- future tense e.g. More displays will be coming to the museum.

- timeless present tense e.g. Dinosaurs are members of the reptile family.

Adaptedfrom:www.qsa.qld.edu.au/yrs1to10/kla/english/support_materials/open_trial/day_1_part_3_grammar.doc



Years 4 & 5 Resources ‹Years 6 & 7 Resources ‹Years 8 & 9 Resources ‹

Ye

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s 4

& 5

R

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ou

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years 4-5engLIsh foCus for 2009 expositions

Resources to support learning and teaching This resource package provides support materials for teachers of English in Years 4 and 5. These materials have been prepared to assist teachers plan, teach, assess and moderate in the Key Learning Area of English based on the following documents:



Please note:


Requirements for 20091. All teachers of English in P-9 select a text type from the genre category of Expositions (see Figure 1, Page 58)




Teachers of Years 4 and 5:

o identify a context (connected or English specific) that provides students with an opportunity to construct a text type for the purpose of explaining, analysing, arguing, persuading and giving opinions


o annotatestudentsampleofaspoken/signed,written,ormultimodalexpositorytext

o make judgements about students’ learning and development.

ConTenTs.. . . . . . . . . . . . . Page

Expository Genre ............................................62

Distinguishing features of text types within the Expository Genre ......................63

Mentor Texts ................................................... 71

Annotated Text Models .............................. 72

Annotated student work samples with accompanying criteria....................... 73

Analysing student texts .............................. 75

Focus of assessment ..................................76

Using an Inquiry Approach ........................ 78

Teaching the Expository Genre ............... 79

Planning an English inquiry ........................ 80

Workingatthegrammatical level of the text ................................................ 85










Figure 1 indicates the text types that students in Years 4 and 5 can engage with. A full diagram indicating all thetexttypescoveredfromPto9isincludedintheEnglishOverviewintheintroductorysectionoftheCTJInformation Kit.

*explanation (s, l, r, v, w, d)

*informal debate (s, l)

*

discuss

ion(s, l, r,

v, w, d)

*advertisement (s, l, r, v, w, d)





Early years P-3

Middle Years 4-5 M

iddle Years 6-9

To Senior Years

*documentary film (r, v)

s: l: r: v: w: d:


Figure 1



The purpose of this material is to describe the distinguishing features of text types within the Expository genre. It is for teacher reference. It assists teachers to identify and select features of text types that their students need to learn.

Informal debateStudents who participate in debates have an opportunity to explore, listen, and enjoy learning. Debates give students additional opportunities to hear their classmates’ views and to express opinions regarding topics that matter to them. They also help students make important decisions and become critical listeners. The informal debate helps students to work together to understand common problems.

Informal debate has a number of advantages:

• Debatingreflectsthelearningprocess.Debateestablishesextremes,allowingtheviewersandparticipantstoseetheareas in between more clearly.

• Debatingallowsstudentstoexploreideasandargumentsinanon-threateningatmosphere,becausepresentationalguidelines are provided.

• Debatingisaneffectivemethodofacquiringknowledge,asargumentsneedtobesupportedbyrelevant,accurate,andcomplete information.

• Studentswhodebateinformallylearntorecognizetheelementsofagoodargumentandtodevelopfurthertheirabilities to speak confidently.

Before an Informal Debate

Some guidelines include the following:

• TeachersandstudentsdecideonatopicrelatedtomaterialbeingstudiedinEnglish.Brainstormingisonewaytogenerate ideas.

• Whenanumberofideashavebeendiscussedandatopichasbeenchosen,twogroupsofstudentsmaybeformed.Withineachgroup,individualstudentsorpairsmightberesponsibleforcertaintasks(e.g.developinganalogiesorrebuttals). Students who watch the debate on one occasion will have a chance to be the debaters next time.

• Drawupachecklistofguidelinesforpreferreddebatingpractice(e.g.asuggestedtimelimitforeachspeaker,theimportance of listening carefully to the other side’s arguments, the need for close cooperation within the group).

• Researchandlearnsomebasictypesofargumentsoftenusedindebate.Forexample:

o The Straw Person Argument - the practice of supporting a weak viewpoint that is opposite to your own for the purpose of revealing its weaknesses.

oArgumentusing“Definition”-thepracticeofpersuadinganaudiencethatyourdefinitionofaparticulartermisthecorrect or accepted one, and then basing your argument on that definition.

oAdmissionofUncertainty-givingup“alittle”whereitwillnotharmyourargumentinordertowinamoreconclusivepoint where it will benefit you the most.

o Clarifying through Analogy - describing a situation or event by comparing it to another situation or event which is immediately relevant to your audience.

The goal of informal debate should be to achieve the fullest possible explanation of both sides of an issue.

During an Informal Debate

Some guidelines for informal debate:

• Studentsjoingroupsofsixorlesspeopleandtake15-20minutestopreparearguments.Theyshouldchoosepresenters for each of the arguments. The presenters speak in turn, after each member on the other side makes a point.

• Studentsshouldbesurenottorepeatargumentspreviouslypresented,andensurethatarecorderismakingalistofall points being made.

• Debatersmustremembertofocusonthearguments,nottheparticipants,astheylistentothedebate.

• Studentsfrombothsidescontinuetheroundsofdebateuntilnonewargumentscanbemade. Whenallargumentsfrombothsideshavebeenpresented,ateacher-leddiscussionshouldtakeplace.

continued overpage


Some of the suggested topics for discussion are as follows:

• Ofwhatqualitywerethepresentedideas?

• Whichargumentsseemedmostconvincing?

• Whatideaswereraisedthatindividualsmaynothaveconsidered?

• Whichideasmayhavechangedcertainstudents’thinking?

Itisnotnecessary,andinmanycasesnotadvisable,todeclarea“winning”groupforaninformaldebate.However,iftheteacher and students decide they will declare a winner, then the following way of establishing a winner could be followed:

• everyvalidandoriginalargumentmadebyeachgroupshouldreceiveamark

• nomarksaregainedforrepeatinganargument

• thegroupwiththegreatestnumberofmarkswins.

Teachers and students could negotiate on the criteria to establish a winner.

After the Informal Debate

Students may reflect on the debating activity in an individual manner. This might best be done in written form, because much discussion will already have taken place. Students might:

• comparewhattheylearnedduringthedebatetowhattheyknewbefore

• researchatopicofinterestthathasarisenduetohearingthedebate

• commentontheadvantagesordisadvantagesoftheinformaldebate

• writealettertoateacherorfriendexplainingtheconcernstheyhaveafterlisteningtothedebate.

English Language Arts A Curriculum Guide for the Middle Level http://www.sasked.gov.sk.ca/docs/mla/listen.html#debate


debate

Important aspects

Debate is a formal way to come to a decision using rules and protocols established by an organisation, such as parliament, or by other conventions. It is mediated by a chairperson. The essence of debate is that speakers, within set limits, have the opportunity to speak for or against a proposal, trying as they do so to convince others to accept the argument of a particular point of view before a decision is made.


• buildsoninformalspokendiscussionwhichdoesnotalwaysleadtoadecision• canleadtocompetitivedebating• issimilartopublicandpersuasivespeechesinitspersuasivetechniques• canbeafeatureofformalmeetings

Con

text

Social Purpose • toexpressopinion,topersuadeotherstoapointofview,tocometoadecision,canalso include to entertain


Debate, a form of public persuasive speaking, is part of a culturally valued tradition of decision making. It is widely used in schools and as part of conflict resolution. Successful speakers have good rhetorical skills and can use the genre for their own purposes. Its formal context can exclude groups who have not learnt how to participate in it.

Subject Matter • issuesaffectingtheorganisation/groupconcerned• businessoftheorganisation/group

Roles• arewelldefined• speakersareadvocatesforapointofview• chairpersonhastheguidinghand

Relationships

• areformalforthechairpersonwhohaspowertochoosewhospeakswithintherules of the organisation, and to ensure that the rules are kept, and that votes are taken according to approved conventions

• speakerschoosetobefriendlyormoreformalaccordingtowhatsuitstheirpurposes and a particular audience

Mode • isspoken• canbewritten,transcribed

Medium• inHansard,interviews• usuallyface-to-facecommunicationingroupssuchastheclassroom,parliament• canbevideoconferencing,teleconferencing,online

Sig

nific

ant

text

ual f

eatu

res

Generic Structure

• selectionofspeaker• speakersupportsoropposesproposal• vote/decisionThe first two stages are repeated until all who want to speak have spoken, or until the chairperson or the regulations governing debate calls a halt.Includes:• useofrelatedwords.Atechniqueistoparaphraseanotherspeaker’swordsusing

synonyms with negative connotations.• useofrepetitionofownandothers’wordsandphrasesforemphasis• canbeconventionalinformaldebates,forexample,addressingamemberof

Parliament as the honourable member• canbefactualbuttendstobemainlyemotiveasitisusedtosupportthepointof

view of the speaker

Mood

Modality

• interrogative:rhetoricalquestionsareafeatureofpersuasive speaking as in Whatdowewantforourchildren’sfuture?

• imperativeasinVote for Dave, your local candidate• expressesstrongobligationasinWemust act now• anexperiencedspeaker’slanguagesoundsmorewritten

than spoken, with longer sentences, embedded clauses and nominalisations (secondary students)

GrammarIntonations and Rhythm

• areusedforrhetoricalpurposesasinrhythmicalpatterns accompanied by table thumping for emphasis

• exaggerationoftheseisafeatureofpublicspeaking

Nonverballanguage • includesfacialexpressions,gestureandstance,oftenexaggerated for effect.


discussion (written)

Important aspectsThe discussion text type is important in our democratic society as part of decision making. It is meant to examine all sides of the issue before coming to a conclusion. Howeveritisimportanttorememberthatalltextsreflectaparticularpointofview.


• isadevelopmentofthespokendiscussion,wherethetopicisexploredbutnotalways resolved

• cancontaindescriptionsandexplanations• caninvolveresearchskillsincludingnotemaking

Con

text

Social Purpose• toexamineissuesfullyandmakerecommendationsdependingonopinionor

based on evidence


Business and government often require specialist advice and discussion before making decisions based on evidence. Students can be asked to write a discussion to explore a topic from different points of view or to assess whether they have understood all aspects of a topic.

Subject Matter • isvaried—usuallyatopicwheretherearedifferentpointsofview

Roles• thewriterasexpert,aresearcherorasapersoninterestedinatopic• thereaderasaninformationseeker

Relationships• usuallyformal,althoughitdoesdependontheaudience.Thewriterhaspower

to choose the information and recommendations they want to present and the reader can reject them.

Mode • written

Medium • awiderangefromschooltaskstopublisheddocuments

Sig

nific

ant

text

ual f

eatu

res

Generic Structure

issue - can include a preview

arguments for- consisting of a point and an elaboration of it with some

details, evidence, examples

arguments against- consisting of a point and an elaboration of it with some

details, evidence, examples

Cohesion • conjunctions- time/sequencesuchassecondly, finally- causal such as because, so

Vocabulary• factual,canincludesometechnicallanguagedependingonthesubjectandthe

audience

Grammar

Participants- mainly generic non-human as in computers and human

as in families

Processes

- present-tense verbs tell about actions that are happening now, or all the time

- modality gives information about the certainty involved (high, medium low) as in must, ought to, should, I think, may, might


documentary film (Viewing)

Important aspects

The most common documentary films are usually begun by a television channel with a certain budget wanting to fill a particular timeslot for a particular audience. Although the finished product may seem to be factual, these and other factors mean that it is constructed from a particular angle or point of view. The viewer needs to be aware the text is constructed and not accept the documentary as absolutely factual.


• isflexibleandcomplex• canbebasedonanexposition,adiscussion,arecount,oranygenreswhichsuitthe

subject matter and the maker’s processes• cancontainmanygenresincludingexplanations,descriptions,recounts,anecdotes,

interviews• istheaudiovisualequivalentofthefeaturearticle• involvesresearch,note-taking,interviewing

Con

text

Social Purpose• toexplain,analyse,exposeandexploreevents,phenomenaandissues• canalsoincludetoentertain


The social context strongly influences the range and scope of documentaries. Documentaries that are entertaining, educational or enlightening set excellent standards for the life-long movie watching habit that begins in childhood. Subjects and the content need to be appropriate for children, but they don’t always have to gloss over hardships and problems.

Subject Matter

• awiderangewhichincludestopicalissues,nature,people,events,trends,history,science

• canbeselectedforitstopicalinterest,universalappealtoanagegroup,theinterestof the filmmaker

• asitisavisualmedium,theavailabilityofvisualmaterialinfluencesthefinalshapeofthe documentary

Roles

• thedocumentary-maker/producer,though,asinfilmmaking,thisisusuallyacollaborative activity

• thepresenter/narrator• thepeopleinthedocumentaryassubjects,witnessesorexperts• theviewerasinformation-orentertainment-seeker

Relationships

• thetelevisionchannelordocumentary-makermakeschoicesbasedonthetargetaudience and how they are to be positioned in relationship to the documentary, for example educated, entertained

• someviewerswillacceptthemainmessagesofthedocumentary;otherviewerswillbe aware of its point of view and how it tries to influence the viewer

Mode

- visual- spoken- auditory- written, including title, credits, subtitles, written information, labels on diagrams

Medium - television, DVD, online, movie

continued overpage


documentary film (Viewing) cont’d S

igni

fican

t te

xtua

l fea

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s

Generic Structure

The generic structure is varied. Each documentary will have to be analysed individually toseewhatgenre/sthemakersusedandwhy.Thefollowingisanexampleofhowexposition might be used:

title - can indicate a point of view, as in Rainforest, our vanishing heritage

- can be eye-catching rather than informative as in Invisible enemies

*background - title sometimes follows this

thesis - oftengivenbypresenter/narratorasavoice-overortalkinghead

- can be implied in the visuals

arguments - in selected and sequenced visual material with or without voice-over and music

- in interviews- in images, such as computer graphics, maps, graphs,

diagrams

conclusion - canbearestatementofthepointofview,inimagesand/orspoken or written words

- canincludesummingupofevidence,inimagesand/orspokenor written words

- canincluderecommendation/s.

* An optional stage of the genre

Visual cohesion

• Repetition - of techniques such as the handheld camera- of images such as sea creature images in a Barrier Reef

documentary

• Conjunctions - the type of transition that often denotes time, for example a slow fade shows passing of time

- parallel editing or cutaways where two events are running parallel, and the film cuts from one to the other to show contrast

Visual language

Somefeaturesarementionedabove.Othersare:

• Technicalcodes

- lighting which can contribute to the atmosphere- different camera techniques such as time-lapse photography- camera angles, for example a low angle makes the subject

seem more imposing- selection and ordering of shots can give powerful messages- composition and type of shot such as close-up, medium or long

shot

• SymbolicCodes - titles and written information- their style such as graphics, type of print, background- placement, at the beginning or after a segment of film

See Constructing Realities: Media Curriculum Guide for Years 1 to 10 and Using visual texts in primary and secondary English classrooms for more details.

Nonverbal language

• lookingstraightatthecameragivesthepresenterauthority• smiling,andotherfacialexpressionsconveytheparticipant’sattitudes• othernonverballanguagesuchasfoldedarms,canalsoindicatetheparticipants’

attitudes• whereactorsareused,theirbodylanguageconveyscertainmeanings

Vocabulary• canbetechnical,informativeoreverydaydependingonthesubject• canbeemotiveorfactual,dependingonhowtherelationshipbetweentheviewerand

the image and the image-maker is to develop

Grammar

Mood - interrogative:questionsinvolvetheviewerasinWhatfuturedoyouwanttohave?

Modality - where the presenter expresses own opinions as in Ithink…- sometimes the origin of the opinion is hidden as inItseems…


• natural,unrehearsedconversationscontrastwiththemoreregularintonationandrhythm of the presenter’s script, even if it is written in a more spoken style

Pronunciation • varieswiththedifferentpeopleinthedocumentary.


explanation

Important aspectsExplanations account for how and why things came to be as they are. Explanation is a foundational genre, and is found as part of a wide variety of texts and contexts.


• canbepartofproceduresandreportgenres• cancontaindescriptions• canalsobecalleddescribingaprocess• canbeaccompaniedbyvisualssuchasdiagramsorflowchart

Con

text

Social Purpose • toexplainhowandwhythingscametobeastheyare


Explanations are a widely-used genre in the community as well as across all subject areas in the school context, especially in science, the social sciences, health and physical education.

Subject Matter • thethingbeingexplainedandtheprocessesinvolved

Roles• thewriterasexpert• thereader,whocouldbealearneroranotherexpert,dependingonthecontext

Relationships

• degreeofformalitydependsontheaudienceandtheirexpertise,forexample,explanations written for children frequently adopt a friendly tone, avoiding technical language and addressing the reader as in Youcanseeinthediagram…. Students at this level are beginning to move to more objective, factual language.

Mode • spoken• written• visual

Medium • awiderangeincludingencyclopaedias,textbooks,onlinesites

Generic structure

title- forthesestudentshow/whystatementsareused,asinHow

to use a classroom blog.

a general statement

- which positions the reader and can have the function of classifying and describing the particular phenomenon or process to be explained


- a sequence of logical steps in a process developed in paragraphs

Cohesion • Conjunctions- time/sequencesuchassecondly, finally- causal such as Asaresult…

Vocabulary• usuallyfactual• subjectspecificasindownload links moving towards the technical HTML. This

depends on students’ level of knowledge and the audience and subject matter.

Grammar

Participants - can be non-human and generalised such as mountains rather than Glasshouse Mountains

Processes - manyMaterial/doingverbssuchasPeaks tower above the eucalypt forests

Timeless present tense

- as in walks, explores because the action is seen as going on all the time

- If the explanation is historical, the past tense is used.

