Literacy SecretariatLiteracy is everyone’s business

Organising elements of literacy

Literacy SecretariatLiteracy is everyone’s business

Two big overarching processes:

• Comprehending texts through listening, reading and viewing

• Composing texts through speaking, writing and creating

Four aspects for each process :•Text knowledge

•Grammar knowledge •Word knowledge •Visual knowledge

Literacy SecretariatLiteracy is everyone’s business

Literacy is everyone’s business…

• all teachers are responsible for teaching the subject-specific literacy of their learning area

• all teachers need a clear understanding of the literacy demands and opportunities of their learning area

• literacy appropriate to each learning area can be embedded in the teaching of the content and processes of that learning area.

Literacy General Capability: ACARA Jan ‘12

Literacy SecretariatLiteracy is everyone’s business

Theoretical Background

Based on a social view of language: considers how language works to construct meaning in different social and cultural contexts

Vygotsky (1976)

Brice Heath (1983)

Halliday and Hasan (1985)

Freebody and Luke (1990)

Gee (1991, 2008)

Christie and Derewianka (2008)

Literacy SecretariatLiteracy is everyone’s business

Comprehending texts through listening, reading and viewing

• using strategies for reading and viewing texts, including using applied topic knowledge, vocabulary and visual knowledge

• listening for information and to carry out tasks and participate in discussions

• using strategies for comprehending spoken, written, visual and multimodal (learning area) texts, including retrieving literal information and making inferences.

Literacy SecretariatLiteracy is everyone’s business

Composing texts through speaking, writing and creating

• using language as a key learning tool to explore ideas, test possibilities and compare solutions

• composing different types of spoken, written, visual and multimodal (learning area) texts for a range of purposes and audiences

• participating in group and class discussions using a range of oral interaction skills to share ideas, explore topics and express opinions

• making formal presentations incorporating oral, written, visual and audio elements.

Literacy SecretariatLiteracy is everyone’s business

Text knowledge• learning about the structure and purpose of a range

of imaginative, informative and persuasive texts, and how these are used in different learning areas

• learning about text cohesion

• identifying and using text features to access and navigate print and digital texts.

Literacy SecretariatLiteracy is everyone’s business

Grammar knowledge

• learning how different types of sentence structures – including simple, compound and complex sentences – are used to structure ideas and present information in different learning areas

• learning how different types of words – including nouns, verbs, adverbs, adjectives and word groups such as phrases – are used to convey information and ideas in different learning areas

• learning how opinion and point of view are presented through specific word choices in different types of texts.

Literacy SecretariatLiteracy is everyone’s business

Word knowledge

• understanding and using new vocabulary, including learning area vocabulary, to compose and comprehend texts in different learning areas

• developing strategies to spell a range of subject-specific words.

Literacy SecretariatLiteracy is everyone’s business

Visual knowledge

• understanding how visual elements create meanings using features such as construction, placement of elements, framing and colour

• composing and comprehending a range of visual forms typical of each learning area, including illustrations, film, maps, graphs and digital graphics.

Literacy SecretariatLiteracy is everyone’s business

Literacy capability and English

Relationship with the English curriculum

• The general capability of Literacy is drawn from the content descriptions in the Language and Literacy strands of the English curriculum. The literacy knowledge and skills are developed and applied through all three strands: Language, Literature and Literacy.

English/General capabilities /Literacy

Literacy SecretariatLiteracy is everyone’s business

Literacy in the learning areas

The Literacy general capability has been developed for use across the curriculum in all learning areas. It is written for teachers of all years of schooling and learning areas and incorporates language and literacy demands specific to learning areas other than English.

