Professional Learning Days

29 and 30 April 2014

Gayle Pinn

English K-10 SyllabusDay 1

Overview of the English Syllabus (Jess)English outcomes (Gayle)Learning continuum and PLAN (Gayle)

Morning tea

Overview of the comprehension strategies (Gayle)Vocab Development and Sequencing (Jess)Key words and Making Connections (Gayle)

Lunch

Overview of AL (Jess)Demonstration of AL lessons

Stage StatementsP18-20

Summarise your stage 1n 66 words

Responds to a variety of texts. Composes coherent texts. Uses in personal, social and learning contexts. Makes connections and recognises main ideas. Understands purpose, audience, contexts. Increased language choices in writing and speaking. Produces variety of polished texts in different modes and medias. Constructively analyses own and others’ texts. Articulates responses to texts. Reflects on own learning. Critically responds to texts for learning and enjoyment. Awareness and preference.

Stage 4

Responding and composing

p 23

In the English K–10 Syllabus, the study of English is an active pursuit where students use language to learn about language. The key processes of responding to and composing texts are central to students using language purposefully and meaningfully and engaging with a wide range of texts.

‘Responding’ is the activity that occurs as students read, listen to or view texts. It encompasses the personal and intellectual connection a student makes with texts. It also recognises that students and the texts to which they respond reflect social contexts. Responding typically involves: • shaping and arranging textual elements to explore and express ideas, emotions and values • identifying, comprehending, selecting, articulating, imagining, critically analysing and evaluating. In this syllabus, ‘composing’ is the activity that occurs as students produce written,

spoken or visual texts. Composing typically involves: • shaping, making and arranging textual elements to explore and express ideas, emotions and values • processes of imagining, drafting, appraising, reflecting and refining • knowledge, understanding and use of the language forms, features and structures of texts.

Other processes include: • engaging personally with texts • developing and applying contextual knowledge • understanding and applying knowledge of language forms and features.

The generic terms ‘composer’ and ‘compose’ can be used in preference to ‘author’ and ‘create’ as used in the Australian curriculum. The use of the terms ‘composer’ and ‘compose’ does not preclude use of specific nomenclature such as ‘poet’, ‘writer’, ‘novelist’ or ‘playwright’ by teachers and students where appropriate.

Objective A

communicate through speaking, listening, reading, writing, viewing and representing

Speaking and ListeningEarly Stage 1

ENe-1ACommunicates with peers and known adults in informal and guided activities demonstrating emerging skills of group interaction

Stage 1EN1-1ACommunicates with a range of people in informal and guided activities demonstrating interaction skills and considers how own communication is adjusted in different situations

Stage 2EN2-1ACommunicates in a range of informal and formal contexts by adopting a range of roles in a group, classroom, school and community

Stage 3EN3-1ACommunicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas, issues and language forms and features

Writing and Representing

Early Stage 1ENe-2ACompose simple texts to convey an idea or message

Stage 1EN1-2APlans, composes and reviews a small range of simple texts for a variety of purposes on familiar topics for known readers and viewers

Stage 2EN2-2APlans, composes and reviews a range of texts that are more demanding on terms of topic, audience and language

Stage 3EN3-2AComposes, edits and presents well-structured and coherent texts.

Handwriting and using technologies

Early Stage 1ENe-3AProduces most lower case and upper case letters and uses digital technological technologies to construct texts

Stage 1EN1-3AComposes texts using letters of consistent size and slope and uses digital technologies

Stage 2EN2-3AUses effective handwriting and publishes text using digital technologies

Reading and Viewing Texts

Early Stage 1ENe-4ADemonstrates developing skills and strategies to read, view and comprehend short, predictable texts on familiar topics in different media and technologiesStage 1EN1-2ADraws on an increasing range of skills and strategies to fluently read, view and comprehend a range of texts on less familiar topics in different medial and technologies

Stage 2EN2-4AUses an increasing range of skills, strategies and knowledge to fluently read, view and comprehend a range of texts on increasingly challengingly topics in different media and technologies

Stage 3EN3-3AUses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and technologies.