Visual language • diagrams,flowchartsandothervisualscancarryallorpartofthemessage.


Persuasive Text (advertisement)

Important aspects

Wearetargetedatanearlyagebyadvertisersandthiscontinuesthroughoutallstagesoflife.Weneedtobeawareofthepersuasivepowerofadvertisements,andhavethetools to analyse them critically so that we do not buy things we do not need, and choose wisely the things we do.


The display advertisement or commercial:• buildsonbuyingandsellinggenres• canadaptothergenresincludinginstructions,forexampleBuy now. Don’t delay. Go to…andsave,and signal procedures as in Three steps to a healthier you.

• isplacedonbillboards,magazinesandwebsitesbytheadvertiserwhobuysthatspace• hasthesamepurposeascommercialsseenonTV,DVDsandbeforemovies

Con

text

Social Purposes• topersuadepeopletobuyaproductoraservice• canalsoincludetocreateaneed,toentertain,toinform,tomakemoney


A great deal of money and research goes into campaigns to persuade us to buy one product and not a rival one. Groups in society have become more critical of advertisements when they use stereotypes or exploit people.

Subject Matter • productsandservices,andtheenvironmentinwhichtheyareused

Roles• advertiseraspromoterofaproductandalifestyle• potentialbuyer

Relationships

• theadvertiserhasatargetreadergroupandtheadvertisementisdesignedtoappealto them, offering to fill a need, which can be genuine or created by the advertisement itself

• thepotentialbuyercangiveintotheappealoftheadvertisement,orresistitspersuasion

Mode • written• visual• multimodal

Medium • magazines,newspapers,billboards,onlineanddigitaltexts

Sig

nific

ant

text

ual f

eatu

res

Generic structure

A display advertisement has usually one or more of the following basic features, in words and/orimages: o headline o name of product or service o description of product or service o price of product or service o seller of the product or service.The layout has to be eye catching and simple, with easy to read large bold print and images.

Cohesion

• useofwordsrelated to

- the product such as music, hip hop artist, beat, rhythm- the image such as fun, funky, kids- the selling point such as cheapness, popularity, fashion

• repetitionofwords

- Save! Save! Save! is an easily recognisable slogan

Vocabulary

• wordsrelatedtoproduct,imageandsellingpoint• canbefactual,emotive,technical,everyday,inventiveasinmade-upwords,playon

words: it depends on the audience and on the advertising strategy• canusemanysuperlativessuchasbiggest, best, cheapest

Grammar

Participants - You and we can be used to involve the reader as in Weknowyou expect the best

- attributes such as funky, never-before-price-busting music package are used frequently

Mood - imperative: commands are frequently used as Buynow,Hurryondownto…

- interrogative: questions are often used to involve the reader, as in IsittruewhattheysayaboutAussiekids?

Modality - often expresses certainty and urgency, as in You must act now, It won’t last.

Tense - present-tense verbs tell about actions that are happening now, or all the time


Sig

nific

ant

text

ual f

eatu

res

Spelling • canbephonetic,especiallyinadvertisements,forexamplekreepy,skool

Punctuation• exclamationmarksareusedoften• isnotalwaysstandardandisoftenomitted

Visual language

Graphic design

• Typeface - variedsize,styleasinboldtypeface,italics,andfont- varied for special effects, for example old English font often used

for Christmas messages- used unconventionally, for example small print in the middle of a

large white space- graphics - boxes, shading and colours- indenting and dot points often where there is a long written text

• Layout - the top left-hand side is a position of importance because we look there first

- often the picture is at the top, then the caption, then the text

• Images - in logos- colour used for associated meanings, for example green may be

restful and associated with nature - can be drawings, photographs, art reproductions- angle at which the viewer sees the image, for example a low

angle makes the image imposing- the framing of the shot, for example, what the focus is, what is

cropped.

For further information see Constructing Realities: Media Curriculum Guide for Years 1-10 and Using visual texts in the primary and secondary English classroom.






annoTaTed TeXT modeLsIf students are to write in a particular genre successfully, they need to become familiar with its purpose and features through immersion in the genre by exploring sample texts.

The teacher, as a writer, composes a text which is similar to the one to be written later as a joint construction by the class, and then independently by the students. This text is a model of criteria at an A standard.

In the Modelling Phase when students are being exposed to examples of the selected genre and text types, the teacher is able to plan explicitly and use the metalanguage, the language for talking about language and texts, with students. This explicit teaching develops students’ understanding of the genre category and the particular texttype–itspurpose,structure,textorganisation,languagefeaturesandthecraftingofwritingtoinfluencereaders.

year 4/5: an explanation

How to use a classroom wiki

A wiki is a type of collaborative website. It lets students communicate online and work together to plan a group project in their class or with other classes.

First a class wiki is set up using a website like Wetpaint.com.Thissiteletsstudentsadd,removeand change their ideas in their project.

Nextagroupofstudentscansignintothewikisitewhenevertheywant.Whentheyaddtheirideastothe wiki, each visitor has to use the Edit button and the Save button. All the team members can see the changes.

The web page changes into a document when a member of the group clicks the edit button. The student contributes their ideas and starts to build theonlinecontent.Whentheyhaveaddedtheirideas they click Save and the document becomes a web page again.

Each member of the group uses the process of Edit, WriteandSavetochange,removeoraddideastothe wiki. There is also a linking function. This lets the users set up a link in the wiki to other online material. This makes the wiki more interactive.

Whenthegrouphavefinallyputalltheirideasontothe wiki, they have created a group project.

Cohesion:

Time/sequenceasin first, next, when, whenever

Conjunctions:cause&effect as in because, as

Vocabulary: factual language as in A wiki is; The site provides; uses the process Technical as in wiki, links,Wetpaint.com;password protected, wiki

Grammar:

Participants (noun groups) generally non-human&generalisedasin website, educational purposes, technology; human and generalised as in class, classes, group of students

Processes: many material/doingverbgroups in present tense as in lets, add, remove, change, clicks, changes, makes

Visual language: Visual image accompanied by written text demonstrates understanding and enhances meaning

Title: as a statement

A general statement to position the reader

A sequenced explanation–asequence of logical steps in a process

>

Generic Structure Text Model Language Features


annoTaTed sTudenT WorK samPLes WITh aCComPanyIng CrITerIa

year 4/5: discussion

Should all children have one TV and computer-free day each week?

For the yes I think it is a really good idea to turn off the TV and computers one day in the week. It gives families a good chance to do some more things together. They go outside in nature and ride bikes, go to the beach, camp and hike. This would help them get more interest in their environment. They would also become fitter if they were eating healthy food as well.

Kids can still make their own plan to have a free day during the week when the whole family can’t do active things together. They can walk or ride their biketoschoolandhomeifitissafe.Whentheygethome they can’t sit down and keep watching TV or playing on the computer. They can go outside and skip, swim and jump on the trampoline or play basketball or soccer. This will make them have more energy and stay healthy.

For the no I think that children have to go to school and they play at lunchtime and do sports andactivitiesinHPE.Lotsofkidsplaysportonthe weekend and go to training. Some kids go to dancing and karate. They are active and like to have time to relax each day playing on the computer and watching TV.

In my opinion there are two answers yes and no. I think that turning off the TV and computer is great because some children are unhealthy and want to sit staring at a screen all day. They need to have a free day to get more energy and have fun with their family.Otherchildrencanhaveatimetablesotheycan do their homework, have some activity and have about two hours relaxing watching TV and playing computer and video games.

Cohesion: logical sequence as in For the yes, For the no

Conjunctions: cause as in because, so

Noun-pronounagreementas in families, they, them; kids, their, them

Paragraphs used for each point in the argument.

Judgement vocabulary to evaluate behaviour as in good chance, more interest, fitter, healthy, active, to relax, unhealthy, sit staring, energy, fun.

Processes:

Modality gives information about the certainty involved as in should, I think, would, will, can, need to (medium modality).

Issue

Argument for:

Elaboration with more details

Argument for:


Argument against:


Conclusion:

Recommendation

Considered appropriate for different groups of children



Student’s text >


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suita

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for

the

purp

ose

of t

he

disc

ussi

on i.

e. c

onsi

der

both

si

des

of t

he is

sue

•elaboratesonsubjectmatter

by in

clud

ing

supp

ortin

g de

tails

fo

r th

e in

tend

ed a

udie

nce

•statestheissuetobediscussed,developsasequenceofarguments

pres

ente

d as

a p

oint

with

som

e el

abor

atio

n an

d en

ds w

ith a

con

clus

ion

•separatesargumentsintoparagraphs

•buildssubjectmatterthroughcombiningclausestoformcompound

and

com

plex

sen

tenc

es•useslanguagefeaturestoconveyapositiononbothsidesoftheissue

•usespunctuation(commas,apostrophes,speechmarks)tosignal

mea

ning

•spellsfamiliarwordsandsomeunfamiliarwordscorrectly

•useswritingprocessesofplanning,

draf

ting,

rev

isin

g, e

ditin

g, p

roof

read

ing,

pu

blis

hing

and

ref

lect

ing

in t

he

cons

truc

tion

of t

he t

ext

•reflectsonhowthechangesand

mod

ifica

tions

mad

e to

the

tex

t to

ach

ieve

th

e pu

rpos

e of

dis

cuss

ion

•selectsatopicfordiscussion

and

iden

tifie

s th

e m

ain

idea

s of

the

issu

e•developsthesubjectmatter

by in

clud

ing

brie

f sup

port

ing

deta

ils

•statestheissuetobediscussed,developspointsofdiscussionwithbrief

elab

orat

ion

•usesparagraphstogroupmainideas

•buildssubjectmatterthroughuseofsimpleandcompoundsentences

•includessomelanguagefeatures

•usescapitalsandfullstopstopunctuatesentences

•spellssomefamiliarwordscorrectly.

•attemptstoidentifysomeofthewriting

proc

esse

s us

e du

ring

the

con

stru

ctio

n of

th

e te

xt•reflectsonwhatchangeshavebeenmade

to t

he t

ext

Yea

r 5

Jun

ctur

e En

glis

h Ex

posi

tory

Tex

t (D

iscu

ssio

n)S

tude

nt n

ame:

STA

ND

AR

DS

Evid

ence

of

aVeryHigh

stan

dard

Evid

ence

of a

Highstandard

Evid

ence

of

a S

ound

st

anda

rd

Evid

ence

of

Bel

ow

stan

dard

Evid

ence

of

WellBelow

stan

dard


guiding Questions for analysing student texts in years 4 and 5The Framework of Guiding Questions has been provided to assist teachers with their understanding of, and language for, analysing students’ texts. They are to help teachers annotate student work samples and to see where and how learning is demonstrated.



1. Whatdoesthetextshow the student knows, believesordoes?

Text Types2. Howhasthestudentshownalink

between the purpose of the text and texttypechoice?

3. Howhasthestudentorganizedthetext?– replicatedtypicalgenericstructure– usedmodelledstructureindependently

Subject matter4. Whatsubjectmatterhasthestudentdeveloped?

Howhasthestudentorganisedideas?– logicalsequenceofmainideas– useofparagraphseachcontaininga

main ideaHowhasthestudentdevelopedthesubjectmatter(typeandcomplexity)?– vocabularychoicesmadetodescribe

the subject matter– noungroups–descriptiveand

evaluative– verbgroups–typeandvocabulary

choice – inclusionofaddeddetailorargument

of each main idea

5. Whattextualresourceshasthestudentusedtodevelopthesubjectmatter(typeandcomplexity)?

– vocabularychoicesmadetodescribethesubjectmatter– noungroups–descriptiveandevaluative– noungroupswithadjectiveoradjectivalphrases– verbgroups–typeandvocabularychoice– verbgroupswithadverbs– useofadverbialphrases

6. Howdoeschoiceofnoun and verb groups the student has used represent the subject matter in particular ways (prioritising certain information)?

– similarordifferentrepresentations

– developing+iveor–iverepresentations

– representationofapointof view

Roles and Relationships7. Whatrelationshiphasthestudentdevelopedwiththereader/viewer?

– equal/unequal(Power)– close/distant,formal/informal

(Distance)– knowledgeorexpertiseofthetopic

(Affect)

8. Whattypeofsentenceshasthestudentused?(statements, questions, commands, exclamations and associated punctuation)

Whatwordchoiceshasthestudentusedtodeveloparelationshipwithaudience?

– vocabularychoices–evaluativewords(e.g.meangossip);intensifying words (e.g. very)

– modality–strengthenorweakenverbs(e.g.mustgo,should go)

9. Howhasthestudentusedsentence type, vocabulary choiceandmodality?

– topositionreaders– developcertain

relationships– expressattitudes

Mode and Medium10.Whatmodeoflanguagedidthe

student use (written, spoken, visual ormultimodal)?


11.Howdidthestudentlinkideasinthetext?– useofparagraphs,topicssentences– tenseofsentences(past,present,future)– simplecompoundandcomplexsentences– conjunctionstolinkclausesandorganizetext–addingon,

comparing and contrast, time cause and effect, conditions– patternsofrelatednoungroupsandverbgroups– typesofpronounsandpronounreferencing– topicsentences(keyidea)atthebeginningofparagraphs– keypartofasentenceinthemeposition(atthebeginning

of the sentence)

(Textual Resources)12.Whatstrategieshavebeenusedtospell?– soundsymbolrelationships(e.g.singlevoweland

consonant sounds, blends, diagraphs, long vowels, silent letter) and visual letter patterns

– basewordandtenseorpluralendings– syllablesandprefixesandsuffixes– meaning/spellingrelationships:derivationofwords(e.g.tri-cycle),meaningaspectofwords(e.g.magic/magician,child/children)compoundwords,homonymsandsynonyms



The focus of assessment in english in years 4 and 5The focus of assessment is on the learning statements appropriate for the construction of an Expository text fromtheWaysofWorkingandKnowledgeandUnderstandingcomponentsoftheYear5JunctureoftheEnglish Essential Learnings. The core learning outcomes of the English syllabus are indicated alongside the corresponding learning statements.

Ways of Working By the end of Year 5, when constructing expository texts, students are able to:• identifytherelationshipbetweenaudience,purposeandtexttype

• identifymainideasandthesequenceofevents,andmakeinferences

• constructnon-literarytextsbyplanninganddevelopingsubjectmatter,usingpersonal,culturalandsocialexperiences that match an audience and purpose

• reflectonanddescribetheeffectivenessoflanguageelementsandhowthelanguagechoicesrepresentpeople, characters, places, events and things in particular ways.

Knowledge & Understanding Speaking involves using oral and gestural elements to construct texts that achieve purposes in personal and community contexts.• Thepurposeofspeakingandlisteningincludesinforming,presentingsimplearguments,negotiating

relationships and transactions, and seeking opinions of others. CU 3.1.1, CU 3.1.4

• Speakerscanadoptdifferentroles,andmakelanguagechoicesappropriatetothelevelofformality.CU3.1.1,CU 3.1.4

• Spokentextshavedifferentstructuresfromthoseofwrittentexts.CU3.1.1,CU3.1.4

• Statements,questionsandcommandsgenerateandmaintaindiscussionsandconversations.OP3.1.3

• Wordsandphrasing,modulationofvolume,pitch,pronunciationandpaceenhanceexpressionofideas,canbeadjustedtomatchthepurpose,audienceandcontext,andaremonitoredbylisteners.OP3.1.5,OP3.1.8.

• Speakersandlistenersuseanumberofstrategiestomakemeaning,includingidentifyingpurpose,activatingprior knowledge, responding, questioning, identifying main ideas, monitoring, summarising and reflecting. CU3.1.1,CU3.1.2,CU3.1.3,CU3.1.4,CU3.1.5,CU3.1.6.