English/General capabilities /Literacy

Literacy SecretariatLiteracy is everyone’s business

Text knowledge: in history By the end of Year 2 students

By the end of Year 4 students

By the end of Year 6 students

By the end of Year 8 students

By the end of Year 10 students

Including:

- historical reports of an event- factual narratives

built around historical events- factual descriptions of historical people and places - expositions that give an opinion about a historical topic

Including:

- historical retellings of an event - historical narratives told from a particular perspective - descriptions of a historical figure or place - expositions to argue for a particular point of view in relation to a historical event

Including: -factual historical recounts of a series of events with some evaluative or summative commentary – -historical narratives that retell past events from a particular personal or cultural perspective - detailed descriptions of particular places from the past demonstrating use of source material - discussion texts with supporting evidence to present both sides of a contentious issue

Including: - factual historicalrecounts of a series ofevents with someevaluative or summative commentary- historical narratives that retell past events from a particular personal or cultural perspective- detailed descriptions of particular places from the past demonstrating use of source material - persuasive texts to argue for a particular course of action- discussion texts with supporting evidence to contentious issue present both sides of a contentious issue

Including: - factual historical recounts of a series of events within chronological framework with some evaluative or summative commentary-explanations that consider past events from a particular personal or cultural perspective detailed- descriptions of particular places from the past demonstrating use of primary and secondary source material, using appropriate referencing - discussion texts with supporting evidence to present both sides of a contentious issue

Grammar knowledge

Looking at a text using the literacy capabilityShould sweets be eaten between meals?Sweets should not be eaten between meals because they affectyour health, spoil your appetite and make you tired.

First, sweets are unhealthy. They are largely made of sugar whichrots your teeth, gives you pimples and makes you fat. Are sweetsreally worth all that trouble?

Second, lollies [which are] eaten between meals spoil yourappetite. When you come to eat your dinner you are no longerhungry, so good food gets wasted.

Finally, lollies give you a quick burst of energy but this energy is rapidly used up. Then you are left feeling tired.

There are a number of reasons for not eating sweets betweenmeals. They are unhealthy and do your body no good, they spoilyour appetite for nourishing meals, and they do not give you lastingenergy. If children are hungry between meals they would be betteroff with fruit.

Comprehending & Composing

• Use topic and vocab knowledge

• Apply strategies for reading: selecting, navigating, monitoring meaning, crosschecking etc

• Use writing to explore ideas, rehearse ideas and arguments etc

• Compose and edit sustained learning area texts for a range of purposes

Comprehending & ComposingShould sweets be eaten between meals?Sweets should not be eaten between meals because they affectyour health, spoil your appetite and make you tired.

First, sweets are unhealthy. They are largely made of sugar whichrots your teeth, gives you pimples and makes you fat. Are sweetsreally worth all that trouble?

Second, lollies [which are] eaten between meals spoil yourappetite. When you come to eat your dinner you are no longerhungry, so good food gets wasted.

Finally, lollies give you a quick burst of energy but this energy is rapidly used up. Then you are left feeling tired.

There are a number of reasons for not eating sweets betweenmeals. They are unhealthy and do your body no good, they spoilyour appetite for nourishing meals, and they do not give you lastingenergy. If children are hungry between meals they would be betteroff with fruit.

Comprehending Qs:Activate existing knowledge about topic and purpose: Eg What sweets do you eat? Do you think there are any issues with eating sweets?

Composing Qs:Eg What reasons would convince you not to eat lollies?

Text knowledge

• learning about the structure and purpose of a range of imaginative, informative and persuasive texts, and how these are used in different learning areas

• learning about text cohesion

Creating cohesion within a text– text level organisation

• Opening paragraph foregrounding subsequent paragraphs• Topic sentences foregrounding the main ideas• conjunctions that link the text

– text connectives: linking sentences and sections of text – reference: through pronouns: he , she, they, it, their, this, the– repetition, synonyms, antonyms, word patterns (group/subgroup, part/whole), word

chains (tracing the main participants in a text), ellipsis (leaving words out)

• identifying and using text features to access and navigate print and digital texts.

Literacy SecretariatLiteracy is everyone’s business

Text knowledgeText Structure

Should sweets be eaten between meals?

Sweets should not be eaten between meals because they affectyour health, spoil your appetite and make you tired.

