TEXT TYPESP-12Loddon Mallee Region

1

• Literacy Elements

• Gradual Release of Responsibility

• Breakthrough Framework

• Text Categories

• Text Types

• Deconstruction and Reconstruction of Texts

• Writing in a Multimodal World

Session Outline

LITERACY ELEMENTS

• Read Aloud

• Shared Reading

• Guided Reading

• Independent Reading

SPEAKING & LISTENING

OBSERVATION&

ASSESSMENT

• Write Aloud

• Shared Writing

• Guided Writing

• Independent Writing

4

GRADUAL RELEASE OF RESPONSIBILITY

MODELLINGThe teacher

demonstrates and explains the literacy focus being taught. This is achieved by thinking aloud the

mental processes and modelling the

reading, writing, speaking and

listening

The student participates by

actively attending to the demonstrations

SHARINGThe teacher continues

to demonstrate the literacy focus,

encouraging students to contribute ideas

and information

Students contribute ideas and begin to

practise the use of the literacy focus in

whole class situations

GUIDINGThe teacher provides scaffolds for students

to use the literacy focus. Teacher

provides feedback

Students work with help from the teacher and peers to practise the use of the literacy

focus

APPLYINGThe teacher offers

support and encouragement when

necessary

The student works independently to apply the use of

literacy focus

Role of the teacher

Role of the student

Pearson & Gallagher

DE

GR

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OF

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‘Breakthrough Framework’

Text CategoriesTexts are grouped and defined in particular categories. It is important to note that any such classifications are arbitrary and that there is always likely to be overlap between ways of grouping texts and defining text types.

LITERARY TEXTS Categories of Texts FACTUAL TEXTS The categories of texts indicated above can be further subdivided

into different Text Types.

Text Types

LITERARYLiterary texts are written to re-create, create, shape and explore human experience. Literary texts can be based on fiction or fact and includes written and spoken texts. e.g. picture storybooks, traditional stories, speeches, novels, short stories, plays, poetry, translated works, non-print texts and non-fiction works such as biographies. (VELS)

Narrative – in story, drama and poetic formatLiterary RecountObservationLiterary DescriptionPersonal ResponseReview

FACTUALFactual texts are written about real phenomena.

Factual DescriptionInformation ReportProcedureProcedural RecountFactual RecountExplanationExpositionDiscussion

Text Type QuizTASK 1:In your envelope are the 9 key Text Types, their Purposes, their Structures and their Language Features.

You Will Need:Text Type template (insert colour you have used)TEXT TYPE quiz envelope contents

In pairs put the grid together.Check against the completed grid (Hand Out) – Text Type Grid

The 9 Key Text Types

1. Description (factual or literary)*This text type is often embedded within other texts

2. Report (factual)

3. Recount (factual or literary)

4. Narrative (literary)

5. Procedure (factual)

6. Explanation (factual or literary)

7. Exposition (factual)

8. Discussion (factual)

9. Response (factual or literary)

Page number8

Text Types - Described

• These are the texts that need to be explicitly taught and are crucial to students learning.

• They provide the basic entry point for student learning and access to effective participation in the community.

Text Types - Description Continued

• They are idealised for teaching purposes.

• In real life we find ‘mixed texts’. Examples of ‘mixed texts’ (hybrids) are:

• An ‘Information Report’ may contain an ‘Explanation’

• A ‘Narrative’ may contain ‘Descriptions’ of people places and events.

• A scientific ‘Procedure’ may conclude with an ‘Explanation’ of a scientific principle.

Procedure

Information Report

Explanation

Hybrid Text - Example

Science World 7 Macmillan 3rd Edition.

Text Types as Starting Points

When students understand that:

• Different types of texts exist

• Texts have different purposes

• Texts have particular structures

• Texts have characteristic language features including particular grammatical patterns and

• Texts have particular language conventions (spelling, punctuation, font variations and page layout), they are in a better position to manipulate and combine different Text Types in purposeful ways for a particular audience. We see this daily in different text formats.

Text Formats or Forms for Real Purposes

There are 8 key ‘Purposes for Writing’To:• Entertain• Recount• Socialise• Inquire• Describe• Persuade• Explain• Instruct Reference: Annandale K et.al.(2004)

(Hand Out) - ‘Text Forms’ table - based on Purposes

Teaching Text Types

What do they provide?