Writing and designing involve using language elements to construct non-literary texts for audiences in personal and community contexts.• Thepurposeofwritinganddesigningincludesentertaining,informinganddescribing.CU3.3.1

• Writersanddesignerscanadoptdifferentroles,andmakelanguagechoicesappropriatetotheaudience.CU3.3.5

• Wordsandphrases,symbols,imagesandaudioaffectmeaningandinterpretation.OP3.3.2.OP3.3.3,OP3.3.4, CR 3.3

• Textusersmakechoicesaboutgrammarandpunctuation,tomakemeaning.OP3.3.3,OP3.3.4,OP3.3.5,OP3.3.7

• Sound,visualandmeaningpatterns,includingwordfunctions,areusedtospellsingle-syllableandmultisyllablewords.OP3.3.6

• Writersanddesignersrefertoauthoritativesourcesanduseanumberofactivewritingstrategies,includingplanning, drafting, revising, editing, proofreading, publishing and reflecting. CU 3.3.1, CU 3.3.2, CU 3.3.3, CU 3.3.4, CU 3.3.5


Language Elements: Interpreting and constructing texts involve making choices about grammar, punctuation, vocabulary, audio and visual elements in print-based, electronic and face-to-face modes in personal and community contexts.• Paragraphsseparateideasintextsandcontainatopicsentence.OP3.2.4,OP3.3.5

• Asentencecanbesimple,compoundorcomplex.OP3.2.2,OP3.3.3

• Subjectandverbmustagreeintermsofpersonandnumber.OP3.2.5,OP3.3.3

• Textconnectivessignalhowthings,ideasandinformationarerelated.OP3.2.4,OP3.3.1,O3.1.2

• Timeconnectivesandtenseareusedtolocatecharactersoractionintime.OP3.1.2,OP3.2.4,OP3.3.1

• Sentencescanindicatewhatishappening(verbs),whoorwhatistakingpart(nouns),whatitlookslike(adjectives),andthecircumstancessurroundingtheaction(prepositionalphrasesandadverbs).OP3.1.2,OP3.2.2,OP3.2.3,OP3.3.3

• Pronounsrefertonounswithinandacrosssentences.OP3.1.2,OP3.2.4,OP3.3.1,OP3.3.3

• Conjunctionssignalrelationshipsbetweenthings,ideasandevents.OP3.1.2,OP3.2.4,OP3.3.1,OP3.3.3

• Punctuationmarks,includingcommas,apostrophesandspeechmarks,signalmeaningintexts.OP3.2.6,OP3.3.7

• Vocabularyischosentoexpressideasandinformationinacommonsenseortechnicalway.OP3.1.2,OP3.1.4,OP3.2.4,OP3.2.5,OP3.3.2,OP3.3.3

• MeaningcanbemademorespecificbyextendingorchangingtheformofawordOP3.3.3

• Auditory,spoken,visualandnonverbalelementsaddmeaningtothesubjectmatterandfocustheaudience’sattention.OP3.1.5,OP3.1.8,OP3.2.4,OP3.3.4,OP3.3.6

Literary and Non-literary Texts: Making choices about literary and non-literary texts involves identifying the purpose, audience, subject matter and text structure.• Aspectsofsubjectmattercanbeincludedoromittedtopresentapointofview.CR3.1.1,CR3.1.2,CR3.2.1,

CR 3.2.2, CR 3.3

• Mainideasareestablishedbyidentifyingwho,what,where,when,howandwhy.OP3.2.4,OP3.3.3

• Reportsandargumentshavestructures,includinganintroductionorageneralstatement,elaborationofinformationorreasons,andaconclusion.OP3.1.2,OP3.2.1,OP3.3.1


















an engLIsh InQuIry A quality inquiry learning sequence in English is based around a key or guiding question. Students explore the key question, and some supporting questions if appropriate, through a range of texts and language in different contexts. Students who engage in an English inquiry into a text type within the Expository Genre could investigate and discuss connections between:




issues.








TEA

CH

ING

AN

D L

EAR

NIN

G C

YC

LE

Dec

onst

ruct

ion

Bef

ore

cons

truc

ting

a te

xt w

e ne

ed t

o id

entif

y:





info

rmat

ion.

Con

text

of

Cul

ture



Con

text

of

Sit

uati

on




Rel

atio

nshi

ps)


communication?

Dev

elop

ing

Con

trol

of

Gen

re

Inde

pend

ent

Con

stru

ctio

n of

Tex

t

Cri

tica

l Lit

erac

y

Stu

dent

s us

e th

e ge

nre

to c

halle

nge

ideo

logy

, the

ory

and

prac

tice.

Pre

para

tion

for

inde

pend

ent

wri

ting

of a

tex

t in

the

sam

e ge

nre

(as

for

join

t co

nstr

uctio

n)


genr

e in

dra

ft


peer

s ab

out

wri

ting



Con

sulta

tion

with

tea

cher

and

pe

ers

may

occ

ur d

urin

g a

draf

t.

It m

ay a

lso

incl

ude

aspe

cts

of

editi

ng e

tc.

Pre

para

tion


join

t co

nstr

uctio

n of

a n

ew

text?


know

ledg

e th

roug

h re

sear

ch


to s

caffo

ld in

quir

y

Con

stru

ctio

n

Teac

her

guid

es t

he

stud

ents

in jo

intly

co

nstr

uctin

g a

new

tex

t in

th

e sa

me

genr

e.

Join

t C

onst

ruct

ion

Dev

elop

ing

Fiel

d K

now

ledg

eTe

xt


thestages?

Whataresomeofthe

languagefeatures?

Howdoweknowwhatthe

textisabout?


betw

een

the

wri

ter

and

the

reader?

Te

aC

hIn

g T

he

eX

Po

sIT

or

y g

en

re


supp

ort

stud

ents

to

syst

emat

ical

ly d

evel

op c

ontr

ol o

f inc

reas

ingl

y co

mpl

ex g

enre

pat

tern

s.




This involves:

• establishingafocusofinvestigationintothelanguageusedtocreatethetextsto explain, analyse, argue, persuade and give opinions in precise and accurate ways











The teacher:






Specify criteria for the standards of learning achievement. Discuss what this may look like.

Indicate clear conditions for learning achievement.. Discuss areas for negotiation.










































Context of Culture






Deconstruction


















• Howcanwetell?













Text





Deconstruction



Preparation

























Retrieval charts

Storyboards

Tables

Notes

Flow chart







Preparation




Joint Construction

Construction


Joint Construction






• Brainstorming

• Clustering



Select a topic,















Publish.





Critical Literacy










grammar: Whole of Text LevelWhole texts are comprised of clauses that are linked using a range of increasingly complex sentence structures and cohesive devices that suit the purpose and text type including:

•grammaticalpatterns and features e.g. theme position and sentence structures

•repeatedorrelatedsentencepatterns, phrases or words across several clauses

•conjunctionstojoinclauses


Clause A clause is the basic unit of meaning in Standard Australian English.

A clause:

• conveysamessage

• usuallycontainsaverborverbgroup

• usuallyprovidesinformationabout:

o what is happening

o who is taking part

o the circumstances surrounding the activity (when, where, how).

COHESIONRepeated words

Texts are held together by repeating words particularly nouns and verbs.

Related words

Texts are held together by the related words or word groups within a text.

Pronouns

Texts are held together by pronouns that refer back to nouns, noun groups or clauses e.g. The barn smelled of hay. It smelled of rope.

Conjunctions are used to join clauses:

• conjunctionsthatadd ideas and information including and, as well, also, or

• conjunctionsthatcompare or contrast ideas and information including but, also, like, yet

• conjunctionsthatindicate time or sequence time within a text including then, when, after, before, while, until, since, later, whenever

• conjunctionsthatshow the causeofanidea,actionorinformationincludingbecause,so,so…that,aslongas,if…then,incase








Complex sentence: Acomplexsentencecontainstwoormoreclauses.Oneclausecarriesthemainmessage(independentclause)andtheotherclause/s(dependentclause/s)elaboratethemessageinsomeway.Thedependentclause/srelyon the meaning in the independent clause and cannot stand alone.

Functional grammar works with chunks of meaning called clauses and clause complexes rather than sentences.

A CLAUSE is the largest grammatical unit.

ACLAUSE-COMPLEXistwoormoreclauseslogicallyconnected.

ASENTENCEisaunitthatcanbemadeupofoneormoreclauses.


• participant,process,attributeandcircumstance• noungroup,verbgroupandprepositionalphrase.

Noun groups

Noun Groups:

• provideinformationaboutpeople,places,thingsandideasthatareinvolvedinaclause• arebuiltonorformedaroundanoun• containaheadnounandattributestoaddmeaningordescriptionabouttheheadnoun• describetheparticipantsinaclause.

A noun group:

• canbeasinglenoune.g.Mary had a little lamb.• canincludeanarticle,pointingword,orpossessive(determiner)e.g.The boywaslazy.This little piggy went

to market. The king’s mencouldn’tputHumptytogetheragain.• canincludeoneormoreadjectivese.g.Maryhada little lamb. Ten fat sausages weresizzlinginapan.• canincludeoneormoreprepositionalphrasesthatdescribethenoune.g.The girl with the ragged clothes

was Cinderella.• canincludeoneormoreadjectivalclausesthatdescribethenoune.g.Therewasanoldladywho swallowed

a fly. This is the house that Jack built.


The adjectival clauses often begin with who, whom, whose, which, that and where, which refers to the preceding noun group.

Sometimes the ‘wh’ or linking word (relative pronoun) is left out e.g. This is the house Jack built.

Participants:


• canbenouns,noungroups,pronouns.

Attributes:


• canbeadjectives,adjectivalphrasesandadjectivalclauses.


Processes:


• canbeverbsorverbgroups(includingadverbs,modaladverbsandauxiliaryverbsormodals).

Examples of ProcessesThe girl will never run away.

The girl is unlikely to run away.

The girl might possibly run away.

The girl may run away.

The girl could possibly run away.

The girl will probably run away.

The girl will run away.

The girl should definitely run away.

The girl always has to run away.

Circumstances:


• canbeadverbs,adverbialphrasesandadverbialclauses.



















• maybeanarticle,pointingwordorpossessive(thislevelofdetailedterminologyisnotessentialforstudents,but is included for teachers to develop understanding)









• mustagreeinnumberwiththeheadnounthatisthesubjectofaclause.Singularnounhasasingularverband a plural subject has a plural verb.

- The boy is here.













Years 4 & 5 Resources ‹Years 6 & 7 Resources ‹


Ye

ar

s 6

& 7

R

es

ou

rc

es



Resources to support learning and teaching This resource package provides support materials for teachers ofEnglishinYears6and7.Thesematerialshavebeenpreparedto assist teachers plan, teach, assess and moderate in the Key Learning Area of English based on the following documents:



Please note:


Requirements for 20091. All teachers of English in P-9 select a text type from the genre category of Expositions (seeFigure1,Page86)




Teachers of Years 6 and 7:

o identify a context (connected or English specific) that provides students with an opportunity to construct a text type for the purpose of explaining, analysing, arguing, persuading and giving opinions


o annotatestudentsampleofaspoken/signed,writtenormultimodalexpositorytext

o make judgements about students’ learning and development.

ConTenTs.. . . . . . . . . . . . . Page

Expository Genre ............................................ 90

Distinguishing features of text types within the Expository Genre ...................... 91

Mentor Texts ................................................ 103

Annotated Text Models ........................... 104

Annotated student work samples with accompanying criteria.................... 105

Analysing student texts ........................... 107

Focus of assessment ............................... 108

Using an Inquiry Approach ..................... 110

Teaching the Expository Genre ............ 111

Planning an English inquiry ..................... 112

Workingatthegrammatical level of the text ............................................. 117










Figure1indicatesthetexttypesthatstudentsinYears6and7canengagewith.AfulldiagramindicatingallthetexttypescoveredfromPto9isincludedintheEnglishOverviewintheintroductorysectionoftheCTJInformation Kit.





Early years P-3 Middle Years

4-5

6-7

Middle Years 8-9

To Sen

ior Years

*

expl

anat

ion (s

, l, r, v

, w, d)

documentary (s, l, r, v, w

, d)

*inf

orm

al

debate (s, l)

*formal parliamentary debate (s, l, r, v, w)

*a

rgum

ent (

s, l, r,

v, w, d)

*exposition (r, v, w, d)

*l

ette

r to

the edito

r (r, v, w, d)

*letters to the editor (r, v, w, d) *editorial, review (r, v, w

, d)

*

doc

umen

tary film

(r, v) *film & radio

s: l: r: v: w: d:


Figure 1



The purpose of this material is to describe the distinguishing features of text types within the Expository genre. It is for teacher reference. It assists teachers to identify and select features of text types that their students need to learn.

argument (analytical exposition)

Important aspects

Argument is a tightly organised genre in which a point of view is supported by logical arguments and evidence. Appealing to the intellect rather than the emotions, it is still a persuasive text with the writer selecting and omitting information to support a position. Genres in this category often become the means for individuals and groups to sway the public on major issues affecting society. Factual and academic in tone, it is highly valued in secondary and tertiary education. Success in examinations in some subject areas can depend on the student’s experience of and expertise in this genre.


• isdifferentfromdiscussionwherethewriterexploresallsidesofanissueandcomes to a decision, based on evidence

• usuallyrequiresresearchskills,includingnote-making,footnotingandreferencing• cancontainexplanationsanddescriptions• hasfeaturesincommonwithdiscussionandhortatoryexposition,suchastheuse

of supporting arguments• ismoresubduedintonethanhortatoryexposition• oftenhasabibliography• issometimescalledanalytical exposition• isthebasisformanyschoolassignmentsrequiringreasonedpresentationofan

argument

Con

text

Social Purposes • topersuadethatsomethingisthecase,byexplaining,analysingandinterpretingevents, issues and phenomena.


Argument is widely used for assessment purposes in Australian educational contexts, especially in the humanities. Although some originality is expected from the students, they generally research a body of opinion and evidence which they synthesise and evaluate. There is often a fine line between synthesising and plagiarising. Some individuals, groups and communities accept extensive, word-for-word quoting from source documents and others do not. Cultural groups also differ about what is considered relevant to an issue. The academic writing style can pose difficulties for students until they gain sufficient experience with it.

Subject Matter • isrelatedtoacurrentissue,eventorphenomenon,andresearchconnectedtoit

Roles

• writerasexpert• readerwhocouldbeanoviceoranexpert• studenttoteacher/lecturer/examiner.Thestudentdisplayshis/herknowledgeof

the subject and control of the genre for assessment purposes.

Relationships• aredistantandusuallyformal.Theexpertiseofthetargetreaderwillaffectthe

tenor, for example school text books are more reader-friendly than academic journals.

Mode • written• visual(multimodal)

Medium • academicandtechnicaljournals,schooltextbooks,scholarlypapers,magazines,newspapers, assignments for school or university

Sig

nific

ant

text

ual f

eatu

res

Generic Structure

thesis- the introduction to the topic and the statement of the

position of the writer- the preview or outline of the arguments to follow

argument/s– thepoint the writer is making– theelaborationofthepointwithexplanation,moredetails,

evidence, examples

restatement - restating the writer’s position- can include a brief summary of the main arguments

Cohesion • conjunctions

– someareimplicit,somearerelatedtosequenceasinfinally, most are causal as in because

– insteadofconjunctions,effectivewritersoftenusenounssuch as reason, prepositional phrases such as because of that action and verbs such as cause

Continued overpage


Sig

nific

ant

text

ual f

eatu

res

Vocabulary

• isusuallyneutralbutcanexpressthewriter’sattitudethroughvocabularychoicesfor example responsibility

• isoftentechnical• canincludeabstractterms• synonymsareoftenusedtoavoidrepetition

Grammar

Nominalisationandextended noun phrases

– arefeaturesofformaltextsasinThe admiration of a largegroupoffans…

Theme

– newinformationattheendofthesentencecanbepickedup in the Theme of the next as in Smoking contributes to throat and lung diseases. These health problems cost the community…

– Themesoftenrelatetotheitemsinthepreview,forexample in the example above, health could have been an issue previewed in the opening paragraph.

Participants

– usuallygenerichumanasinAustralians and non-human as in prejudice except where a specific Participant is involved as in Macbeth

– noauthorialI as inIthink…– authoritiesmaybecitedspecificallyasinThe Premier declares… or generally as in Expertsagree…

Processes– relational/being/having– mental/thinkingespeciallyinthethesisandits

restatements

Modality

– expressesthewriter’sattitude-usuallyauthoritativeandcertain as in This must cease

– passivevoicecanbeusedtoavoididentifyingtheauthority, and to sound formal and powerful as in The opinion has often been voiced

Timeless present tense – somepasttenseifrecountingfromhistoricalperspective

Paragraphing and punctuation

• topicsentences–relatetothethesisand/ortheprecedingparagraph• mostparagraphsdealwithonemainidea,whichcouldbeanentireargumentor

one part of it, depending on length and complexity.



Important aspects






Con

text

Social Purposes• toexplain,analyse,exposeandexploreevents,phenomenaandissues• canalsoincludetoentertain



Subject Matter




Roles



Relationships



Mode



Continued overpage


documentary film (Viewing) cont’d S

igni

fican

t te

xtua

l fea

ture

s

Generic Structure









diagrams





Visual cohesion


documentary

• Conjunctions - the type of transition that often denotes time, for example a slow fade shows passing of time


Visual language


• Technicalcodes



shot

• SymbolicCodes - titles and written information- their style such as graphics, type of print, background- placement, at the beginning or after a segment of film


Nonverbal language





Grammar







explanation

Important aspectsExplanations account for how and why things came to be as they are. A basic genre, explanation is found as part of a wide variety of texts and contexts.


• canbepartofprocedures,complexreportgenresandlongerexpositorytexts• cancontaindescriptions• canalsobecalleddescribingaprocess• canbeaccompaniedbyvisualssuchasdiagramsorflowcharts

Con

text

Social Purpose • toexplainhowandwhy


Explanations are a widely-used genre in the community as well as across all learning areas in the school context, especially in science, the social sciences, health and physical education.

Subject Matter • thething being explained and the processes involved

Roles• thewriterasexpert• thereader,whocouldbealearneroranotherexpert,dependingonthecontext

Relationships

• distant,becauseitiswrittenandthereisnopersonalinteraction• degreeofformalitydependsontheaudienceandtheirexpertise,forexample,

explanations written for young children frequently adopt a friendly tone, avoiding technical language and addressing the reader as in Youcanseeinthediagram…

Mode • written• visual• awiderangeincludingencyclopaedias,textbooks

Medium • awiderangeincludingencyclopaedias,textbooks,onlinesites

Sig

nific

ant

text

ual f

eatu

res

Generic structure

title

- in lower year levels, the title tends to be a question such as Howdovolcanoeshappen?Forolderstudentshow/whystatements are used, as in Howvolcanoesareformed

- in upper year levels, noun phrases are used as in The formation of volcanoes

a general statement

- which positions the reader: it can be a definition, such as Volcanoes are landforms which occur when molten materials break through the earth’s crust; it is sometimes more emotive as in Volcanic eruptions have buried whole towns.


- a sequence of logical steps in a process

Cohesion • conjunctions- time/sequencesuchassecondly- causal such as Asaresult…

Vocabulary• usuallyfactual• canbetechnical,dependingontheaudienceandsubjectmatter.