First, sweets are unhealthy. They are largely made of sugar whichrots your teeth, gives you pimples and makes you fat. Are sweetsreally worth all that trouble?

Second, lollies [which are] eaten between meals spoil yourappetite. When you come to eat your dinner you are no longerhungry, so good food gets wasted.

Finally, lollies give you a quick burst of energy but this energy is rapidly used up. Then you are left feeling tired.

There are a number of reasons for not eating sweets betweenmeals. They are unhealthy and do your body no good, they spoilyour appetite for nourishing meals, and they do not give you lastingenergy. If children are hungry between meals they would be betteroff with fruit.

Literacy SecretariatLiteracy is everyone’s business

Text knowledgeText structure

Title Should sweets be eaten between meals?

Position statement

Sweets should not be eaten between meals because they affectyour health, spoil your appetite and make you tired.

First argument First, sweets are unhealthy. They are largely made of sugar whichrots your teeth, gives you pimples and makes you fat. Are sweetsreally worth all that trouble?

Second argument Second, lollies [which are] eaten between meals spoil yourappetite. When you come to eat your dinner you are no longerhungry, so good food gets wasted.

Third argument Finally, lollies give you a quick burst of energy but this energy is rapidly used up. Then you are left feeling tired.

Restatement of position

There are a number of reasons for not eating sweets betweenmeals. They are unhealthy and do your body no good, they spoilyour appetite for nourishing meals, and they do not give you lastingenergy. If children are hungry between meals they would be betteroff with fruit.

Text knowledge: Text cohesion

Creating cohesion within a text• text level organisation: paragraph and sentence

openers, foregrounding the main ideas• text connectives: linking sentences and sections of

text• reference: through pronouns: he , she, they, it, their,

this, the• repetition, synonyms, antonyms, word patterns, word

chains (tracing the main participants in a text), ellipsis (leaving words out)

24

Literacy SecretariatLiteracy is everyone’s business

Text knowledgeText cohesion Should sweets be eaten between meals?

Text level organisation:•Opening paragraph foregrounding subsequent paragraphs•Topic sentences

Sweets should not be eaten between meals because they affectyour health, spoil your appetite and make you tired.

First, sweets are unhealthy. They are largely made of sugar whichrots your teeth, gives you pimples and makes you fat. Are sweetsreally worth all that trouble?

Second, lollies [which are] eaten between meals spoil yourappetite. When you come to eat your dinner you are no longerhungry, so good food gets wasted.

Finally, lollies give you a quick burst of energy but this energy is rapidly used up. Then you are left feeling tired.

There are a number of reasons for not eating sweets betweenmeals. They are unhealthy and do your body no good, they spoilyour appetite for nourishing meals, and they do not give you lastingenergy. If children are hungry between meals they would be betteroff with fruit.

Literacy SecretariatLiteracy is everyone’s business

Text knowledgeText cohesion Should sweets be eaten between meals?

Text level organisation:•Opening paragraph foregrounding subsequent paragraphs•Topic sentences

Sweets should not be eaten between meals because they affectyour health, spoil your appetite and make you tired.

First, sweets are unhealthy. They are largely made of sugar whichrots your teeth, gives you pimples and makes you fat. Are sweetsreally worth all that trouble?

Second, lollies [which are] eaten between meals spoil yourappetite. When you come to eat your dinner you are no longerhungry, so good food gets wasted.

Finally, lollies give you a quick burst of energy but this energy is rapidly used up. Then you are left feeling tired.

There are a number of reasons for not eating sweets betweenmeals. They are unhealthy and do your body no good, they spoilyour appetite for nourishing meals, and they do not give you lastingenergy. If children are hungry between meals they would be betteroff with fruit.

Literacy SecretariatLiteracy is everyone’s business

Text cohesionText knowledge Should sweets be eaten between meals?

Text connectives:•Sequencing the argument•Connecting ideas

Sweets should not be eaten between meals because they affectyour health, spoil your appetite and make you tired.