• Text Types provide links to literacy development as a social practice.

• Text Types provide for the literacy development across and within:

Domains and Dimensions, VCE, VCAL and VET subjects

• Text Types provide students with shared understandings about how to effectively communicate in each area of study.

What should our focus be?

• We need to focus on those that are most relevant to the content of the program.

• We need to focus on those suggested in the Focus Statements in VELS and VCE subjects.

• We need to explicitly teach and reteach particular text types and adapt formats to match the nature and level of content deemed as essential learning.

What should our focus be? Continued

• Data driven teaching using classroom sources of information. Responding to assessment through observations, conversations and previous products created. Data gathered from teachers moderating together.

• Data driven using external sources of information e.g. English Online (Prep to Year 2) On Demand Testing (Linear and Adaptive) and NAPLAN (Years 3,5,7 & 9).

Text TypesTo learn about texts we need to have a working knowledge of each under the following headings.

TEXT TYPES PURPOSES STRUCTURAL / ORGANISATIONAL

FEATURES

LANGUAGE FEATURES

9 Key Text TypesWhich of the 9 are being used individually or in combination – hybrid format?

8 Key PurposesWhat is the purpose/s of the writing and who is the audience?

How the text is organised and structured from:word, to sentence, to paragraph to whole text level?

What special language features have been used to make it appropriate for the purpose and intended audience? What grammatical features are evident that influence the understanding of the writing.

CONVENTIONS of Language that are common to all Text Types and hybrid formatsSpelling – including topic specific terminologyPunctuation – all punctuations marks used e.g. capital letters, full stops, question marks etcGrammar – the structural rules that govern words, phrases and sentences in a given language. Page Layout – spatial organisation of the text on the page or screen

Font Variations – e.g. bold, italics, CAPITALS, underline, COLOUR and sizeUse of Visuals – e.g. graphics, maps, tables, pictures etc.Hand Writing and Computer Generated text – legible handwriting or electronic typing

Predicting From Text BeginningsThe heart is the most important organ of the circulatory system. It allows oxygenated blood to be pumped around the body. The heart has parts.

Report

Last week Dad took me to the football to watch my favourite team.

Factual Recount

The wolf crept out from behind the tree, crouched low and was ready to pounce. The children would fall into the trap just like the others had.

Narrative

Predicting From Text Beginnings - continued

The following is the instructions of how to set up your mobile phone.

Procedure

The ear provides audio information to the brain. It works by collecting the sounds in the outer ear. The sound vibration causes movement of the ear drum and the tiny bones connected to it.

Explanation.

There are many ways to overcome poor eyesight now and one way is to have eye surgery. Before a decision is made however patients need to consider many factors such as their state of health, cost and risks associated.

Discussion

Predicting From Text Beginnings - continued

Mobile phones should not be used while being served in a retail outlet.

Exposition

Billy is a teenage boy. He is of medium height with golden brown hair.

Description

The movie ‘Twilight’ a most compelling film and is set in deepest, darkest heart of America. It has romance, action and plot twists woven around the two central characters.

Response

Modelling Text Types

In order for students to be able to create and manipulate various texts types effectively, they must be able to deconstruct idealised and hybrid examples .

Deconstruction allows the students to familiarise themselves with the text before them and analyse its:– Purpose, – Structural / Organisational features , – Language features and – Conventions

Deconstructing a Narrative

Source – www.writingfun.com

Read the NarrativeHand Out ‘The Invasion’.

1 per person

Deconstructing a NARRATIVE SAMPLE TEXT The Invasion

IDEAS AND INFORMATIONWho the invaders – the mosquitoes, cockroaches and beetlesWhat they moved through the city into gardens, on pavements, wallsand they sucked the blood of people Whenon a hot steamy summer nightWhere in a city somewhere

ORGANISATION /STRUCTURE

ORIENTATION 1st paragraphsets time and setting

COMPLICATION followed by a series of events2nd paragraphThe many legged invasion begins