Grammar

Participants - generally non-human and generalised such as volcanoes, rather than Krakatoa

Processes - manyMaterial/doingverbssuchasThey erupt


- unless the explanation is historical, the past tense is used

Theme - information at the end of the sentence often becomes the theme of the next as in Pressure causes the molten material to break through onto the surface. This lava flowcanextend…

- passive voice is sometimes necessary to use the appropriate Theme, for example if you are talking about the crater, rather than the lava, you would say The crater is formed by the lava not The lava formed a crater

Nominalisation - formal texts often contain nominalisations such as this formation and extended noun phrases such as the cup-shaped hollow crater which is formed

Visual language • diagrams,flowchartsandothervisualscancarryallorpartofthemessage.


Informal debateStudents who participate in debates have an opportunity to explore, listen, and enjoy learning. Debates give students additional opportunities to hear their classmates’ views and to express opinions regarding topics that matter to them. They also help students to make important decisions and become critical listeners. The informal debate helps students to work together to understand common problems.

Informal debate has a number of advantages:

• Debatingreflectsthelearningprocess.Debateestablishesextremes,allowingtheviewersandparticipantstoseetheareas in between more clearly.

• Debatingallowsstudentstoexploreideasandargumentsinanon-threateningatmosphere,becausepresentationalguidelines are provided.

• Debatingisaneffectivemethodofacquiringknowledge,asargumentsneedtobesupportedbyrelevant,accurate,andcomplete information.

• Studentswhodebateinformallylearntorecognizetheelementsofagoodargumentandtofurtherdeveloptheirabilities to speak confidently.

Before an Informal Debate

Some guidelines include the following:

• TeachersandstudentsdecideonatopicrelatedtomaterialbeingstudiedinEnglish.Brainstormingisonewaytogenerate ideas.

• Whenanumberofideashavebeendiscussedandatopichasbeenchosen,twogroupsofstudentsmaybeformed.Withineachgroup,individualstudentsorpairsmightberesponsibleforcertaintasks(e.g.developinganalogiesorrebuttals). Students who watch the debate on one occasion will have a chance to be the debaters next time.

• Drawupachecklistofguidelinesforpreferreddebatingpractice(e.g.asuggestedtimelimitforeachspeaker,theimportance of listening carefully to the other side’s arguments, the need for close cooperation within the group).

• Researchandlearnsomebasictypesofargumentsoftenusedindebate.Forexample:

o The Straw Person Argument - the practice of supporting a weak viewpoint that is opposite to your own for the purpose of revealing its weaknesses.

oArgumentusing“Definition”-thepracticeofpersuadinganaudiencethatyourdefinitionofaparticulartermisthecorrect or accepted one, and then basing your argument on that definition.

oAdmissionofUncertainty-givingup“alittle”whereitwillnotharmyourargumentinordertowinamoreconclusivepoint where it will benefit you the most.

o Clarifying through Analogy - describing a situation or event by comparing it to another situation or event which is immediately relevant to your audience.

The goal of informal debate should be to achieve the fullest possible explanation of both sides of an issue.

During an Informal Debate

Some guidelines for informal debate:

• Studentsjoingroupsofsixorlesspeopleandtake15-20minutestopreparearguments.Theyshouldchoosepresenters for each of the arguments. The presenters speak in turn, after each member on the other side makes a point.

• Studentsshouldbesurenottorepeatargumentspreviouslypresented,andensurethatarecorderismakingalistofall points being made.

• Debatersmustremembertofocusonthearguments,nottheparticipants,astheylistentothedebate.

• Studentsfrombothsidescontinuetheroundsofdebateuntilnonewargumentscanbemade.

Whenallargumentsfrombothsideshavebeenpresented,ateacher-leddiscussionshouldtakeplace.


Some of the suggested topics for discussion are as follows:

• Ofwhatqualitywerethepresentedideas?

• Whichargumentsseemedmostconvincing?

• Whatideaswereraisedthatindividualsmaynothaveconsidered?

• Whichideasmayhavechangedcertainstudents’thinking?

Itisnotnecessary,andinmanycasesnotadvisable,todeclarea“winning”groupforaninformaldebate.However,iftheteacher and students decide, they can declare a winner, then the following way of establishing a winner could be followed:

• everyvalidandoriginalargumentmadebyeachgroupshouldreceiveamark

• nomarksaregainedforrepeatinganargument

• thegroupwiththegreatestnumberofmarkswins.

Teachers and students could negotiate on the criteria to establish a winner.

After the Informal Debate

Students may reflect on the debating activity in an individual manner. This might best be done in written form, because much discussion will already have taken place. Students might:

• comparewhattheylearnedduringthedebatetowhattheyknewbefore

• researchatopicofinterestthathasarisenduetohearingthedebate

• commentontheadvantagesordisadvantagesoftheinformaldebate

• writealettertoateacherorfriendexplainingtheconcernstheyhaveafterlisteningtothedebate.

English Language Arts A Curriculum Guide for the Middle Level http://www.sasked.gov.sk.ca/docs/mla/listen.html#debate


debate

Important aspects




Con

text

Social Purposes • toexpressopinion,topersuadeotherstoapointofview,tocometoadecision,canalso include to entertain





Relationships





Sig

nific

ant

text

ual f

eatu

res

Generic Structure

• selectionofspeaker• speakersupportsoropposesproposal• vote/decisionThe first two stages are repeated until all who want to speak have spoken, or until the chairperson or the regulations governing debate calls a halt.Includes:• useofrelatedwords.Atechniqueistoparaphraseanotherspeaker’swordsusing

synonyms with negative connotations.• useofrepetitionofownandothers’wordsandphrasesforemphasis• canbeconventionalinformaldebates,forexample,addressingamemberof

Parliament as the honourable member• canbefactualbuttendstobemainlyemotiveasitisusedtosupportthepointof

view of the speaker

Mood

Modality

• interrogative:rhetoricalquestionsareafeatureofpersuasive speaking as in Whatdowewantforourchildren’sfuture?



GrammarIntonations and Rhythm

• areusedforrhetoricalpurposesasinrhythmicalpatterns accompanied by table thumping for emphasis


Nonverballanguage • includesfacialexpressions,gestureandstance,oftenexaggerated for effect.


Letters to the editor (Persuasive exposition)

Important aspects

Alettertotheeditorisabusinesslettersentmainlytonewspapersandnewsmagazines.Most editors reject letters that include inappropriate language or personal attacks on individuals or organisations. Many editors will permit the publication of anonymous letters where details of the name and address are not printed although they are made available to the publication. It is an offence to submit a letter under a false name.


• usesbusinessletterformat• usesthegreeting:DearSir/Madamor Dear Editor• apersuasivetextwiththewriterselectinginformationtosupportaposition

Con

text

Social Purpose• topersuadeortoinfluencethereaders’opinionsaboutissuesofconcerntothe

readership


Thebriefexpression(200-250/500words)ofanopinion,acomplaint,anargumentorinformation is submitted for publication. Letters to the editor in many publications may be sent through conventional or electronic mail. Letters can also be sent to entertainment andtechnicalmagazines.Modernforumsforletterstotheeditoraretheelectronicmedia especially on the internet. Increasingly they are sent to radio and television stations to be read on news broadcasts and talk radio.

Subject Matter• oftenaboutpersonalities,events,issuesorhappeningsincurrentaffairsinthe

community, the nation or the world

Roles• writertoeditorandunknownreadersofanewspaper• readerasopinionseeker

Relationships• usuallyformal.Thewriterhasthepowertopresentaforcefulpointofviewandthe

reader has the power to reject it or respond from a different point of view.

Mode - written

Medium - newspapers,newsmagazine,periodical,internet,television,radio

Sig

nific

ant

text

ual f

eatu

res

Generic structure

greeting - DearSir/Madam;DearEditor

introduction - thesis

- purpose/pointofviewoftheletter;maymakereferencetoaprevious publication

argument/s - to support this opinion (and to persuade the reader to the

writer’s point of view)

conclusion (optional)

- restatement of thesis plus a recommendation or suggestion (optional)

signature - name and address supplied

Cohesion

• conjunctions:usedtolinkpointswhenarguingapointofview - temporal conjunctions order points in the argument e.g. firstly, secondly, finally - causal conditional conjunctions link points in a complex sentence e.g. because,

since, if, so, though, unless - instead of conjunctions, effective writers often use nouns e.g. the reason, the

cause

Vocabulary

• relatedtotopicorconcernexpressedbythewriter• oftenemotive,usingpersonalandsubjectivelanguage,e.g. continued neglect of our

homeless youth by uncaring politicians• canbemoreeffectiveifitisneutralandobjectivee.g.Experienceincompetitionsisa

necessary requirement for the development of sporting ability.• synonyms/antonymsusedtocreatelexicalcohesione.g.politicians, leaders,

authorities; advantage, disadvantage

continued overpage


Sig

nific

ant

text

ual f

eatu

res

Grammar

Participants - first person pronoun I, me, is used to indicate a subjective opinion

- use of the second person pronoun you or first person plural we may be used as a form of persuasion e.g. If you commit yourselftothiscause… It is time we all collaborated in an effort toachieve…

- use of the third person allows the text to be more neutral and objective e.g. The members of the government need to make up theirminds…

- nominalisation, used to name issues, reasons and extended participants (noun phrases), makes the text more compact and ‘written’ e.g. This brutal killing of whales in the protected waters aroundAntarctica…

Processes - mental/thinkingverbse.g. think, believe, agree indicate a particular point of view

- present tense is used to express an opinion about a current issue or concern

- modality:expressesthewriter’sattitude–usuallyauthoritativeand certain as in This behaviour muststop;Wecouldpossibly lose; Perhaps our leaders need to rethink; There is absolutely no excuse...

Paragraphing & punctuation

• mostparagraphsdealwithonemainideaaspartoftheargumenttoinfluencethereaders’ views

• topicsentencesexpressthemainideaandsupportthedevelopmentofacoherenttext

• aletterpublishedinamagazineusesconventionalpunctuation.


Television documentary (documentary film)

Important aspects

Television documentaries are usually initiated by a television channel with a certain budget wanting to fill a particular timeslot for a particular audience. Although the finished product may seem to be factual, these and other factors mean that it is constructed from a particular angle or point of view. The viewer needs to be aware of distortions and omissions and not accept the documentary as absolutely factual.


• isflexibleandcomplex

• canbebasedonanexposition,adiscussion,arecount,oranygenreswhichsuitthesubjectmatter and the maker’s processes

• cancontainmanygenresincludingexplanations,descriptions,recounts,anecdotes,interviews

• istheaudiovisualequivalentofthefeaturearticle

• involvesresearch,note-taking,interviewing

• hasfilmandradiovariants

Con

text

Social Purposes• toexplain,analyse,exposeandexploreevents,phenomenaandissues

• canalsoincludetoentertain


The social context strongly influences the range and scope of documentaries. As the commercial television channels’ income from advertising is largely dependent on ratings, their documentaries have to entertain as well as inform. They often choose controversial topics to increasetheiraudience.Non-commercialchannelsdonothavetoattractadvertisers,buttheirbudgets are smaller. Independent documentary makers have to sell their idea to a channel, and this usually involves compromises.

Subject matter


• canbeselectedforitstopicalinterest,controversy,universalappeal,theinterestofthefilmmaker

• asitisavisualmedium,theavailabilityofvisualmaterialinfluencesthefinalshapeofthedocumentary

Roles

• thedocumentary-maker/producer,though,asinfilmmaking,thisisusuallyacollaborativeactivity

• thepresenter/narrator

• thepeopleinthedocumentaryassubjects,witnessesorexperts

• theviewerasinformation-orentertainment-seeker

Relationships

• thetelevisionchannelordocumentary-makermakeschoicesbasedonthetargetaudienceand how they are to be positioned in relationship to the documentary, for example sympathetic, hostile, titillated

• someviewerswillacceptthemainmessagesandbasicpremiseofthedocumentaryandcriticise it within this framework; some will read it differently, because of their different experiences and beliefs; other viewers will be aware of its gaps, silences and inconsistencies and how it tries to influence the viewer

• peopleinthedocumentarycanhavetheirmessagemanipulatedbythequestionsasked,byediting, by conflicting visuals

Mode

- visual

- spoken

- auditory

- written, including title, credits, subtitles, written information, labels on diagrams

Medium - television, videotape, computer.

continued overpage


Television documentary (documentary film) cont’dS

igni

fican

t te

xtua

l fea

ture

s

Generic structure

- isvaried.Eachwillhavetobeanalysedindividuallytoseewhatgenre/sthemakersusedandwhy. The following is an example of how exposition might be used.

title- can indicate thesis, as in Rainforest, our vanishing heritage


background * - title sometimes follows this

thesis- oftengivenbypresenter/narratorasavoice-overortalkinghead


arguments

- in selected and sequenced visual material with or without voice-over and music

- in interviews

- in images, such as computer graphics, maps, graphs, diagrams

conclusion

- canbearestatementofthethesis,inimagesand/orspokenorwritten words

- canincludesummingupofevidence,inimagesand/orspokenorwritten words

- canincluderecommendation/s* An optional stage of the genre

Visual cohesion

Repetition• - of techniques such as the handheld camera

- of images such as railway images in a travel documentaryConjunctions• - juxtaposition of shots can imply the relationship between them, such

as contrast, cause and effect

- the type of transition often denotes time, for example a slow fade shows passing of time


Visual language

Somefeaturesarementionedabove.Othersare:Technical codes• - lighting which can contribute to the atmosphere

- different camera techniques such as time-lapse photography

- camera angles, for example, a low angle makes the subject seem more imposing

- selection and ordering of shots can give powerful messages

- types of transitions such as dissolves, to indicate that text has been omitted in an interview

- composition and type of shot such as close-up, medium or long shotSymbolic Codes• - visual presentation of people indicates point of view, for example

looking into the camera can signify authority; formality of dress such as shorts and a T-shirt compared with a suit, and location of the interview such as a kitchen compared with an office, can also influence credibility

- titles and written information

- their style such as graphics, type of print, background

- placement, at the beginning or after a segment of filmSee Constructing Realities: Media Curriculum Guide for Years 1 to 10 and Using visual texts in primary and secondary English classrooms for more details.

Nonverbal language

looking straight at the camera gives the presenter authority•smiling, and other facial expressions convey the participant’s attitudes•other nonverbal language such as folded arms, also can indicate the participants’ attitudes•where actors are used, their body language conveys certain meanings•

Vocabularycan be technical, depending on the subject•can be emotive or factual, depending on whether the tenor is to appear neutral or not•can include languages other than English; sometimes subtitled or translated•


Sig

nific

ant

text

ual f

eatu

res

Grammar

Mood interrogative:rhetoricalquestionsinvolvetheviewerasinWhat−futureisthereforourchildren?

Modality where there is speculation as in − This will cause…OrevaluationasinThis mustbe…

where the presenter expresses own opinions as in− Ithink…

sometimes the origin of the opinion is hidden as in− Itseems…Theme can be important in signalling the introduction of an argument, for −

example Anotherreason/problem…

what is emphasised and in focus in a shot is the important part −of the visual message, that is, the visual equivalent of Theme. The soundtrack can highlight this element too.


natural, unrehearsed conversations contrast with the more regular intonation and rhythm •of the presenter’s script, even if it is written in a more spoken style

Pronunciationvaries with the different people in the documentary•dialects vary.•









year 6/7 modelled Text: an argument

An Unfair Advantage

Drug taking is a disgraceful way of cheating in sport and it is a practice that can endanger the life of a competitor. Performance-enhancing drugs are not necessary for athletes to reach the pinnacle of their sportandwintheadmirationofthepublic.However,acompetitor who uses them to get an unfair advantage risks serious ill-health and even death.

There are great numbers of gifted, dedicated and drug-free athletes who reach the pinnacle of their sport as canbeseenintheseOlympics.MichaelPhelpsandUsain Bolt, have not needed drugs to get an edge over their competitors. They have excelled and won without cheating and destroying the dream of the athletes who raced against them to win gold, to stand and see their flag raised, and hear the national anthem played.

Athletes are often role models we can respect and admire.TheswimmerGrantHackettissomeonemanyAustralians have looked up to because he is talented and has worked very hard to achieve three medals at threeOlympicGames.WouldGrantstillinspirepeopleifhecheatedbytakingdrugs?CanBenJohnson,theCanadian100m sprinter who clearly cheated to win an Olympicgoldmedaleverbearolemodel?

The unfair advantage gained by taking drugs can be linked to many reported examples of athletes suffering long term side effects or even dying, after using performance enhancing drugs. Statistics from government analytical laboratories show that over 100 cyclists have died from heart attacks caused from usingEPO,ahormonethatincreasesaerobiccapacity.

Governments and large sporting groups should not tolerate drugs in sport. They must provide more money to create a more advanced and effective testing process leading up to competitions to detect athletes using drugs to gain an unfair advantage. Cheating brings disgrace on the athlete and negatively affects the image of the sport. The danger to the health of the athlete changes any unfair advantage into a life-threatening disadvantage.