SpellingEarly Stage 1ENe-5ADemonstrates developing skills using letters, simple sound blends and some sight words to representknown words when spelling

Stage 1EN1-5AUses a variety of strategies, including knowledge of sight words and letter-sound correspondences, to spell familiar words.

Stage 2EN2-5AUses a range of strategies, including knowledge of sound-letter correspondences and common letter patterns, to spell familiar and some unfamiliar words

Stage 3EN3-5ADraws on appropriate strategies to accurately spell familiar and unfamiliar words when composing texts.

Objective B

use language to shape and make meaning according to purpose, audience and context

Speaking and Listening

Early Stage 1ENe-6BRecognises that there are different kinds of spoken texts with specific language features and shows an emerging awareness of some purposes for spoken language

Stage 1EN1-6BRecognises a range of purposes and audiences for spoken language and recognises organisational patterns and features of predictable spoken texts

Stage 2EN2-6B identifies the effect of purpose and audience on spoken texts, distinguishes between different forms of English and identifies organisational patterns and features

Writing and Representing

Early Stage 1ENe-7Brecognises some different purposes for writing and that own texts differ in various ways

Stage 1EN1-7Bidentifies how language use in their own writing differs according to their purpose, audience and subject matter

Stage 2EN2-7Bidentifies and uses language forms and features in their own writing appropriate to a range of purposes, audiences and contexts

Reading and ViewingEarly Stage 1ENe-8Bdemonstrates emerging skills and knowledge of texts to read and view, and shows developing awareness of purpose, audience and subject matter

Stage 1EN1-8Brecognises that there are different kinds of texts when reading and viewing and shows an awareness of purpose, audience and subject matter 

Stage 2EN2-8Bidentifies and compares different kinds of texts when reading and viewing and shows an understanding of purpose, audience and subject matter

Responding and Composing

Stage 3

EN3-5B

discusses how language is used to achieve a widening range of purposes for a widening range of

audiences and contexts

Grammar, punctuation and vocabulary

Early Stage 1ENe-9Bdemonstrates developing skills and knowledge in grammar, punctuation and vocabulary when responding to and composing texts

Stage 1EN1-9Buses basic grammatical features, punctuation conventions and vocabulary appropriate to the type of text when responding to and composing texts

Stage 2EN2-8Buses effective and accurate sentence structure, grammatical features, punctuation conventions and vocabulary relevant to the type of text when responding to and composing texts Stage 3EN3-6Buses knowledge of sentence structure, grammar, punctuation and vocabulary to respond to and compose clear and cohesive texts in different media and technologies

Objective CThinking imaginatively and

creativelythink in ways that are imaginative, creative, interpretive and critical

Early Stage 1 ENe‑10Cthinks imaginatively and creatively about familiar topics, simple ideas and the basic features of texts when responding to and composing texts

Stage 1EN1‑10Cthinks imaginatively and creatively about familiar topics, ideas and texts when responding to and composing texts

Stage 2EN2‑10Cthinks imaginatively, creatively and interpretively about information, ideas and texts when responding to and composing texts

Stage 3EN3‑7Cthinks imaginatively, creatively, interpretively and critically about information and ideas and identifies connections between texts when responding to and composing texts

Objective DExpressing themselves

learn and reflect on their learning through their study of EnglishEarly Stage 1 ENe-11Dresponds to and composes simple texts about familiar aspects of the world and their own experiences

Stage 1EN1‑11Dresponds to and composes a range of texts about familiar aspects of the world and their own experiences Stage 2EN2‑11Dresponds to and composes a range of texts that express viewpoints of the world similar to and different from their own Stage 3EN3‑8Didentifies and considers how different viewpoints of their world, including aspects of culture, are represented in texts

Literacy Continuum K-10http://www.literacy-continuum.det.nsw.edu.au/Matrix

Reading textsComprehension

Vocab knowledgeAspects of writing

Aspects of speakingPhonics

Phonemic awarenessConcepts about print

8 critical aspects

should be developed by mid Year 1

should be developed by end Year 1

should be developed by end Year 2

Threads in the continuum

https://docs.google.com/spreadsheet/ccc?key=0AnwrR3N_uzNfdGtNS2pXYkNoYmM4NmRnVnQ4OVFaRmc&usp=sharing

PLAN

Comprehension Strategies

http://www.curriculumsupport.education.nsw.gov.au/literacy/assets/pdf/packages/combook.pdf

When learners comprehend, they interpret, integrate, critique, infer, analyse, connect and evaluate ideasin texts. They negotiate multiple meanings not only in their heads but in the minds of others. When comprehending, learners strive to process text beyond word-level to get to the big picture. When comprehension is successful, learners are left with a sense of satisfaction from having understood the meaning of a text.