3rd paragraphDescribing the what the invaders did

4th paragraphFurther description of what the invaders did e.g. suck human blood

5th paragraphHumans sleeping on unaware of the invasion

CONCLUSION6th paragraphJust another night of fun for the invaders

LANGUAGE FEATURES

WORD LEVEL• Noun groups e.g. streets, houses, ceilings, walls, people,

invaders• Verbs e.g. quivered, entered, walked, asleep• Adjectives e.g. many-legged• Topic specific terminology e.g. cockroaches, beetles

SENTENCE LEVEL• Descriptive e.g. ‘climbed silently over carpets’• Entertaining e.g. ‘need to feed on blood’

LANGUAGE FEATURES continued

WHOLE TEXT LEVEL

• Figurative language (images created with clever use of language) e.g. ‘antennae quivered’, ‘feed on human blood’

• Adjectival modifiers e.g. ‘totally’ unaware• Prepositions e.g. ‘over’, ‘under’, ‘on’, ‘in’ and ‘into’• Past tense e.g. ‘It was’, ‘they took’, ‘were sound

asleep’.

CONVENTIONS OR MECHANICS

• Spelling – Topic words e.g. cockroaches, beetles, mosquitoes, antennae.

• Punctuation – Exclamation marks (double !!), commas, capitals, full stops, hyphenated word.

• Grammar – Past tense, adjectival modifiers, figurative language.

• Page layout – Heading, paragraph spacing, pictures• Font variations – Larger text heading and BOLD

Deconstruction Task INSTRUCTIONS

Form a group of 8.

TASK 2:

Using the Text Type Pack (Hand Out) each person is to choose a sample Text Type other than the Narrative and using the Text Type template deconstruct the text. Complete as per the Narrative previously demonstrated.

20 min.

Each person display your stimulus text, and deconstruction details. Sharing with your table.

Discuss each in detail

20 min.

Scaffolding Text Construction

TASK 3:• Form into groups of 3

• Read the ‘Plasma Television’ article.

• Using the A3 Exposition Planning sheet and the Text Type Grid to guide your group, plan an argument for or against the issue.

• Compare arguments constructed that support or refute the thesis with the group.

Modes of Text Delivery

Text Modalities used to make meaning by the students.

Language Visual Audio Gestural Spatial

Elements of Linguistic DesignDelivery.

Elements of Visual Design.

Elements of Audio Design.

Elements of Gestural Design.

Elements of Spatial Design.

Is it in a:

LIVE, PRINT/PAPER or DIGITAL/ELECTRONIC format?Adapted from Anstey M and Bull G (2009) Using Multimodal Texts and Digital Resources in a multiliterate classroom, e.lit, Marrickville, Sydney

•Vocabulary and metaphor•Modality•Transivity•Nominalisation of processes•Information Structure•Local coherence relations etc.

•Colours•Perspective•Vectors•Fore -grounding and back- grounding etc.

•Music•Sound effects etc.

•Behaviour•Bodily physicality•Gesture•Sensuality•Feelings and affect•Kinesics•Proxemics etc.

•Ecosystem and geographical meaning.•Architectonic meanings etc.

Writing in the Multimodal World

• How will you assist students writing in the ‘multimodal’ and ‘digital world’?

• What ‘modes’ of meaning comprise multimodal texts?

• Do we have the ‘metalanguage’ to talk competently about multimodal texts?

• Do we have the teaching and learning expertise to be able to assist students to write quality multimodal texts?

Scaffolding Writing through the ‘Gradual Release of Responsibility’ Model

Discussion: Using what you have learnt today how will you implement or strengthen the teaching and learning around ‘Text Types’ using the ‘Gradual Release of Responsibility’ model?

Familiarising students with the text – How?

Modelling – How?

Sharing – How?

Guiding – How?

Independent – How?

Writing as a learned Skill

Something to ponder -

Writing is a ‘learned’ skill and if anything goes in writing everything goes! Anon

References• Anstey M and Bull G (2009) Using Multimodal Texts and

Digital Resources in a multiliterate classroom, e.lit, Marrickville, Sydney

• www.writingfun.com (2010)

• Department of Education and Early Childhood Development (DEECD), (2009) Key Characteristics of Effective Literacy. Pub. Student Learning Division, Melbourne

• Standard P and Williamson K (2006), Science World 3rd

Edition – Student CD Macmillan, Melbourne.

• Annandale .et al (2004) First Steps Writing 2nd Edition, WA Department of Education and training.