Adapted from a student text by Brayden

Cohesion: causal conjunction as in because; conditional conjunction as in if ; noun–pronounreferenceasin athletes…their,;we…manyAustralians;GrantHackett…heParagraphing: topic sentences relate to the thesis; most paragraphs deal with a main idea as part of the argumentVocabulary: is mainly neutral and objective but expresses the writer’s attitude as in disgraceful, dedicated and drug-freeTechnicalterm:EPOSynonyms: to reduce repetition as in competitor, athleteGrammar:extendednoungroups/noun phrases to pack in more information are features of the more formal text as in the admiration of the public; statistics from government analytical laboratories; more advanced and effective testing processParticipants (noun groups): are usually generic human as in athletes, cyclists except where a specific Participant is referred to as in Grant Hackett;The writer does not use I (personal voice). The impersonal voice is used to express objective opinion as in The unfair advantage gained by taking drugs, the danger to the health of the athleteAuthorities cited generally as in Statistics from government analytical laboratoriesProcesses (verb groups): The verb ‘to be’ as in is, areVerb form: Present tense to express an opinion about current issues as in win, show, (pl), uses, increases (s); The past tense is used for actions in the past as in has worked, cheated, have diedModality (degree of obligation): expressesthewriter’sattitude—usually authoritative and certain as in should (not) tolerate; must provide

Thesis–introductiontothetopic&thestatement of the position of the writer

Preview or outline of arguments to follow

Argument 1-

Point being made

Elaboration of the point

Argument 2-

Point being made


Argument 3-

Point being made


Conclusion:

Call for action (optional)

Restatement of writer’s position




year 7 student sample text: Letter to the editor

DearSir/Madam

Congratulations on your editorial about the need for climate change to be a high priority for our leaders at the local, state and national levels.

The changes in weather patterns are having a very significant impact on the climate across the globe. This impact will definitely increase if the authorities in our suburbs, cities and country continue to do little to reduce fossil fuel emissions. If these emissions continue to produce more air pollution they will reduce available water, affect patterns of rainfall, and increase bushfires and storms.

You pointed out that these devastating climatic conditions are something we have to take full responsibilityfor.Weneedourelectedleadersto take climate change seriously at all levels of government. The Australian Government has to collaborate with big business and with households to address the economic, social and environmental issues linked to climate change.

Otherlevelsofgovernmenthavetoworkwiththe people of Queensland to reduce the amount of energy used. The State Government can collaborate with householders to reduce the amount of energy used for heating and air-conditioning.Ourlocalgovernmentshavetostoppeople from making too much rubbish and get them to recycle more.

I believe the politicians have to think clearly about what responsible decisions they can make to deal with climate change. They have to work with the people of Australian to put the plans into action.

Concerned student, Brisbane (name supplied)

Textual Features

Cohesion: synonyms as in leaders, authorities, levels of government, the politicians set up links throughout the text to create a coherent text

Topic sentences: a key sentence sums up the main idea of each paragraph. Topic sentences develop a clear line of argument

Vocabulary: Is usually neutral/objectivebutalsoexpresses the writer’s opinion and appeals to concerned readers as in congratulations, high priority, significant impact, devastating climatic conditions, collaborate, responsible decisions

Grammar

Modality: writer selects modal verbs; uses bold text to enhance meaning and toappearauthoritative&certain as in will definitely increase, has to collaborate, havetowork/stop/think

Generic Structure

Use of the conventions of a formal business letter

Formal greeting

Introduction: outlines thetopic&conveysthe writer’s position. Reference to previous letter or article

Body of letter: Separate paragraphs develop the argument logically

Conclusion: summarises opinion &includesacalltoaction

Signature supplied



Student’s text >



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WellBelow

stan

dard





1. Whatdoesthetextshow the student knows, believesordoes?

Text Types2. Howhasthestudentshownalink

between the purpose of the text and texttypechoice?

3. Howhasthestudentorganizedthetext?– replicatedtypicalgenericstructure– usedmodelledstructureindependently

Subject matter4. Whatsubjectmatterhasthestudentdeveloped?

Howhasthestudentorganisedideas?– logicalsequenceofmainideas– useofparagraphseachcontaininga

main ideaHowhasthestudentdevelopedthesubjectmatter(typeandcomplexity)?– vocabularychoicesmadetodescribe

the subject matter– noungroups–descriptiveand

evaluative– verbgroups–typeandvocabulary

choice – inclusionofaddeddetailorargument

of each main idea

5. Whattextualresourceshasthestudentusedtodevelopthesubjectmatter(typeandcomplexity)?

– vocabularychoicesmadetodescribethesubjectmatter– noungroups–descriptiveandevaluative– noungroupswithadjectiveoradjectivalphrases– verbgroups–typeandvocabularychoice– verbgroupswithadverbs– useofadverbialphrases

6. Howdoeschoiceofnoun and verb groups the student has used represent the subject matter in particular ways (prioritising certain information)?

– similarordifferentrepresentations

– developing+iveor–iverepresentations

– representationofapointof view

Roles and Relationships7. Whatrelationshiphasthestudentdevelopedwiththereader/viewer?

– equal/unequal(Power)– close/distant,formal/informal

(Distance)– knowledgeorexpertiseofthetopic

(Affect)

8. Whattypeofsentenceshasthestudentused?(statements, questions, commands, exclamations and associated punctuation)

Whatwordchoiceshasthestudentusedtodeveloparelationshipwithaudience?

– vocabularychoices–evaluativewords(e.g.meangossip);intensifying words (e.g. very)

– modality–strengthenorweakenverbs(e.g.mustgo,should go)

9. Howhasthestudentusedsentence type, vocabulary choiceandmodality?

– topositionreaders– developcertain

relationships– expressattitudes

Mode and Medium10.Whatmodeoflanguagedidthe

student use (written, spoken, visual ormultimodal)?


11.Howdidthestudentlinkideasinthetext?– useofparagraphs,topicssentences– tenseofsentences(past,present,future)– simplecompoundandcomplexsentences– conjunctionstolinkclausesandorganizetext–addingon,

comparing and contrast, time cause and effect, conditions– patternsofrelatednoungroupsandverbgroups– typesofpronounsandpronounreferencing– topicsentences(keyidea)atthebeginningofparagraphs– keypartofasentenceinthemeposition(atthebeginning

of the sentence)

(Textual Resources)12.Whatstrategieshavebeenusedtospell?– soundsymbolrelationships(e.g.singlevoweland

consonant sounds, blends, diagraphs, long vowels, silent letter) and visual letter patterns

– basewordandtenseorpluralendings– syllablesandprefixesandsuffixes– meaning/spellingrelationships:derivationofwords(e.g.tri-cycle),meaningaspectofwords(e.g.magic/magician,child/children)compoundwords,homonymsandsynonyms




Ways of Working By the end of Year 7, when constructing expository texts, students are able to:• identifyanddemonstratetherelationshipbetweenaudience,subjectmatter,purposeandtexttype

• recogniseandselectvocabulary

• constructnon-literarytextstoexpressmeaningsandmessages,toidentifycausesandeffects,andtostatepositions supported by evidence

• reflectonlearning,applynewunderstandingsandidentifyfutureapplications.

Knowledge & Understanding Speaking involves using oral and gestural elements to construct texts that achieve purposes across wider community contexts.• Thepurposeofspeakingandlisteningincludesadvancingopinions,discussing,persuadingotherstoapointof

view, influencing transactions, and establishing and maintaining relationships. C4.1.1; 4.1.5

• Statements,questionsandcommandscanuselanguagethatpositionsandrepresentsideasandinformation.CR 4.1.1

• Wordsandphrasing,syntax,cohesion,repetition,pronunciation,pause,pace,pitchandvolumeestablishmood,signalrelationships,createeffectandaremonitoredbylisteners.OP4.1.2;4.1.3;4.1.5;4.1.6

• Nonverbalelements,includingfacialexpressions,gesturesandbodylanguage,establishmood,signalrelationships,createeffectandaremonitoredbylisteners.OP4.1.3;4.1.6

• Inpresentations,speakersmakemeaningclearbyorganisingsubjectmatter,identifyingtheirroleandselectingrelevantresources.CU4.1.3;4.1.4;OP4.1.3

• Speakersandlistenersuseanumberofstrategiestomakemeaning,includingidentifyingpurpose,activatingprior knowledge, responding, questioning, identifying main ideas, monitoring, summarising and reflecting. CU 4.1.1;4.1.2–4.1.8

Writing and designing involve using language elements to construct non-literary texts for audiences across wider community contexts.• Thepurposeofwritinganddesigningincludesevokingemotion,persuadingandinforming.CU4.3.1

• Writersanddesignersestablishroles,makeassumptionsabouttheiraudienceandpositionthemthroughlanguage choices. CU 4.3.1; CR 4.3

• Wordsandphrases,symbols,imagesandaudioaffectmeaningandpositionanaudience.OP4.3.2;CR4.3

• Textusersmakechoicesaboutgrammarandpunctuation,toestablishmeaning.OP4.3.2;4.3.3;4.3.4;4.3.6

• Knowledgeofwordoriginsandsoundandvisualpatterns,includingbasewords,prefixesandsuffixes,syntaxandsemantics,isusedbywritersanddesignerswhenspelling.OP4.3.5

• Writersanddesignersrefertoauthoritativesourcesanduseanumberofactivewritingstrategies,includingplanning, drafting, revising, editing, proofreading, publishing and reflecting


Language Elements: Interpreting and constructing texts involve selecting and controlling choices about grammar, punctuation, vocabulary, audio and visual elements, in print-based, electronic and face-to-face modes across wider community contexts.• Paragraphssequenceinformationandarguments,andincludetopicsentencesthatemphasiseapointorargument.OP4.2.1;4.3.1

• Dependentclausesrequireindependentclausestomakemeaninginasentence.OP4.1.1;4.2.1;4.3.4

• Pronoun–nounagreement,subject–verbagreementandmaintainingtensesupportcohesionacrossaparagraph.OP4.1.1

• Cohesivedevicesandothertextconnectiveswithinandbetweensentencessignalrelationshipsbetweenideas,includingcause-and-effectandcomparisonandcontrast.OP4.1.4;4.2.1;4.3.4

• Noungroupsandverbgroupsareusedtoprovidespecificdescriptionsofsubjectmatter,expressdegreesofcertaintyanduncertainty,anddevelopcharacterisation,settingandplot.CU4.2.3;4.3.3;OP4.1.2;4.1.5;4.2.2; 4.2.3; 4.2.4; 4.3.3; 4.3.4

• High-frequencywordsarereplacedbymorecomplexformsofvocabularyandgivemorespecificdescriptions.OP4.1.2;4.1.5;4.2.2;4.2.3;4.2.4;4.3.2;4.3.3

• Evaluativelanguage,includingadjectives,canappealtocertaingroups,expressopinions,andrepresentpeople,characters,places,eventsandthingsindifferentways.OP4.1.5;4.2.2;4.3.2

• Punctuation,includingquotationmarksandbrackets,signalsmeaning.OP4.3.6

• Vocabularyischosentoestablishrelationships,persuadeothers,describeideasanddemonstrateknowledge.OP4.1.2;4.2.4;4.3.2;CR4.2.1;4.3

• Auditory,spoken,visualandnonverbalelementsaddmeaning,interest,immediacyandauthoritytomultimediatexts.OP4.1.3;4.1.6;4.2.5;4.3.5

Literary and Non-literary texts: Evaluating literary and non-literary texts involves understanding the purpose, audience, subject matter and text structure.• Textspresentsubjectmatterfromaparticularperspective.CR4.1.1;4.1.2;4.1.3;4.2.1;4.2.2;4.2.3;4.3

• Non-literarytextsevaluate,inform,presentargumentsandpersuade.CU4.1.1;4.1.5;4.2.1;4.3.1

• Argumentshaveaparticularstructure,includinganintroductionthatidentifiesaposition,abodywithdetailsandfurtherevidence,andaconclusionthatrestatestheposition.OP4.1.1;4.2.1;4.3.1

• Mainideas,issuesandeventsareselectedandorganisedtosustainapointofviewandtoprojectalevelofauthority that matches a purpose and an intended audience. CU 4.1.2; 4.1.3; 4.1.4; 4.1.8; 4.3.2; CR 4.1.2; 4.1.3; 4.2.1; 4.3






















issues.








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This involves:












The teacher:






Specify criteria for the standards of learning achievement. Discuss what this may look like.











































Context of Culture






Deconstruction


















• Howcanwetell?













Text





Deconstruction



Preparation

























Retrieval charts

Storyboards

Tables

Notes

Flow chart







Preparation




Joint Construction

Construction


Joint Construction






• Brainstorming

• Clustering



Select a topic,















Publish.





Critical Literacy










grammar: Whole of Text LevelWhole texts are comprised of clauses that are linked using a range of increasingly complex sentence structures and cohesive devices that suit the purpose and text type including:•grammaticalpatterns and features e.g. theme position and sentence structures •repeatedorrelatedsentencepatterns, phrases or words across several clauses•conjunctionstojoinclauses


Clause A clause is the basic unit of meaning in Standard Australian English. A clause: • conveysamessage• usuallycontainsaverborverbgroup• usuallyprovidesinformationabout: o what is happening o who is taking part o the circumstances surrounding the activity (when, where, how).

Theme Position The theme comes first in a clause. It is the predominant part. Theme position and patterns of theme reveal the key messages of a text.Rheme is the remainder of the clause. e.g.

The blue car raced around the mountain.Around the mountain raced the blue car.Racing around the mountain was the blue car.

COHESIONRepeated wordsTexts are held together by repeating words particularly nouns and verbs.Related wordsTexts are held together by the related words or word groups within a text. PronounsTexts are held together by pronouns that refer back to nouns, noun groups or clauses e.g. The barn smelled of hay. It smelled of rope. EllipsisTexts can be held together by words that are left out but whose meanings are understood. e.g. Jim ran across the road but Jessica walked (across the road).Conjunctions are used to join clauses: • conjunctionsthatadd ideas and information including and, as well, also, or • conjunctionsthatcompare or contrast ideas and information including but, also, like, yet• conjunctionsthatindicate time or sequence time within a text including then, when, after, before, while, until,

since, later, whenever• conjunctionsthatshow the causeofanidea,actionorinformationincludingbecause,so,so…that,aslongas,if…then,incase

NOMINALISTION The process of forming nouns from words of other classes (eg ‘invention’ from ‘invent’, ‘honesty’ from ‘honest’) to make a text more compact and ‘written-like’.









In a complex sentence the dependent clause can be rank shifted to give greater emphasis to that clause. e.g.

Lester did not sleep a wink because he was rigid with fright.

If he had not been so naughty, Lester would have been home for the night.

ExclamationsThe type of sentence used is often determined by the text type. An author can choose a particular type of sentence. The type of sentence used can indicate the mood of the text.









Noun groups

Noun Groups:





A noun group:






Participants:


• canbenouns, noun groups, pronouns.

Attributes:


• canbeadjectives, adjectival phrases and adjectival clauses.


Processes:


• canbeverbs or verb groups (including adverbs, modal adverbs and auxiliary verbs or modals).

Modality indicates level of:

• usualnesse.g.often,sometimes,always,never

• certaintye.g.possibly,probably,maybe

• obligatione.g.must,should,will,ought.










Circumstances:


• canbeadverbs, adverbial phrases and adverbial clauses.




















• maybeanarticle,pointingwordorpossessive









- The boy is here.















Ye

ar

s 8

& 9

R

es

ou

rc

es



Resources to support learning and teaching This resource package provides support materials for teachers of English in Years 8 and 9. These materials have been prepared to assist teachers plan, teach, assess and moderate in the Key Learning Area of English based on the following documents:



Requirements for Years 8 & 9 Teachers of Englisho Identify a context (connected or English specific) that provides students with an opportunity to construct a text

type for the purpose of explaining, analysing, arguing, persuading and giving opinions.

o Develop criteria that support the making of teacher judgements about the standard of achievement.

o Annotatestudentsampleofaspoken/signed,writtenormultimodalexpositorytext.

o Make judgements about each student’s learning and development.

The resources in the following pages of this kit are provided for Years 8 & 9 teachers to:

• useasmodelstosupportthedesignoftheirownlearningactivitiesandassessmenttasks

• adapttosuittheirparticularstudentgroup/sandlearningcontext

• implementaspresented.

ConTenTs.. . . . . . . . . . . . . Page

Focus of assessment ............................... 122

Expository Genre ......................................... 124

Distinguishing features of text types within the Expository Genre ................... 125

Annotated Text Models ........................... 140

Annotated student work samples with accompanying criteria ............................. 141

Guiding questions for Analysing student texts ................................................. 143

Using an Inquiry Approach ..................... 144

Planning an English inquiry ..................... 145

Teaching the Expository Genre ............146

Workingatthegrammaticallevelof the text ........................................................... 152



Ways of Working By the end of Year 9, when constructing expository texts, students are able to:• demonstrateandanalysetherelationshipbetweenaudience,subjectmatter,purposeandtexttype

• constructnon-literarytextsbyplanningandorganisingsubjectmatteraccordingtospecifictextstructureandreferring to other texts

• reflectonlearning,applynewunderstandingsandjustifyfutureapplications.

Knowledge & Understanding Speaking involves using oral and gestural elements to construct texts that achieve purposes across local, national and global contexts. • Thepurposeofspeakingandlisteningincludesexaminingissues,evaluatingopinions,convincingothers,and

managing relationships and transactions. CU 5.1.1

• Speakersmakeassumptionsaboutlistenerstopositionandpromoteapointofview,andtoplanandpresentsubject matter. CR 5.1.1

• Spokentextshavearangeofstructuresandcanbedeliveredinanumberofmediums.CU5.1.3;OP5.1.1

• Statements,questions(includingrhetoricalquestions)andcommandscanbeusedtoidentifythemainissuesof a topic and sustain a point of view.

• Inpresentations,speakersmakemeaningclearbyorganisingsubjectmatter,andbyselectingresourcesthatsupport the role they have taken as the speaker and the relationship they wish to establish with the audience. OP5.1.2

• Speakersandlistenersuseanumberofstrategiestomakemeaning,includingidentifyingpurpose,activatingprior knowledge, responding, questioning, identifying main ideas, monitoring, summarising and reflecting.

