Functional GrammarFunctional Grammarin thein the

Early YearsEarly Years

Presenter: Gail YoungPresenter: Gail YoungHolland Park State SchoolHolland Park State School

ForForNational Literacy WeekNational Literacy Week

Saturday 8 September, 2007Saturday 8 September, 2007

My FocusMy Focus

‘‘Language for Learning’Language for Learning’

Fostering an explicit consciousness in Fostering an explicit consciousness in a multi-age Early Phase classroom of a multi-age Early Phase classroom of

how language functions in the how language functions in the learning processlearning process

My BeliefMy Belief

“ “It is not only helpful but crucial that It is not only helpful but crucial that understanding of how functional understanding of how functional grammar is used to make more grammar is used to make more complex meanings in texts can help complex meanings in texts can help teachers support students develop teachers support students develop literacy skills.”literacy skills.”

Literacy - the Key to learningLiteracy - the Key to learningFramework for Action 2006 - Framework for Action 2006 -

20082008

Recognises it is the quality of Recognises it is the quality of teaching that makes the biggest teaching that makes the biggest differences to students’ literacy differences to students’ literacy outcomes across the phases of outcomes across the phases of learning.learning.

The systematic teaching of:The systematic teaching of:

ReadingReading WritingWriting Spelling and phonic skillsSpelling and phonic skills Explicit teaching of texts and grammarExplicit teaching of texts and grammar Scaffolded and contextualised Scaffolded and contextualised

teaching of reading comprehensionteaching of reading comprehension Social-critical approaches – purposeful Social-critical approaches – purposeful

teaching of critical literacyteaching of critical literacy

The integration of these The integration of these essential skills based on essential skills based on

explicit instruction enables explicit instruction enables children to:children to:

Read and viewRead and view Speak and listenSpeak and listen Write and shape for learning in and Write and shape for learning in and

out of schoolout of school

IntroductionIntroductionRegisterRegister

Register is a way of describing how the Register is a way of describing how the context influences the language produced in context influences the language produced in a particular situation.a particular situation.

The ways in which a teacher constructs a The ways in which a teacher constructs a

classroom context can help promote the classroom context can help promote the sort of language which contributes to sort of language which contributes to learning.learning.

( Halliday, M. A. K., A Short Introduction to Functional Grammar, ( Halliday, M. A. K., A Short Introduction to Functional Grammar,

Edward Arnold, London, 1985)Edward Arnold, London, 1985)

FieldField

The field of a situation refers to “what The field of a situation refers to “what is going on” – the doings and is going on” – the doings and happenings, who or what is involved happenings, who or what is involved in them (the participants) and the in them (the participants) and the circumstances in which they are circumstances in which they are taking place (where and when).taking place (where and when).

TenorTenor

The Tenor of a text will depend on The Tenor of a text will depend on the roles of the participants and their the roles of the participants and their relationships:relationships:

How well they know each otherHow well they know each other Their agesTheir ages Their relative statusTheir relative status How they feel towards each otherHow they feel towards each other

ModeMode

Mode deals with the channel of Mode deals with the channel of communication.communication.

Learning can take place through the Learning can take place through the oral mode or the written mode.oral mode or the written mode.

Context of SituationContext of SituationREGISTER

TEXT

Tenor(roles/relationships

Field(subject matter)

Mode(written > spoken)

Farm YardBliss

Observing, describing through oral language, defining, comparing, contrasting, grouping, classifying and

generalising through play.

Sharing the text “Harriet and the Fox” Sharing the text “Harriet and the Fox” by Rina A. Foti illustrated by Judith Rossellby Rina A. Foti illustrated by Judith Rossell

Prep One GY’s Responses to the Prep One GY’s Responses to the TextText

Prep One GY’s Plans to Prep One GY’s Plans to Outwit the FoxOutwit the Fox

Oscar’s organised, clever plan – I would put poison Oscar’s organised, clever plan – I would put poison on the eggs and I’d pay him and then I would give on the eggs and I’d pay him and then I would give him an egg and then he would go crazy and crash him an egg and then he would go crazy and crash into a wall.into a wall.

Yuri’s secret, hiding plan – I would go in a tree and Yuri’s secret, hiding plan – I would go in a tree and get a fish. I would build a spider and I would put get a fish. I would build a spider and I would put my fishing line out of the tree and the fox would my fishing line out of the tree and the fox would come and I will scare it with the spider.come and I will scare it with the spider.

Gabrielle’s yummy, food plan – I’d put some food on the Gabrielle’s yummy, food plan – I’d put some food on the grass. I would bring the food to the big trap with a lot of grass. I would bring the food to the big trap with a lot of eggs and when he jumps on the eggs and eats them all eggs and when he jumps on the eggs and eats them all I’d press a red button that would make the trap close up. I’d press a red button that would make the trap close up. We’d put him in the bag and take him to gaol.We’d put him in the bag and take him to gaol.