First, sweets are unhealthy. They are largely made of sugar whichrots your teeth, gives you pimples and makes you fat. Are sweetsreally worth all that trouble?

Second, lollies [which are] eaten between meals spoil yourappetite. When you come to eat your dinner you are no longerhungry, so good food gets wasted.

Finally, lollies give you a quick burst of energy but this energy is rapidly used up. Then you are left feeling tired.

There are a number of reasons for not eating sweets betweenmeals. They are unhealthy and do your body no good, they spoilyour appetite for nourishing meals, and they do not give you lastingenergy. If children are hungry between meals they would be betteroff with fruit.

Literacy SecretariatLiteracy is everyone’s business

Text cohesionText knowledge Should sweets be eaten between meals?

Text connectives:•Sequencing the argument•Connecting ideas

Sweets should not be eaten between meals because they affectyour health, spoil your appetite and make you tired.

First, sweets are unhealthy. They are largely made of sugar whichrots your teeth, gives you pimples and makes you fat. Are sweetsreally worth all that trouble?

Second, lollies [which are] eaten between meals spoil yourappetite. When you come to eat your dinner you are no longerhungry, so good food gets wasted.

Finally, lollies give you a quick burst of energy but this energy is rapidly used up. Then you are left feeling tired.

There are a number of reasons for not eating sweets betweenmeals. They are unhealthy and do your body no good, they spoilyour appetite for nourishing meals, and they do not give you lastingenergy. If children are hungry between meals they would be betteroff with fruit.

Literacy SecretariatLiteracy is everyone’s business

Text knowledgeText cohesion Should sweets be eaten between meals?

Reference:•Through pronouns

Word repetitions and associations•Repetition, synonyms

Sweets should not be eaten between meals because they affectyour health, spoil your appetite and make you tired.

First, sweets are unhealthy. They are largely made of sugar whichrots your teeth, gives you pimples and makes you fat. Are sweetsreally worth all that trouble?

Second, lollies [which are] eaten between meals spoil yourappetite. When you come to eat your dinner you are no longerhungry, so good food gets wasted.

Finally, lollies give you a quick burst of energy but this energy is rapidly used up. Then you are left feeling tired.

There are a number of reasons for not eating sweets betweenmeals. They are unhealthy and do your body no good, they spoilyour appetite for nourishing meals, and they do not give you lastingenergy. If children are hungry between meals they would be betteroff with fruit.

Literacy SecretariatLiteracy is everyone’s business

Text knowledgeText cohesion Should sweets be eaten between meals?

Reference:•Through pronouns

Word repetitions and associations•Repetition, synonyms

Sweets should not be eaten between meals because they affectyour health, spoil your appetite and make you tired.

First, sweets are unhealthy. They are largely made of sugar whichrots your teeth, gives you pimples and makes you fat. Are sweetsreally worth all that trouble?

Second, lollies [which are] eaten between meals spoil yourappetite. When you come to eat your dinner you are no longerhungry, so good food gets wasted.

Finally, lollies give you a quick burst of energy but this energy is rapidly used up. Then you are left feeling tired.

There are a number of reasons for not eating sweets betweenmeals. They are unhealthy and do your body no good, they spoilyour appetite for nourishing meals, and they do not give you lastingenergy. If children are hungry between meals they would be betteroff with fruit.

Grammar knowledge : Simple, compound, complex sentences • Simple sentence: single, independent clause (one

verb)

• Compound sentence: 2 independent clauses linked by a conjunction - and, so, but, or etc

• Complex sentence: Independent and dependent clause bound by a conjunction (which is ‘bound to the dependent clause) - after, by, because, unless, although etc

Grammar knowldge: Simple, compound, complex sentencesShould sweets be eaten between meals? Coordinating (linking)

conjunctions:and, so, but

Subordinating (binding) conjunctions:

because, when, if

Sweets should not be eaten between meals because they affectyour health,( ) spoil your appetite and ( ) make you tired.