Writing and designing involve using language elements to construct non-literary texts for audiences across local, national and global contexts.• Thepurposeofwritinganddesigningincludesparodying,analysingandarguing.CU5.3.1

• Writersanddesignersestablishandmaintainrolesandrelationshipsbyrecognisingthebeliefsandculturalbackground of their audience, and by making specific language choices. CU 5.3.2; CR 5.3.1, 5.3.2

• Wordsandphrases,symbols,imagesandaudioaffectmeaningandestablishandmaintainrolesandrelationships to influence an audience. CU 5.3.2

• Textusersmakechoicesaboutgrammarandpunctuation,toaffectmeaning.OP5.3.4,5.3.6

• Writersanddesignersdrawontheirknowledgeofwordorigins,soundandvisualpatterns,syntaxandsemanticstospell.OP5.3.7

• Writersanddesignersrefertoauthoritativesourcesanduseanumberofactivewritingstrategies,includingplanning, drafting, revising, editing, proofreading, publishing and reflecting.


Language Elements: Interpreting and constructing texts involve manipulating grammar, punctuation, vocabulary, audio and visual elements, in print-based, electronic and face-to-face modes across local, national and global contexts.• Paragraphsbuildandsustaincohesionanddevelopacentralidea.Op5.2.1;OP5.3.2

• Activevoiceandpassivevoicechangethesubjectandthefocusinasentence.AspectsofOP5.2.2

• Relationshipsbetweenideasintextsaresignalledbyconnectivestosequenceandcontrastideas,showcauseandeffect,andclarifyoraddinformation.OP5.2.1;OP5.3.5;OP5.1.1;OP5.1.3

• Adjectivesandadverbsareusedtoexpressattitudesandmakejudgmentsand/orevokeemotions.OP5.2.2;5.3.4;OP5.1.2;OP5.1.3

• Modalauxiliaryverbsareselectedtoconveydegreesofcertainty,probabilityorobligationtosuitthetexttype.OP5.2.2;OP5.3.4;OP5.1.1;OP5.1.3

• Nominalisation(turningverbsintonouns)canbeusedtocompressideasandinformation,andtoaddformalitytoatext.AspectsofOP5.2.2

• Punctuation,includingcolonsandsemicolons,signalsmeaning.OP5.2.1;OP5.3.6

• Vocabularyischosentoestablishrolesandrelationshipswithanaudience,includingthedemonstrationofpersonal authority and credibility. CU 5.2.3; CR 5.2.2; CR 5.3.2

• Auditory,spoken,visualandnonverbalelements,includingtheuseofsoundfades,dissolves,cuts,hyperlinks,cameraanglesandshottypes,canbecombinedtopositionanaudience.AspectsofOP5.3.8;OP5.2.2;OP5.1.2;OP5.1.4

Literary and Non-literary texts: Manipulating literary and non-literary texts involves analysing the purpose, audience, subject matter and text structure.• Audiencescanbepositionedtoviewcharactersandideasinparticularwaysandtheseviewscanbe

questioned. CR 5.1.1; CR 5.1.2; CR 5.2.2; CR 5.3.2

• Textscanreflectanauthor’spointofview,beliefsandculturalunderstandings.CR5.1.1;CR5.1.2;CR5.2.1;CR 5.3.1

• Comparison,contrast,exaggerationandjuxtapositionareusedtocreateemotionalresponses.AspectsofOP5.1.1;OP5.1.3;OP5.2.1;OP5.3.3

• Non-literarytextsanalyse,inform,argueandpersuade.AspectsofCU5.2.3;CU5.1.1

• Non-literarytextscanfocusonamajorpointthatissupportedbyelaboration.AspectsofOP5.1.1,OP5.1.3,OP5.2.1&OP5.3.1

• Reasoning,pointsofviewandjudgmentsaresupportedbyevidencethatcanrefertoauthoritativesources.

• Non-literarytextscanconcludewithrecommendations,restatingthemainargumentsorsummarisingaposition.










Figure 1 indicates the text types that students in Years 8 and 9 can engage with. A full diagram indicating all thetexttypescoveredfromPto9isincludedintheEnglishOverviewintheintroductorysectionoftheCTJInformation Kit.





Early years P-3 Middle Years

4-5

6-7

Middle Years 8-9

To Sen

ior Years

*

expl

anat

ion (s

, l, r, v

, w, d)

documentary (s, l, r, v, w

, d)

*inf

orm

al

debate (s, l)

*formal parliamentary debate (s, l, r, v, w)

*a

rgum

ent (

s, l, r,

v, w, d)

*exposition (r, v, w, d)

*l

ette

r to

the edito

r (r, v, w, d)

*letters to the editor (r, v, w, d) *editorial, review (r, v, w

, d)

*

doc

umen

tary film

(r, v) *film & radio

s: l: r: v: w: d:


Figure 1



The purpose of this material is to describe the distinguishing features of text types within the Expository genre. It is for Teacher Reference. It assists teachers to identify and select features of text types that their students need to learn.

analytical exposition

Important aspects

Analytical exposition is a tightly organised genre in which a point of view is supported by logical arguments and evidence. Appealing to the intellect rather than the emotions, it is still a persuasive text with the writer selecting and omitting information to support a position. Genres in this category often become the means for individuals and groups to sway the public on major issues affecting society. Factual and academic in tone, it is highly valued in secondary and tertiary education. Success in examinations in some subject areas can depend on the student’s experience of and expertise in this genre.


• isdifferentfromdiscussionwherethewriterexploresallsidesofanissueandcomes to a decision, based on evidence

• usuallyrequiresresearchskills,includingnote-making,footnotingandreferencing• cancontainexplanationsanddescriptions• hasfeaturesincommonwithdiscussionandhortatoryexposition,suchastheuse

of supporting arguments• ismoresubduedintonethanhortatoryexposition• oftenhasabibliography• issometimescalledanalytical exposition• isthebasisformanyschoolassignmentsrequiringreasonedpresentationofan

argument

Con

text

Social Purpose • topersuadethatsomethingisthecase,byexplaining,analysingandinterpretingevents, issues and phenomena.


Analytical exposition is widely used for assessment purposes in Australian educational contexts, especially in the humanities. Although some originality is expected from the students, they generally research a body of opinion and evidence which they synthesise and evaluate. There is often a fine line between synthesising and plagiarising. Some individuals, groups and communities accept extensive, word-for-word quoting from source documents and others do not. Cultural groups also differ about what is considered relevant to an issue. The academic writing style can pose difficulties for students until they gain sufficient experience with it.

Subject Matter • isrelatedtoacurrentissue,eventorphenomenon,andresearchconnectedtoit

Roles

• writerasexpert• readerwhocouldbeanoviceoranexpert• studenttoteacher/lecturer/examiner.Thestudentdisplayshis/herknowledgeof

the subject and control of the genre for assessment purposes.

Relationships• aredistantandusuallyformal.Theexpertiseofthetargetreaderwillaffectthe

tenor, for example school text books are more reader-friendly than academic journals.

Mode • written• visual(multimodal)

Medium • academicandtechnicaljournals,schooltextbooks,scholarlypapers,magazines,newspapers, assignments for school or university

Sig

nific

ant

text

ual f

eatu

res

Generic Structure

thesis- the introduction to the topic and the statement of the

position of the writer- the preview or outline of the arguments to follow

argument/s– thepoint the writer is making– theelaborationofthepointwithexplanation,moredetails,

evidence, examples

restatement - restating the writer’s position- can include a brief summary of the main arguments

Cohesion • conjunctions

– someareimplicit,somearerelatedtosequenceasinfinally, most are causal as in because

– insteadofconjunctions,effectivewritersoftenusenounssuch as reason, prepositional phrases such as because of that action and verbs such as cause


Sig

nific

ant

text

ual f

eatu

res

Vocabulary

• isusuallyneutralbutcanexpressthewriter’sattitudethroughvocabularychoicesfor example responsibility

• isoftentechnical• canincludeabstractterms• synonymsareoftenusedtoavoidrepetition

Grammar

Nominalisationandextended noun phrases

– arefeaturesofformaltextsasinThe admiration of a largegroupoffans…

Theme

– newinformationattheendofthesentencecanbepickedup in the Theme of the next as in Smoking contributes to throat and lung diseases. These health problems cost the community…

– Themesoftenrelatetotheitemsinthepreview,forexample in the example above, health could have been an issue previewed in the opening paragraph.

Participants

– usuallygenerichumanasinAustralians and non-human as in prejudice except where a specific Participant is involved as in Macbeth

– noauthorialI as inIthink…– authoritiesmaybecitedspecificallyasinThe Premier declares… or generally as in Expertsagree…

Processes– relational/being/having– mental/thinkingespeciallyinthethesisandits

restatements

Modality

– expressesthewriter’sattitude-usuallyauthoritativeandcertain as in This must cease

– passivevoicecanbeusedtoavoididentifyingtheauthority, and to sound formal and powerful as in The opinion has often been voiced

Timeless present tense – somepasttenseifrecountingfromhistoricalperspective


• topicsentences–relatetothethesisand/ortheprecedingparagraph• mostparagraphsdealwithonemainidea,whichcouldbeanentireargumentor

one part of it, depending on length and complexity.


debate

Important aspects




Con

text

Social Purposes • toexpressopinion,topersuadeotherstoapointofview,tocometoadecision,can also include to entertain





Relationships





Sig

nific

ant

text

ual f

eatu

res

Generic Structure

• selectionofspeaker• speakersupportsoropposesproposal• vote/decisionThe first two stages are repeated until all who want to speak have spoken, or until the chairperson or the regulations governing debate calls a halt.

Includes:• useofrelatedwords.Atechniqueistoparaphraseanotherspeaker’swords

using synonyms with negative connotations.• useofrepetitionofownandothers’wordsandphrasesforemphasis

• canbeconventionalinformaldebates,forexample,addressingamemberofParliament as the honourable member

• canbefactualbuttendstobemainlyemotiveasitisusedtosupportthepointofview of the speaker

Mood

Modality

• interrogative:rhetoricalquestionsareafeatureofpersuasivespeaking as in Whatdowewantforourchildren’sfuture?



Grammar

Intonations and Rhythm

• areusedforrhetoricalpurposesasinrhythmicalpatternsaccompanied by table thumping for emphasis


Nonverballanguage

• includesfacialexpressions,gestureandstance,oftenexaggeratedfor effect.



Important aspects






Con

text

Social Purpose• toexplain,analyse,exposeandexploreevents,phenomenaandissues• canalsoincludetoentertain



Subject Matter




Con

text

Roles



Relationships



Mode



continued overpage


Sig

nific

ant

text

ual f

eatu

res

Generic Structure









diagrams





Visual cohesion


documentary

• Conjunction - the type of transition that often denotes time, for example a slow fade shows passing of time


Visual language


• Technicalcodes



shot

• SymbolicCodes - titles and written information- theirstylesuchasgraphics,typeofprint,background…- placement, at the beginning or after a segment of film


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Grammar







editorial

Important aspects

The editorial is the forum where the newspaper shows what line it takes on a current issue. The alternative term, leader, indicates that it is seen as influencing public opinion. It can have a socialising effect, often the generally accepted view of that readership, and sometimes challenging such views. Like most persuasive texts, the genre is flexible, as good writers manipulate the structure to suit their purpose.


• isusuallyahortatoryexposition,takingastandonanissueandsupportingit• canbebasedonawrittendiscussion,exploringanissuebeforecomingtoa

conclusion• canbesimilartonon-narrativeliterarytypegenres,reflectingonthebroader

implications of a current event• islikethefeaturearticleinthewayitcommentsonthenews• haslanguagefeaturesincommonwithotherpersuasivetexts,forexamplemodality

and an authoritative tenor• usuallyhasanewsreportoracurrentissueasitsstimulus

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Social Purpose • toanalyseaneventorissue,andtopersuadereaderstothatpointofview


People who want to be well informed about current news and issues also like to know about public reaction to them. The editorial plays an important role in shaping and reflecting public opinion. The language used in editorials can be quite literary in more formal newspapers.

Subject Matter • acurrentissueorevent

Roles • writerasleaderofpublicopinion• informedreadersofthenewspaper

RelationshipsThewriterassumesthatreadersareinformedabouttheissueorevent.He/shesetsout to reinforce the views of those who agree with the editorial viewpoint and to change the minds of those who do not. The position of editor gives status and credibility to the views expressed.

Mode • written

Medium • newspaper

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Generic structure

The generic structure of editorials varies. It is usually based on hortatory exposition.

headline - an eye-catching identification of the issue

thesis - the stand the writer takes on the issue

arguments - points are made and elaborated on, sometimes with supporting evidence

recommendations - can be a call to action

Vocabulary • usuallyfactual• canbeformalinnationalnewspapers,orinformalinthelocalfreenewspaper

Grammar

Participants - rarely does the writer use I, though we is often used to include the reader

- can be extended noun phrases and often nominalisations as in the need for attentive political management in the development of the Japan - Australia partnership

Processes - relational/being/having,especiallywithnominalisationsasinSuch rationalisations are…

- verbal/sayingasinThe Prime Minister states…- mental/thinkingasinThe electorate knows…

Mood - some rhetorical questions such as But where do we draw the line?

- someexclamations,sometimesironicsuchasWhatawelcome to their new home!

Modality - ranges from being definite as in we must…tolessdefiniteasinperhaps….

- substitutes: suchasitstandstoreasonthat….andthinkingpeoplerecognisethat…are often used for I think to sound assertive and more authoritative

Paragraphing • diagrams,flowchartsandothervisualscancarryallorpartofthemessage.

Visual language

• BoldTypeface - used for the headline and, in less formal newspapers, to highlight an important point in the text

• Layout - usually vertical columns- often positioned at the top left of the page, a position showing

its importance- usually boxed, with the box including the masthead.


hortatory exposition

Important aspects Hortatoryexpositionisahighlypersuasivegenrethroughwhichthewriterwouldliketoeffect change. It is selective in the arguments chosen and emotive in its language.


• ismorepersonalandemotiveintonethananalyticalexposition• issimilartodebates,sermonsandpoliticalspeechesinitsfrequentuseofspoken

persuasive techniques• issimilartodiscussionandanalyticalexpositionasintheuseofsupporting

arguments• isusedinarangeofmediasuchasmagazinesandnewspapers• isfoundinletterstotheeditorandeditorials

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Social Purpose • topersuadesomeoneoragroupofpeopletodosomething,byselectivelyexplainingand analysing events, issues and phenomena


A genre which sounds more spoken than written, hortatory exposition is widely used throughout the community. It is an important genre as it is one of the few avenues in which people can have their say to a wide audience, such as a letter to the editor or a submission about new policies to a politician.

Subject Matter • isoftenacontroversialtopic

Roles • writerasadvocateforchange• readeraspotentialsupporter

Relationships

The writer wants the readers to empathise with the emotions that inspired the writing, and support the explicit call to action. The spoken language features lessen the apparent distance that separates writers from their audience. Also affecting the interpersonal language or the tenor is the fact that there is often a specific addressee in mind, for example the Prime Minister.

Mode - written

Medium - newspapers,magazines,booksofscriptedsermons

Generic Structure

thesis - the writer’s position on the issue

arguments - the point the writer is making with some relevant supporting evidence

recommendations - can be a call to action

Cohesion • conjunction-causalasinbecause

Vocabulary• expressesfeelingsandattitudes• morespokenthanwritteninstyleasevidencedbytheuseofcolloquialisms• canbemetaphorical,forexampleaminoritygroupinsocietymaybereferredtoin

terms associated with children as in needing looking after

Grammar

Participants - usually generic human as in Australians, and non-human as in prejudice except where a specific Participant is involved as in the Lord Mayor

- I, the writer, we, the writer and sympathetic reader, and you couldbethereaderand/orthepeoplewiththepowertochange things

Processes - relational/being/having- mental/thinking/feeling,especiallyinthethesisandthe

recommendation

Modality - expresses the writer’s attitude which is usually authoritative and certain as in Wemustputastopto…,Thestreetscapewill be retained

- although not as much as in analytical exposition, the passive voice can be used to sound authoritative, especially in recommendations such as It is recommended that council bylaws be amended to ensure compliance by the public; so too can phrases like Experts agree


- as in The Government responds to these challenges some past tense is used if recounting


Letters to the editor (Persuasive exposition)

Important aspects

Alettertotheeditorisabusinesslettersentmainlytonewspapersandnewsmagazines.Most editors reject letters that include inappropriate language or personal attacks on individuals or organisations. Many editors will permit the publication of anonymous letters where details of the name and address are not printed although they are made available to the publication. It is an offence to submit a letter under a false name.


• usesbusinessletterformat• usesthegreeting:DearSir/Madamor Dear Editor• apersuasivetextwiththewriterselectinginformationtosupportaposition

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Social Purpose• topersuadeortoinfluencethereaders’opinionsaboutissuesofconcerntothe

readership


Thebriefexpression(200-250/500words)ofanopinion,acomplaint,anargumentorinformation is submitted for publication. Letters to the editor in many publications may be sent through conventional or electronic mail. Letters can also be sent to entertainment andtechnicalmagazines.Modernforumsforletterstotheeditoraretheelectronicmedia especially on the internet. Increasingly they are sent to radio and television stations to be read on news broadcasts and talk radio.

Subject Matter• oftenaboutpersonalities,events,issuesorhappeningsincurrentaffairsinthe

community, the nation or the world

Roles• writertoeditorandunknownreadersofanewspaper• readerasopinionseeker

Relationships• usuallyformal.Thewriterhasthepowertopresentaforcefulpointofviewandthe

reader has the power to reject it or respond from a different point of view.