There are many ways that students demonstrate their understandings of texts. They locate and recall information, draw on the knowledge of text structures and text organisers, write short reflective responses, complete multiple choice questions, think deeply and express ideas verbally, complete descriptions, recognise causal relationships, make logical connections, interpret graphics and images and identify multiple points of view and specific details.

It has been found that less able comprehenders usually focus more on word accuracy rather than comprehension monitoring and generally have weak metacognition skills

Learners who struggle with comprehension possess inefficient strategies and use them inflexibly. They are usually unaware of what good comprehenders do and need to be shown how and when to apply a small repertoire of comprehension strategies.

What are the Super 6?Making Connections

Learners make personal connections from the text with:• something in their own life (text to self)• another text (text to text)• something occurring in the world (text to world).

Learners use information from graphics, text and experiences to anticipate what will be read/ viewed/heard and to actively adjust comprehension while reading/viewing/listening

Prediction

QuestioningLearners pose and answer questions that clarify meaning and promote deeper understanding of the text. Questions can be generated by the learner, a peer or the teacher.

Learners stop and think about the text and know what to do when meaning is disrupted

Monitoring

Learners create a mental image from a text read/viewed/heard. Visualising brings the text to life, engages the imagination and uses all of the senses.

Visualising

Learners identify and accumulate the most important ideas and restate them in their own words

Summarising

http://supercomprehensionstrategies.wikispaces.comOther Strategies

Vocab DevelopmentVocabulary knowledge is the single most important factor incontributing to reading comprehension.Vocabulary is a reader’s knowledge of words and word meaning- print and oral

Use the sentence to work out the meaning of new words.Know that words may have lots of meanings.

What if you were there…The Irish are all the same. A bunch of brawling thieves. And don’t tell me I’ve got no right to say that. I should know, I live among a great brood of them- the Kelly’s and their relations the Quinns and Lloyds. I’m no squatter. I’ve worked hard all my life. I’ve paid for my land, all 250 acres of it, with sweat off my brow. No one could call me rich, but compared to the Kelly clan I’m a wealthy man. They live in ramshackle huts, whole families in one room, like herds of animals.Old Mr Quinn’s not a bad bloke, but his sons are a pack of louts. Nothing’s safe. I have to keep my eyes on my few horses day and night, for fear of them disappearing. The women aren’t much better than the men. You couldn’t call them ladies. They scream abuse at you if you so much as look at them and they seem to marry fellows even worse than their brothers. I don’t know what’s to become of this colony if these are the sorts of people who are allowed to settle. I’d rather have the convicts. Most of them have had the flashness knocked out of the by the time they’re freed.I thought Red Kelly might make something of himself, but he didn’t. He turned to drink. God rest his soul. Now his wife and children are left to fend for themselves. The boys are always in trouble. If they are not stealing chickens, they’re “borrowing” horses which they ride around, jumping fences and creeks. Sometimes the owners find the horses back in their paddocks a week or two later, exhausted and in need of being reshod. Sometimes they never see them again.

Find the meaning of a word in the dictionary and write the word and meaning on separate cards.Give the cards out randomly.Walk around the room until you find your match.

Teaching reading comprehension strategies p 174

What’s the meaning of the this?

Alphaboxes

English K-10 SyllabusDay 2

Recommended resources for the new syllabus Text requirements for the syllabus- suitable textsAdobe Connect- Choosing Texts

How to plan a unit of work- Jess

How to plan a unit of work- Gayle

Assist in programming

Choosing texts

http://bit.ly/1dPrFsf