First, sweets are unhealthy. They are largely made of sugar whichrots your teeth, gives you pimples and makes you fat. Are sweetsreally worth all that trouble?

Second, lollies [which are] eaten between meals spoil yourappetite. When you come to eat your dinner you are no longerhungry, so good food gets wasted.

Finally, lollies give you a quick burst of energy but this energy is rapidly used up. Then you are left feeling tired.

There are a number of reasons for not eating sweets betweenmeals. They are unhealthy and do your body no good, ( ) they spoilyour appetite for nourishing meals, and they do not give you lastingenergy. If children are hungry between meals they would be betteroff with fruit.

Grammar knowledge: Simple, compound, complex sentencesShould sweets be eaten between meals? Coordinating (linking)

conjunctions:and, so, but

Subordinating (binding) conjunctions:

because, when, if

Sweets should not be eaten between meals because they affectyour health,( ) spoil your appetite and ( ) make you tired.

First, sweets are unhealthy. They are largely made of sugar whichrots your teeth, gives you pimples and makes you fat. Are sweetsreally worth all that trouble?

Second, lollies [which are] eaten between meals spoil yourappetite. When you come to eat your dinner you are no longerhungry, so good food gets wasted.

Finally, lollies give you a quick burst of energy but this energy is rapidly used up. Then you are left feeling tired.

There are a number of reasons for not eating sweets betweenmeals. They are unhealthy and do your body no good, ( )they spoilyour appetite for nourishing meals, and they do not give you lastingenergy. If children are hungry between meals they would be betteroff with fruit.

Grammar knowledge: words and word groups• noun groups (eg the old tutor house next

door)• adverbs, adverbials telling about time, place,

manner, cause etc (eg in the morning, under the tree, due to the rain)

• verbs: verb types: doing, being, having, thinking, saying; polarity (is/isn’t etc), aspect (almost finished), modality (possibility, etc)

• nominalisation: forming nouns, usually from verbs(eg react to reaction, produce to production)

Words and word groups contd.Should sweets be eaten between meals? Verbs

Sweets should not be eaten between meals// because they affectyour health//, spoil your appetite// and make you tired.

First, sweets are unhealthy//. They are largely made of sugar// whichrots your teeth//, gives you pimples// and makes you fat.//Are sweets really worth all that trouble?//

Second, lollies [which are] eaten between meals spoil yourappetite//. When you come to eat your dinner// you are no longerhungry//, so good food gets wasted.

Finally, lollies give you a quick burst of energy// but this energy is rapidly used up//. Then you are left feeling tired.//

There are a number of reasons for not eating sweets betweenmeals.// They are unhealthy// and do your body no good,// they spoilyour appetite for nourishing meals//, and they do not give you lastingenergy//. If children are hungry between meals// they would be better off with fruit//.

Words and word groups contd.Should sweets be eaten between meals? Verbs

Noun groups

Adverbials

Sweets should not be eaten between meals// because they affectyour health//, spoil your appetite// and make you tired.

First, sweets are unhealthy//. They are largely made of sugar// which rots your teeth//, gives you pimples// and makes you fat.//Are sweets really worth all that trouble?//

Second, lollies [which are] eaten between meals spoil yourappetite//. When you come to eat your dinner// you are no longerhungry//, so good food gets wasted.

Finally, lollies give you a quick burst of energy// but this energy is rapidly used up//. Then you are left feeling tired.//

There are a number of reasons for not eating sweets betweenmeals.// They are unhealthy// and do your body no good,// they spoilyour appetite for nourishing meals//, and they do not give you lastingenergy//. If children are hungry between meals// they would be better off with fruit//.

Words and word groups contd.Should sweets be eaten between meals? Noun groups

Verbs

Adverbials

Sweets should not be eaten between meals// because they affectyour health//, spoil your appetite// and make you tired.