Mode - written

Medium - newspapers,newsmagazine,periodical,internet,television,radio

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Generic structure

greeting - DearSir/Madam;DearEditor

introduction - thesis

- purpose/pointofviewoftheletter;maymakereferencetoaprevious publication

argument/s - to support this opinion (and to persuade the reader to the

writer’s point of view)

conclusion (optional)

- restatement of thesis plus a recommendation or suggestion (optional)

signature - name and address supplied

Cohesion

• conjunctions:usedtolinkpointswhenarguingapointofview - temporal conjunctions order points in the argument e.g. firstly, secondly, finally - causal conditional conjunctions link points in a complex sentence e.g. because,

since, if, so, though, unless - instead of conjunctions, effective writers often use nouns e.g. the reason, the

cause

Vocabulary

• relatedtotopicorconcernexpressedbythewriter• oftenemotive,usingpersonalandsubjectivelanguage,e.g. continued neglect of our

homeless youth by uncaring politicians• canbemoreeffectiveifitisneutralandobjectivee.g.Experienceincompetitionsisa

necessary requirement for the development of sporting ability.• synonyms/antonymsusedtocreatelexicalcohesione.g.politicians, leaders,

authorities; advantage, disadvantage

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Grammar

Participants - first person pronoun I, me, is used to indicate a subjective opinion

- use of the second person pronoun you or first person plural we may be used as a form of persuasion e.g. If you commit yourselftothiscause… It is time we all collaborated in an effort toachieve…

- use of the third person allows the text to be more neutral and objective e.g. The members of the government need to make up theirminds…

- nominalisation, used to name issues, reasons and extended participants (noun phrases), makes the text more compact and ‘written’ e.g. This brutal killing of whales in the protected waters aroundAntarctica…

Processes - mental/thinkingverbse.g. think, believe, agree indicate a particular point of view

- present tense is used to express an opinion about a current issue or concern

- modality:expressesthewriter’sattitude–usuallyauthoritativeand certain as in This behaviour muststop;Wecouldpossibly lose; Perhaps our leaders need to rethink; There is absolutely no excuse

Paragraphing & punctuation

• mostparagraphsdealwithonemainideaaspartoftheargumenttoinfluencethereaders’ views


• aletterpublishedinamagazineusesconventionalpunctuation.


review (spoken and written)

Important aspects

A very flexible genre, review focuses on evaluation of the arts, helping its audience decide whattheywillsee/read/listento.Influentialreviewerscanbeverypowerful:theycansellnewspapers and make or break a play on Broadway. Reviews can also have a socialising effect.Whenreadaftertheevent,thereviewenablestheaudiencetocomparetheirjudgment to an expert’s opinion. Although reviews are based on personal response, they are also products of a specific cultural environment and other cultures may have different attitudes to the genre.


• isapersonalresponsetoexperiencingthearts,forexamplethroughbooks,plays,films and television

• isbasedonotherschoolgenressuchaslearninglogsandbookreportswhichidentifyelements to critique such as plot, character and theme

• differsfromlearninglogsandbookreportsinitslackofcomprehensiveness,forexample, describes part of the plot and critiques some elements

• requires,foraninformedresponse,aknowledgeofthegenrebeingreviewedanditsrole and significance in the culture of origin

• buildsonbooktalkandotherevaluationsofliteraryandmassmediagenres• cancontaindescription,anecdote,selectiverecount• hassimilaritieswithadvertisingflyersandpreviewsoffilms,plays,andbooks• inotherclassificationsystemsiscalledaresponseorappraisalgenre

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Social Purposes• toanalyseandevaluate• canalsoincludetopersuade,toentertainandtoinform


Reviews can be informal when a group of friends chat about the latest book or film, or formalwherearespectedreviewerspeaks/writesinthemedia.Theaspectsthatarecommented on can range from the sex appeal of the actors to a feminist view of the plot.Whatisconsideredsignificantenoughtobecritiqueddependsonhistorical,culturaland personal factors. In the educational context, students develop critical skills which will heighten their enjoyment and help to make them critically literate in their own and other cultures’ arts.

Subject Matter• thecontentofwhatisbeingreviewed,suchasthebook,play,film• analysesofstructureandtechniquesuchascharacterisation,cameraangles

Roles

• reviewerasexpertorpeer,forexample,achattyreviewinDollymagazinewhichassumes a shared viewpoint and interests

• reviewerasinformationgiver,forexample,bookreviewsinaprofessionaljournal• listener/reader/vieweraspotentialaudiencefortheitemreviewed

Relationships

• oftencloseandfriendlybecauseofthepersonaltenorofmostreviewswiththeirassumption of shared understandings and interests of their readership. Some are quite formal and academic in tenor where the readership prefers this approach. Readers can, of course, disagree with reviews and some reviewers can be deliberately controversial.

Mode • written,visualorspoken

Medium• awiderangeincludingface-to-faceinteraction,pamphlets,newspapers,magazines,

radio, television

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Spoken ReviewS

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Generic structure

introduction of speaker *

- in radio or television, can be written on the screen with the title of the show

details of work *- details of publisher, producer and actors can be discussed

throughout the review or mentioned together at the beginning or at the end

identification- identifies and evaluates what is to be reviewed, relating it to

other works of the same author, director or type, for example science fiction

summary- selective summary of content gives an idea of the plot of the book/filmwithoutgivingtoomuchaway

significant aspects of work *

- reviewer chooses what to analyse and evaluate, such as setting, theme, humour, sound, camera work

evaluation of work *

- reviewer’s summarised opinion of the value of the work. This is sometimes omitted as the rest of the text has made the reviewer’s attitude clear.

- often standardised as in 6outof10;2stars


Cohesion

• useofwordsrelatedtothecontent,theanalysisandtheevaluation• inface-to-facesituations,referencewordsareoftenusedtorefertothingsnot

identified in the conversation itself: they are part of the shared knowledge of the people involved, for example like that other one

Vocabulary

• isusuallyinformal,especiallyinfacetofacesituationsandunscriptedreviews• canbeformaland/ortechnical,dependingontheaudience• isevaluative-wordsindicatethereviewer’sattitude• figurativelanguagesuchassimileormetaphorisoftenused• isoftenwitty

Grammar

Participants - specificcharacterssuchasTracyMoffat,DianFossey,NedKelly- I and you are used, especially on television where reviews are

visible

Mood - interrogative.Questionsinvolvetheviewer/listener.Canyouimagineafilmwhereamajorcharacterdoesn’tsayaword?

Modality - is found especially in evaluating: You’ll be exposed to sign language, which is probably why I found it challenging.

Present tense - except for references to historical and biographical details


• mostparagraphsdealwithonemainidea,aspartoftheargumenttoinfluencethereaders’ views


• aletterpublishedinamagazineusesconventionalpunctuation

Nonverbal language• infacetofacesituations,gesturesandbodylanguagereflectthespeakers’attitudes

to the subject matter and to the other speakers

Visual language • filmreviewsontelevisioncancontainillustrativefilmclips

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Written ReviewS

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Generic structure

title- usually eye-catching, can be humorous or a play on words, for

example Wildlife,wilddeath for Gorillas in the Mist

byline * - reviewer’s name

details of work *- details of publisher, producer, actors can be spread throughout

the review or grouped at the beginning or at the end

identification- identifies and evaluates what is to be reviewed, relating it to

other works of the same author, director or type, for example science fiction

summary- selective summary of content gives an idea of the plot of the book/filmwithoutgivingtoomuchaway

significant aspects of work *

- reviewer chooses what to analyse and evaluate, for example setting, theme, humour, sound, camera work

evaluation of work *

- author’s summarised opinion of the value of the work. This is sometimes omitted as the rest of the review has made the reviewer’s attitude clear.

- often standardised as in 6outof10;2stars


Cohesion • useofwordsrelatedtothecontent,theanalysisandtheevaluation

Vocabulary

• canbeinformal,ifthisisappropriatefortargetaudience• canbeformaland/ortechnicaldependingontheaudience• evaluativewordsindicatethereviewer’sattitude• figurativelanguagesuchassimileormetaphorisoftenused

Grammar

Informal reviews often have the friendly, chatty features of spoken language. Formal written reviews have different features.

Participants - Iisusedinfrequently.Hidingtheauthororspeakermakesthereview sound formal but this does not mean it is factual.

- sometimes you is used, but often there is a third person reference, for example the audience, the matinee crowd

- participants are often expressed as extended noun phrases to incorporate a lot of information - the idealistic, but underage Archie,whohopestoenlist…

Circumstances - of manner, time and place

Nominalisation - sounds formal - the suggestion of resonances

Modality - not as much as in less formal reviews

Present Tense - except for references to historical and biographical details


• innewspapers,aparagraphisoftenonelongsentencewithembeddedclausesandlong nominal phrases

Visual language

• canbeillustratedbyaphotograph/drawing• thesameformatisusedforeachreviewinthesamenewspaper/magazine

Please note:Spoken reviews tend to be more informal than written, as is the case with most genres, andthefeaturesofeachhavebeendescribedaccordingly.However,readersneedtobear in mind that a spoken review scripted to be read on the radio can have written features,whileareviewwrittenforateenagemagazinecanhavemorespokenfeatures.


Television documentary (documentary film)

Important aspects

Television documentaries are usually initiated by a television channel with a certain budget wanting to fill a particular timeslot for a particular audience. Although the finished product may seem to be factual, these and other factors mean that it is constructed from a particular angle or point of view. The viewer needs to be aware of distortions and omissions and not accept the documentary as absolutely factual.


• isflexibleandcomplex

• canbebasedonanexposition,adiscussion,arecount,oranygenreswhichsuitthesubjectmatter and the maker’s processes

• cancontainmanygenresincludingexplanations,descriptions,recounts,anecdotes,interviews

• istheaudiovisualequivalentofthefeaturearticle

• involvesresearch,note-taking,interviewing

• hasfilmandradiovariants

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Social Purposes• toexplain,analyse,exposeandexploreevents,phenomenaandissues

• canalsoincludetoentertain


The social context strongly influences the range and scope of documentaries. As the commercial television channels’ income from advertising is largely dependent on ratings, their documentaries have to entertain as well as inform. They often choose controversial topics to increasetheiraudience.Non-commercialchannelsdonothavetoattractadvertisers,buttheirbudgets are smaller. Independent documentary makers have to sell their idea to a channel, and this usually involves compromises.

Subject matter


• canbeselectedforitstopicalinterest,controversy,universalappeal,theinterestofthefilmmaker

• asitisavisualmedium,theavailabilityofvisualmaterialinfluencesthefinalshapeofthedocumentary

Roles

• thedocumentary-maker/producer,though,asinfilmmaking,thisisusuallyacollaborativeactivity

• thepresenter/narrator

• thepeopleinthedocumentaryassubjects,witnessesorexperts

• theviewerasinformation-orentertainment-seeker

Relationships

• thetelevisionchannelordocumentary-makermakeschoicesbasedonthetargetaudienceand how they are to be positioned in relationship to the documentary, for example sympathetic, hostile, titillated

• someviewerswillacceptthemainmessagesandbasicpremiseofthedocumentaryandcriticise it within this framework; some will read it differently, because of their different experiences and beliefs; other viewers will be aware of its gaps, silences and inconsistencies and how it tries to influence the viewer

• peopleinthedocumentarycanhavetheirmessagemanipulatedbythequestionsasked,byediting, by conflicting visuals

Mode

- visual

- spoken

- auditory

- written, including title, credits, subtitles, written information, labels on diagrams

Medium - television, videotape, computer

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Television documentary (documentary film) cont’dS

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- isvaried.Eachwillhavetobeanalysedindividuallytoseewhatgenre/sthemakersusedandwhy. The following is an example of how exposition might be used.

title- can indicate thesis, as in Rainforest, our vanishing heritage


background * - title sometimes follows this

thesis- oftengivenbypresenter/narratorasavoice-overortalkinghead


arguments

- in selected and sequenced visual material with or without voice-over and music

- in interviews

- in images, such as computer graphics, maps, graphs, diagrams

conclusion

- canbearestatementofthethesis,inimagesand/orspokenorwritten words

- canincludesummingupofevidence,inimagesand/orspokenorwritten words

- canincluderecommendation/s* An optional stage of the genre

Visual cohesion

Repetition• - of techniques such as the handheld camera

- of images such as railway images in a travel documentaryConjunctions• - juxtaposition of shots can imply the relationship between them, such

as contrast, cause and effect

- the type of transition often denotes time, for example a slow fade shows passing of time


Visual language

Somefeaturesarementionedabove.Othersare:Technical codes• - lighting which can contribute to the atmosphere

- different camera techniques such as time-lapse photography

- camera angles, for example, a low angle makes the subject seem more imposing

- selection and ordering of shots can give powerful messages

- types of transitions such as dissolves, to indicate that text has been omitted in an interview

- composition and type of shot such as close-up, medium or long shotSymbolic Codes• - visual presentation of people indicates point of view, for example

looking into the camera can signify authority; formality of dress such as shorts and a T-shirt compared with a suit, and location of the interview such as a kitchen compared with an office, can also influence credibility

- titles and written information

- their style such as graphics, type of print, background

- placement, at the beginning or after a segment of filmSee Constructing Realities: Media Curriculum Guide for Years 1 to 10 and Using visual texts in primary and secondary English classrooms for more details.

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looking straight at the camera gives the presenter authority•smiling, and other facial expressions convey the participant’s attitudes•other nonverbal language such as folded arms, also can indicate the participants’ attitudes•where actors are used, their body language conveys certain meanings•

Vocabularycan be technical, depending on the subject•can be emotive or factual, depending on whether the tenor is to appear neutral or not•can include languages other than English, sometimes subtitled or translated•

Grammar

Mood interrogative:rhetoricalquestionsinvolvetheviewerasinWhat−futureisthereforourchildren?

Modality where there is speculation as in − This will cause…OrevaluationasinThis mustbe…

where the presenter expresses own opinions as in− Ithink…

sometimes the origin of the opinion is hidden as in− Itseems…Theme can be important in signalling the introduction of an argument, for −

example Anotherreason/problem…

what is emphasised and in focus in a shot is the important part −of the visual message, that is, the visual equivalent of Theme. The soundtrack can highlight this element too.


natural, unrehearsed conversations contrast with the more regular intonation and rhythm •of the presenter’s script, even if it is written in a more spoken style

Pronunciationvaries with the different people in the documentary•dialects vary.•





year 8/9: a review

CourageisoneofanumberofsignificantthemesinHarperLee’snovel,To Kill a Mockingbird. The story is interspersed with demonstrations of courage by a number of characters including the courage of One-shotFinch; the courage of a dying Mrs Dubose; Atticus’ courage involving his defence of Tom Robinson; and the courage of Jem facing reality at a young age.

A type of physical courage is demonstrated by Atticus as his thirty year old namesakeOne-ShotFinch.Withthecommunitycoweringbehindlockeddoors, he emerges into the midst of the mad dog scene and shoots the animal. This demonstration of natural-born talent in a crisis makes Atticus aheroinJem’seyes.Hisadmirationgrowsforafatherwhoriskedhislifeto protect family and neighbours but Atticus wants him to value another type of courage.

ThiscourageisthatofthemorphineaddictMrsHenryLafayetteDubose.Atticus attributes real courage to her, contrasting it with the courage of a man with a gun in his hand. The dying woman rids herself of her addiction. According to her views she prefers to die free, controlled by nothing or nobody. In a world where winning is rare, Mrs Dubose won, against great odds. This makes her the bravest person Atticus knew.

The above example of real courage is shown in Atticus’ decision to defend Tom. Despite the warnings he receives he goes ahead and defends a nigger in a rape case. In his definition of Mrs Dubose’s courage, It’s when you know you’re licked before you begin, but you begin anyway and you see it through no matter what, he defines his own (124) Simply because we were licked a hundred years before we started is no reason for us not to try to win (84).

Atticus does try to win, providing enough evidence to have his client acquitted. So that Tom Robinson would receive the fair trial any man deserves,AtticusbreaksoneofthestrictestsocialcodesofMaycomb.Heknowshewillnotwinrightfromthebeginning.No-onehadevertrustedthe word of a black man against that of a white man, but he has to clear his conscience before anything else. Because he takes this moral position he, his children and his family will continually face slander, insults, and even physicalviolencefromtheirfellowcitizens.Atthejail,heandhissonbothmust draw on great courage to defend Tom against the mob.

Jem,theboyenthralledbytheactionheroOne-ShotFinchshootingamaddog, is idolised by Scout and Dill for his own bravery in touching a wall of the reclusive Boo Radley’s house. More is required of him as the novel develops.Hemustputupwiththenamesandlabelsattachedtohimandhis sister because of their father’s defence of the alleged rapist.

Even more of a challenge is his need, out of love, to protect his sister from a would-be killer, even though he is being overcome by an attacker much stronger than he. It is this same loyal courage that Jem demonstrates when he defies his father and stands by him in the jail scene, as the white community expresses the racial hatred that would not recognise the innocence of a black man. The attitudes that lie beneath the social code of Maycomb have to stand and an innocent man has to die.

This courage, which Atticus and Mrs Dubose possess, that Jem develop, the doing what is right despite the pain, is central to the novel, defining what courage is and what it is not. In To kill a mockingbird these characters have the moral courage to stand by what they believe in.

Audience positioned to view characters in a particular way through choices of subject matter.-

The theme of ‘courage’, developed in the novel through the interplay of plot and character, is explored.