Hamish’s spider hanging plan – I’m going to cut out a Hamish’s spider hanging plan – I’m going to cut out a spider and then I’m going to put it on a piece of string spider and then I’m going to put it on a piece of string and then I’ll make a loop and put it on the tree and blow and then I’ll make a loop and put it on the tree and blow it until the fox comes. I’ll say a word and then it will run it until the fox comes. I’ll say a word and then it will run away.away.

Harriet’s open-the-mouth plan – I can open up his mouth Harriet’s open-the-mouth plan – I can open up his mouth with my hands then I can put chilli in it. Then I’ll open with my hands then I can put chilli in it. Then I’ll open and close and open and close his mouth and when it and close and open and close his mouth and when it swallows it might be a bit spicy. Then he might run swallows it might be a bit spicy. Then he might run away. Then he might not come again because he’ll think away. Then he might not come again because he’ll think I will do it again.I will do it again.

Harriet’s slippery slide plan – I’m going to make the Harriet’s slippery slide plan – I’m going to make the fox go up the slippery slide and when he comes fox go up the slippery slide and when he comes down I’ll pull the rope and the cage will come down down I’ll pull the rope and the cage will come down on him.on him.

Matthew’s rollercoaster plan – First I make a Matthew’s rollercoaster plan – First I make a rollercoaster and then the fox slides on it and then rollercoaster and then the fox slides on it and then he goes in a lava thing and then he dies.he goes in a lava thing and then he dies.

Annie’s high swing plan – I’d put a chair behind the Annie’s high swing plan – I’d put a chair behind the swing then he swings off it and goes into a trap.swing then he swings off it and goes into a trap.

Zachary’s brown snake plan – I’d make a cardboard Zachary’s brown snake plan – I’d make a cardboard snake and scare the fox with it. I would make the snake and scare the fox with it. I would make the snake move.snake move.

Harry’s digital camera plan – I’d take a photo of the fox Harry’s digital camera plan – I’d take a photo of the fox and then I’d pull it out of the camera and then I would and then I’d pull it out of the camera and then I would try to put it on the ground so he would know it is a try to put it on the ground so he would know it is a picture of him. Then he will try to chase people.picture of him. Then he will try to chase people.

Spyro’s letter writing plan – I’d write a letter to the fox Spyro’s letter writing plan – I’d write a letter to the fox catcher and tell him to catch the fox.catcher and tell him to catch the fox.

Jack’s huge rock plan – You sneak up on the fox and Jack’s huge rock plan – You sneak up on the fox and throw some rocks at him and then a cage comes down throw some rocks at him and then a cage comes down then there is something in the cage that comes out of then there is something in the cage that comes out of the ground and spears him.the ground and spears him.

Ruby’s trap cage plan - I’m going to put round white Ruby’s trap cage plan - I’m going to put round white chocolate that looks like eggs on a plate and there is a chocolate that looks like eggs on a plate and there is a trap on the roof and it’s going to fall while he is eating.trap on the roof and it’s going to fall while he is eating.

Shatalii’s chocolate eating plan – I’m going to go home Shatalii’s chocolate eating plan – I’m going to go home and get a piece of chocolate. I’m going to put the and get a piece of chocolate. I’m going to put the chocolate on the ground on the grass and then when chocolate on the ground on the grass and then when the fox comes to my house I’m going to hide behind the fox comes to my house I’m going to hide behind the garage and scare the fox away.the garage and scare the fox away.

Jasmine’s bouncing ping-pong ball plan – He’s going to Jasmine’s bouncing ping-pong ball plan – He’s going to eat all the ping-pong balls because he thinks they are eat all the ping-pong balls because he thinks they are eggs. He will blow up.eggs. He will blow up.

Ethan’s rope trip plan – I’d make a rope and make it trip. Ethan’s rope trip plan – I’d make a rope and make it trip. It would hurt itself and it could bleed.It would hurt itself and it could bleed.

Chloe’s fox trap plan – When the fox comes to the hen Chloe’s fox trap plan – When the fox comes to the hen house when he tries to get in he can’t because the house when he tries to get in he can’t because the trap is there. We put him and trap in the bushes.trap is there. We put him and trap in the bushes.

Monisha’s stripy snake plan – It scares the fox so the fox Monisha’s stripy snake plan – It scares the fox so the fox can’t get Harriet any more.can’t get Harriet any more.

Kos’s fish spike plan – The fox is going on spikes to get a Kos’s fish spike plan – The fox is going on spikes to get a fish. That will hurt him!fish. That will hurt him!

Ella’s plan - I build a pool and the fox comes. He jumps Ella’s plan - I build a pool and the fox comes. He jumps in the pool to have a swim and he drowns.in the pool to have a swim and he drowns.

Putting it Into PracticePutting it Into PracticeFARM YARD BLISSFARM YARD BLISS

Structure the learning context in terms of Mode Structure the learning context in terms of Mode – Field - Tenor.– Field - Tenor.

Mode ranges from oral/active through to Mode ranges from oral/active through to written reflectivewritten reflective

Field increases knowledge of farmyard Field increases knowledge of farmyard animalsanimals

Tenor reflects the roles and relationships Tenor reflects the roles and relationships engaged in by the teacher and the children.engaged in by the teacher and the children.