First, sweets are unhealthy//. They are largely made of sugar// which rots your teeth//, gives you pimples// and makes you fat.//Are sweets really worth all that trouble?//

Second, lollies [which are] eaten between meals spoil yourappetite//. When you come to eat your dinner// you are no longerhungry//, so good food gets wasted.

Finally, lollies give you a quick burst of energy// but this energy is rapidly used up//. Then you are left feeling tired.//

There are a number of reasons for not eating sweets betweenmeals.// They are unhealthy// and do your body no good,// they spoilyour appetite for nourishing meals//, and they do not give you lastingEnergy//. If children are hungry between meals// they would be better off with fruit//.

Grammar: Expressing opinion & point of view• modality : must, will, may, definitely ,

probably, possibly

• evaluative language (positive and negative): expressing feelings (I was shattered), evaluating worth (the wonderful restaurant) , making judgements (his compassionate nature, the feeble excuse)

Expressing opinion & point of viewShould sweets be eaten between meals? Modality

Eg must, will, may, definitely , probably, possibly

Evaluative languageEg positive and negative, expressing feelings, evaluating worth , making judgements, the feeble excuse

Sweets should not be eaten between meals because they affectyour health, spoil your appetite and make you tired.

First, sweets are unhealthy. They are largely made of sugar whichrots your teeth, gives you pimples and makes you fat. Are sweetsreally worth all that trouble?

Second, lollies [which are] eaten between meals spoil yourappetite. When you come to eat your dinner you are no longerhungry, so good food gets wasted.

Finally, lollies give you a quick burst of energy but this energy is rapidly used up. Then you are left feeling tired.

There are a number of reasons for not eating sweets betweenmeals. They are unhealthy and do your body no good, they spoilyour appetite for nourishing meals, and they do not give you lastingenergy. If children are hungry between meals they would be betteroff with fruit.

Expressing opinion & point of viewShould sweets be eaten between meals? Modality

Eg must, will, may, definitely , probably, possibly

Evaluative languageEg positive and negative, expressing feelings, evaluating worth , making judgements, the feeble excuse

Sweets should not be eaten between meals because they affectyour health, spoil your appetite and make you tired.

First, sweets are unhealthy. They are largely made of sugar whichrots your teeth, gives you pimples and makes you fat. Are sweetsreally worth all that trouble?

Second, lollies [which are] eaten between meals spoil yourappetite. When you come to eat your dinner you are no longerhungry, so good food gets wasted.

Finally, lollies give you a quick burst of energy but this energy is rapidly used up. Then you are left feeling tired.

There are a number of reasons for not eating sweets betweenmeals. They are unhealthy and do your body no good, they spoilyour appetite for nourishing meals, and they do not give you lastingenergy. If children are hungry between meals they would be betteroff with fruit.

Word knowledge

Literacy SecretariatLiteracy is everyone’s business

spoken everyday informal language

written technical formal language

Word knowledge

Literacy SecretariatLiteracy is everyone’s business

spoken everyday informal language

written technical formal language

Lollies sweets sugarpimples appetite

energy nourishing

Visual knowledge

• What is appropriate for your text type?

• What do students need to know to produce the right image or diagram?

• What is the relationship between the image and the written text? Extension?

Literacy SecretariatLiteracy is everyone’s business

Literacy SecretariatLiteracy is everyone’s business

Where do the Big 6 fit?

Oral language

•Is the text

•Accompanying action

•Talking about action

•Is the ‘meta-language’ for talking about texts

Literacy SecretariatLiteracy is everyone’s business

Where do the Big 6 fit?

Phonological awareness

Phonics

Literacy SecretariatLiteracy is everyone’s business

Where do the Big 6 fit?

Vocabulary•Meaning and decoding

•Language in the LA texts

•Meta-language to talk about the LA

texts

Literacy SecretariatLiteracy is everyone’s business

Where do the Big 6 fit?

Fluency

•In reading only

Literacy SecretariatLiteracy is everyone’s business

Where do the Big 6 fit?

Comprehension

Literacy SecretariatLiteracy is everyone’s business

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