Paragraphs build and sustain cohesion and develop the central idea

Topic sentences signpost logical development of ideas

Uses extended phrases and dependent clauses at the beginning of sentences to link ideas across paragraphs and sentences as in Withthecommunity cowering behind locked doors; So that Tom Robinson would receive the fair trial any man deserves

Grammar

Nounandverbgroupsexpressattitudes and make judgements as in with the community cowering behind locked doors; providing enough evidence; strictest social codes, enthralled, idolised; innocent man

Modal auxiliary verbs selected to convey degrees of certainty to suit the text type as in would receive, will win will face, must draw, must put up with

Verb groups convey time through correct tense

NominalisationusedtocompressIdeas, simplify sentence structure, and add formality to the text as in demonstration, admiration, decision, evidence, the innocence

Punctuation signals meaning

States a point of view; preview is given of examples of courage to be analysed

Series of arguments analyse different types of courage. Examples include elaboration andcomment/evaluation

The thesis is restated and the significance of moral courage is underlined.




year 8: a review/an analytical expositionContext for assessment: Students have explored a variety of text types and writing conventions that position an audience to have particular opinions or ideas about a product. In this assessment students analyse a web advertisement and the key components that contribute to the successful production of the advertisement. They also identify and analyse the ways this advertisement uses linguistic and visual modes to influence audiences. The focus of the Review is on a product that will be advertised in the school yearbook. (Source of text: Queensland Studies Authority Assessment Bank 2009)

When appearance is everything

The advertisement being reviewed is the “lighter choices”webpageontheMcDonald’swebsite.Thisreview will consider how suitable the advertisement is for our school yearbook.

Thisadvertisementusesavarietyof“healthyfood”images and text. Clever, emotive and persuasive language convinces the audience of the company’s point of view. There are descriptive words and phrases thatpeoplethinkofaspositive,suchas“delicious”,“lean”,“lighter”,“mouth-watering”,and“fewerthan10gramsoffat.”Thesewordsarepresentedindifferentfontsandsizesinanattractivedesign.

Thefontsizeandcolourscreateatextthatiseasyto read, while looking classy on a background of blue and black. The text has been positioned to draw the reader’s attention from the images of food to the information. The main symbols within the advertisement are images of a slim, young woman; a redandwhiteHeartFoundationtick;andthewords“lighterchoices”inalarge,fancyfont.

The advertisement targets girls in their late teens. The image shows a slim, young woman lying on lush green grass, smiling with her boyfriend beside her. This image portrays a stereotypical carefree life and provides a clue to the target audience.

The message is convincing: if you eat from the “healthy choices”menuitwillbringyouacarefree,happy,healthy and desirable lifestyle. Images of the young couple and healthy fresh foods convey this visually.

Onthesurface,theemotivelanguage,imagesused,and the layout make this an effective and persuasive text that would complement our school’s yearbook ifstylewastheonlydecidingfactor.However,whenexamining the nutrition facts provided by McDonald’s, Ifoundthateventhoughthe“lighterchoices”foodswere lower in fats, there were many other ingredients such as artificial flavours, colours and preservatives. This contradicts the healthy eating information outlined ontheQueenslandGovernment’s“EatWell,BeActive”website.

In summary, the false claims and the use of a stereotype are misleading. McDonald’s is a well-known, fast-food chain used by many of our students, but I do not believe it would be helpful to promote their products in our yearbook.

For these reasons I recommend that you do not include this advertisement in our school yearbook.

Textual Features

Cohesion: Paragraphs sustain cohesion and develop a central idea

Vocabulary: is formal as is appropriate to the role of the reviewer and the target audience–theeditoroftheSchool Yearbook, but not technical

Adjectives express attitudes and make judgements as in emotive and persuasive language, company’s point of view, stereotypical life, target audience, persuasive text

Grammar

Processes: Modality as in think, will, I do not believe expresses some kind of personal judgement on the message by the writer.

Active and passive voice allow for choice of the subject focus in sentences as in There are descriptivewords…Thesewords;Thefontsizeandcolourscreate…thetexthasbeenposition

Attitudinal Lexis: Evaluative words indicate the reviewer’s attitude as in suitable, targets, stereotypical carefree life, only factor, examining, contradicts, false claims, misleading

Generic Structure

An eye catching title with a suggestion of a play on words

Introduction: identifies what is to be reviewed and the focus for the position

Body of the argument: selective summary of the linguistic and visual content of the exposition in paragraphs 2 and 3

Chooses aspects for analysis:

Paragraph 4 -role of stereotypes in ‘hooking’ a particular target audience;

Paragraph 5 -the content message ‘selling’ a desirable lifestyle;

Paragraph6-thecontradiction between the message of the title and the values of healthy living.

Conclusion

Evaluation of work: author’s summarised opinion of the value of the work

Recommendation



Ass

essa

ble

elem

ents

Kno

wle

dge

and

Und

erst

andi

ngC

onst

ruct

ing

Ref

lect

ing

Stu

dent

s kn

ow a

nd u

nder

stan

d th

at a

n an

alyt

ical

exp

ositi

on is

a

high

ly o

rgan

ised

gen

re in

whi

ch

the

poin

t of

vie

w is

sup

port

ed b

y lo

gica

l arg

umen

ts a

nd e

vide

nce.

Th

ey s

eek

to p

ositi

on a

wid

er

com

mun

ity a

udie

nce

by a

naly

sing

an

d in

terp

retin

g an

issu

e.

Stu

dent

s co

nstr

uct

an a

naly

tical

exp

ositi

on o

f a w

eb a

dver

tisem

ent

usin

g:

•agenericstructurethatidentifiesapositioninanintroduction;develops

a bo

dy w

ith d

etai

ls a

nd a

naly

sis

and

rest

ates

the

pos

ition

in a

con

clus

ion

•paragraphstosustaincohesionanddevelopacentralideas

•activeandpassivevoicethatchangethesubjectandthefocusinthe

sent

ence

•adjectivesandadverbstoexpressattitudes,makejudgementsand/or

evok

e em

otio

ns•modalauxiliaryverbstoconveydegreesofcertainty,probabilityor

oblig

atio

n •nomalisationtocompressideasandtoaddformalitytothetext

•vocabularychosentoestablishrolesandrelationshipswithanaudience

incl

udin

g th

e de

mon

stra

tion

of p

erso

nal a

utho

rity

and

cre

dibi

lity

Stu

dent

s re

flect

on

thei

r la

ngua

ge c

hoic

es

and

how

the

y ca

n ap

ply

thei

r le

arni

ng

thro

ugho

ut t

he c

onst

ruct

ion

of t

he t

ext.


The

stud

ent:

•selectsandelaborateson

com

plex

idea

s an

d is

sues

pr

esen

ted

in t

he t

ext

The

stud

ent:

•sequencesparagraphstodevelopalogicalargument

•chooseslanguagefeatureswhichallowmorecomplexideastobe

com

pres

sed

with

in c

laus

es (l

exic

al d

ensi

ty),

resu

lting

in a

mor

e fo

rmal

te

xt


•usesconventionalspellingformorecomplexwords

The

stud

ent

:•usesarangeofwritingstrategiesto

enha

nce

the

mea

ning

of t

he t

ext

for

the

inte

nded

aud

ienc

e•deliberatelymakeschangesand

mod

ifica

tions

to

the

text

to

mak

e it

mor

e ef

fect

ive

•exploresideasandissues

pres

ente

d in

the

sel

ecte

d te

xt

•makesinferencesanddraws

conc

lusi

ons

abou

t ho

w t

he

text

pos

ition

s th

e in

tend

ed

audi

ence

and

sup

port

s th

is

with

evi

denc

e fr

om t

he t

ext

•plansandorganisessubjectmatteraccordingtothespecifictext

stru

ctur

e an

d in

clud

es a

rec

omm

enda

tion

in t

he c

oncl

usio

n•usesparagraphsbeginningwithatopicsentencetodevelopeach

aspe

ct o

f the

arg

umen

t •chooseslanguagefeaturestoestablishrelationshipsandpresent

subj

ect

mat

ter

from

a p

artic

ular

per

spec

tive

•usespunctuation(includingcolonsandsemicolons)tosignalmeaning

•usesderivationalpatternsofwordstospellmultisyllabicwords

(nor

mal

isat

ions

)

•usesstrategiesofplanning,drafting,

revi

sing

, edi

ting,

pro

ofre

adin

g, p

ublis

hing

an

d re

flect

ing

duri

ng t

he w

ritin

g pr

oces

s•makeschangesandmodificationstothe

text

•identifiesthemainideas

and

issu

es p

rese

nted

in t

he

sele

cted

tex

t

•drawsconclusionsabouthow

the

text

pos

ition

s th

e in

tend

ed

audi

ence

and

sup

port

s th

is

with

som

e e

vide

nce

from

the

te

xt.

•usesasequencedtextstructurethatincludesanintroduction,abody

and

a co

nclu

sion

•organisestextintoparagraphscontainingrelatedinformation

•usessomeappropriatelanguagefeatures

•usessomepunctuationcorrectly

•usescorrectspellingforfamiliarandsomeunfamiliarwords.

•usessomewritingstrategiesduringthe

wri

ting

proc

ess.

Yea

r 9

Jun

ctur

e En

glis

h Ex

posi

tory

Tex

t (A

Rev

iew

)S

tude

nt n

ame:

STA

ND

AR

DS

Evid

ence

of

aVeryHigh

stan

dard

Evid

ence

of a

Highstandard

Evid

ence

of

a S

ound

st

anda

rd

Evid

ence

of

Bel

ow

stan

dard

Evid

ence

of

WellBelow

stan

dard





1. Whatknowledge,valuesandpracticesareevidentinthistext?

Text Types

2. Whatisthepurposeofthistext?Doesthetexttypeachievethesocialpurpose?

3. Hasthestudentusedthestagesof the text type to achieve the purpose?

4. Howdoesthestructureofthestudent’stextpositionreaders/viewers or prioritise certain knowledge, valuesandpractices?

Subject matter

5. Is the subject matter appropriate for the text type, the purposeandaudience?

6. Howdoesthechoiceofnounandverb groups work to develop the subjectmatter?Whatsentencestructures are used to develop the subject matter

–simple,compound,complex,dependent clauses in theme position?

7. Howdotheselectednounandverbgroupsappealto/position/inviteparticular meanings, particular knowledge, values and practices about thetopic?

Roles and Relationships

8. Whatrelationshipistherebetweenthewriter/shaperandthereader/viewer?

–equal/unequal(Power)

–close/distant,formal/informal (Distance)

–knowledgeorexpertiseofthetopic (Affect)

9. Howdosentencetypes(grammatical mood), vocabulary or modality construct the relationships?

–sentencetypesusedinthetext(statement, question, command, exclamation)

–vocabularychoices(emotive,evaluative, figurative words)

–modality(always,sometimes)and modals (should, never)

10.Howareknowledge,valuesandpractices represented through grammaticalmoodchoices?

–sentencetypestoconstructtherelationships

–vocabularychoicetodevelopcertain types of relationships with the reader and invite particular meanings

–modalsandadverbstoinfluencethereader or viewer in particular ways

Mode and Medium

11.Whatmodeoflanguagehasbeen chosen: written, spoken, visualormultimodal?Arethesemodesusedeffectively?

12.Howareideaslinkedthroughoutthetext?(languagechoicesandpatterns of use)

–themeposition(atthebeginningof the clause)

–cohesion:repeatedandrelated words, pronouns and conjunctions

–nominalisation

–activeorpassivevoice

13.Howdothepatternsoflanguagechoicespositionreaders/viewerstomake particular meanings and draw particularconclusionsfromthetext?























issues.








PLannIng an engLIsh InQuIry

Student engagement in learning is enhanced when planning in English is focussed around an inquiry into relevant aspects of text, language or literacy.


This involves:












The teacher:






Specify criteria for the standards of learning achievement.

Discuss what this may look like.




TeaChIng The eXPosITory genre{Note:ThefollowingisrepresentedschematicallyonPage147ofthisresource}























Context of Culture






Deconstruction






























Text





Deconstruction







• Howcanwetell?














Preparation



















Preparation




Joint Construction


Construction


Joint Construction







Retrieval charts

Storyboards

Tables

Notes

Flow chart











• Brainstorming

• Clustering



Select a topic,





Critical Literacy



















Publish.






TEA

CH

ING

AN

D L

EAR

NIN

G C

YC

LE

Dec

onst

ruct

ion

Bef

ore

cons

truc

ting

a te

xt w

e ne

ed t

o id

entif

y:





info

rmat

ion.

Con

text

of

Cul

ture



Con

text

of

Sit

uati

on




Rel

atio

nshi

ps)


communication?

Dev

elop

ing

Con

trol

of

Gen

re

Inde

pend

ent

Con

stru

ctio

n of

Tex

t

Cri

tica

l Lit

erac

y

Stu

dent

s us

e th

e ge

nre

to c

halle

nge

ideo

logy

, the

ory

and

prac

tice.

Pre

para

tion

for

inde

pend

ent

wri

ting

of a

tex

t in

the

sam

e ge

nre

(as

for

join

t co

nstr

uctio

n)


genr

e in

dra

ft


peer

s ab

out

wri

ting



Con

sulta

tion

with

tea

cher

and

pe

ers

may

occ

ur d

urin

g a

draf

t.

It m

ay a

lso

incl

ude

aspe

cts

of

editi

ng e

tc.

Pre

para

tion


join

t co

nstr

uctio

n of

a n

ew

text?


know

ledg

e th

roug

h re

sear

ch


to s

caffo

ld in

quir

y

Con

stru

ctio

n

Teac

her

guid

es t

he

stud

ents

in jo

intly

co

nstr

uctin

g a

new

tex

t in

th

e sa

me

genr

e.

Join

t C

onst

ruct

ion

Dev

elop

ing

Fiel

d K

now

ledg

eTe

xt


thestages?

Whataresomeofthe

languagefeatures?

Howdoweknowwhatthe

textisabout?


betw

een

the

wri

ter

and

the

reader?

Te

aC

hIn

g T

he

eX

Po

sIT

or

y g

en

re


supp

ort

stud

ents

to

syst

emat

ical

ly d

evel

op c

ontr

ol o

f inc

reas

ingl

y co

mpl

ex g

enre

pat

tern

s.



grammar: Whole of Text LevelWhole texts are comprised of clauses that are linked using a range of increasingly complex sentence structures and cohesive devices that suit the purpose and text type including:•grammaticalpatterns and features e.g. theme position and sentence structures •repeatedorrelatedsentencepatterns, phrases or words across several clauses•conjunctionstojoinclauses


Clause A clause is the basic unit of meaning in Standard Australian English. A clause: • conveysamessage• usuallycontainsaverborverbgroup• usuallyprovidesinformationabout: o what is happening o who is taking part o the circumstances surrounding the activity (when, where, how).

Theme Position The theme comes first in a clause. It is the predominant part. Theme position and patterns of theme reveal the key messages of a text.Rheme is the remainder of the clause. e.g.

The blue car raced around the mountain.Around the mountain raced the blue car.Racing around the mountain was the blue car.

COHESIONRepeated wordsTexts are held together by repeating words particularly nouns and verbs.Related wordsTexts are held together by the related words or word groups within a text. PronounsTexts are held together by pronouns that refer back to nouns, noun groups or clauses e.g. The barn smelled of hay. It smelled of rope. EllipsisTexts can be held together by words that are left out but whose meanings are understood. e.g. Jim ran across the road but Jessica walked (across the road).Conjunctions are used to join clauses: • conjunctionsthatadd ideas and information including and, as well, also, or • conjunctionsthatcompare or contrast ideas and information including but, also, like, yet• conjunctionsthatindicate time or sequence time within a text including then, when, after, before, while, until,

since, later, whenever• conjunctionsthatshow the causeofanidea,actionorinformationincludingbecause,so,so…that,aslongas,if…then,incase

NOMINALISTION The process of forming nouns from words of other classes (eg ‘invention’ from ‘invent’, ‘honesty’ from ‘honest’) to make a text more compact and ‘written-like’.









In a complex sentence the dependent clause can be rank shifted to give greater emphasis to that clause. e.g.

Lester did not sleep a wink because he was rigid with fright.

If he had not been so naughty, Lester would have been home for the night.

ExclamationsThe type of sentence used is often determined by the text type. An author can choose a particular type of sentence. The type of sentence used can indicate the mood of the text.









Noun groups

Noun Groups:





A noun group:






Participants:


• canbenouns, noun groups, pronouns.

Attributes:


• canbeadjectives, adjectival phrases and adjectival clauses.


Processes:


• canbeverbs or verb groups (including adverbs, modal adverbs and auxiliary verbs or modals).

Modality indicates level of:

• usualnesse.g.often,sometimes,always,never

• certaintye.g.possibly,probably,maybe

• obligatione.g.must,should,will,ought.










Circumstances:


• canbeadverbs, adverbial phrases and adverbial clauses.

















Determiners are individual or group of words that:



• maybeanarticle,pointingwordorpossessive









- The boy is here.












Science ResourcesP-3 Resources ‹Years 4 & 5 Resources ‹Years 6 & 7 Resources ‹Years 8 & 9 Resources ‹

P-3

Re

so

ur

ce

s

Science ResourcesP-3 Resources ‹Years 4 & 5 Resources ‹


ye

ar

s 4

& 5

R

es

ou

rc

es

Science ResourcesP-3 Resources ‹Years 4 & 5 Resources ‹


Ye

ar

s 6

& 7

R

es

ou

rc

es

Science ResourcesP-3 Resources ‹Years 4 & 5 Resources ‹Years 6 & 7 Resources ‹


Ye

ar

s 8

& 9

R

es

ou

rc

es

Documents

CTJ Booklet Complete[1]