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Session 2, 2019

EDU20001: Literacy, Assessment and ICT

TUTORIAL TOPIC 3:
Literacy and teaching strategies
and catering for specific needs

AIMS: STUDENTS WILL:

• Analyse a student work-sample text;
Provide future areas for development in relation to
literacy development – Literacy continuum and
Literacy progressions.
• Develop knowledge of explicit teaching of writing as
part of literacy.
• Access the Australian Curriculum resources: Student
Diversity

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This reminds us
that we do not
teach in order to
assess or to teach
students to take
tests or exams!

LITERACY- WRITING:
• First….engage your students: DIFFERENT LEARNERS

https://www.youtube.com/watch?v=fQYW6vYSGXs

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LINK:
This topic is also about linking to
meeting the needs of our
students…what challenges might
we face with literacy?
How will you meet the needs of the diverse
students in your class?

CLASS SHARING/BRAINSTORM- NEEDS

OF STUDENTS?

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ACTIVITY 1: LINK TO WEEK 2: TEACHING

SCIENCE-
We can now see the
link to the next stage of
teaching where the
teacher is making the
connection between the
reading to develop
student writing.

http://www.boardofstudies.nsw.edu.au/7-10-literacy-numeracy/literacy-strategy.html

ACTIVITY 1
TEACHING EXAMPLE: LINK BACK
Stage One
Preparing for reading

Stage Two
Detailed reading

Stage Three
Note making

Stage Four
Joint Construction

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ASSIGNMENT LINK
• The activities for the assignment are linked in the
tutorial and online activities.
• As you engage with the resources and discuss the
literacy elements this will assist with unpacking the
assignment both directly and indirectly.
• Some activities are direct and you will take the
ideas straight to the task, others will require that
you engage more deeply with the resources.

ASSIGNMENT LINK:
LITERACY PROGRESSIONS
Literacy is fundamental to a student’s ability to
learn at school and to engage productively in
society.
In the Australian Curriculum,
Success in any learning area depends on being able to
use the significant, identifiable and distinctive literacy
that is important for learning and representative of the
content of that learning area (ACARA 2016).

https://australiancurriculum.edu.au/resources/national-literacy-and-numeracy-learning-progressions/national-
literacy-learning-progression/ 10

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LITERACY PROGRESSIONS Download the

progressions
https://australiancurriculum.edu.au/resources/national-literacy-and-numeracy-
learning-progressions/national-literacy-learning-progression/

https://www.youtube.com/watch?v=bMcNgSS2IG8 11

Use the text types overview

TEXT STRUCTURES on the Assignment 1 folder
and Topic 2 - very handy!
What are you looking for?
text structure
the ways in which information is organised in different types
of texts (for example, chapter headings, subheadings, tables
of contents, indexes and glossaries, overviews, introductory
and concluding paragraphs, sequencing, topic sentences,
taxonomies, cause and effect). Choices in text structures and
language features together define a text type and shape its
meaning
http://v7-5.australiancurriculum.edu.au/english/glossary#T

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ACTIVITY 2- ANALYSIS OF TEXT

Part A) Revision and introduction to text types.
There are three ‘main’ types of text (Australian Curriculum
and NSW Syllabus)
• Imaginative
• Informative
• Persuasive
These distinctions are neither static nor watertight and
particular texts can belong to more than one category.

TYPES OF TEXTS
Texts can be classified as belonging to one of three
types;
• Imaginative
• Informative
• Persuasive
These distinctions are neither static nor watertight and
particular texts can belong to more than one category.

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ACTIVITY 2 - ANALYSIS
Part B) Demonstration:
• Demonstrate a literacy analysis of a student
work sample (Persuasive text): Ned Kelly
•social purpose; text structure (LH
column),
•language features (RH column)

On the left On the right

hand side hand side find
FIND the the Language
TEXT features
structure
elements

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On the left On the right

hand side hand side find
FIND the the Language
TEXT features
structure
elements

TEXT ANALYSIS – CONTINUUM

Literacy Continuum:
• Text, word, grammar, visual knowledge:
http://australiancurriculum.edu.au/media/3596/general-capabilities-literacy-learning-
continuum.pdf
LOOK at: Composing end Year 6…what areas are demonstrated and then…where
to next for THIS text type and work sample.
Look at Level
4 and level 5
for the
samples –
what level is
indicated?

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TEXT ANALYSIS – PROGRESSIONS

Now look more directly at the Literacy Progressions: Writing:
http://australiancurriculum.edu.au/resources/national-literacy-and-numeracy-learning-
progressions/national-literacy-learning-progression/writing/
OR
https://www.australiancurriculum.edu.au/media/3634/national-literacy-learning-progression.pdf

Task:
Look at Cr
7,8 and
9…what do
you notice?

TASK: TEXT ANALYSIS- GROUPS

Part C) Work samples: text types
Groups analyse samples:
• first, highlight the literacy terms used in the RH column
• second, evaluate the text structure
• finally, evaluate how well the social purpose has been
achieved.
Share results:
Each group should share results especially to determine level
of literacy achievement, and evidence.

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STAGE 3 WRITING SAMPLE

a) What kind of text this?
b) What is the purpose of the text?
c) How is the text structured,
including the organisational features
of the text?
d) Identify some language and
grammatical features of the text,
with examples.

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GROUP DISCUSSION AND NOTES

Continuum Progressions –
(levels) levels (Cr, Pun,
Sp, Gr)
Text

Word

Grammar

Visual
Other?

ACTIVITY 3 – VIDEO – EXAMPLE

Video: EAL/D: teaching writing- Persuasive writing
This video shows a teacher working with Year 9 students who are from
EAL/D backgrounds. She uses the Australian Curriculum and the EAL/D
progressions to support students to develop their language skills,
especially to develop their vocabulary and learning how to write.
View: Watch the Video: (4:34)
http://australiancurriculum.edu.au/resources/student-diversity/students-
for-whom-eald/illustrations-of-practice/writing-a-persuasive-letter/
https://www.youtube.com/watch?time_continue=4&v=YWQa8yYXN0c

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ACTIVITY 3 – VIDEO – QUESTIONS

Questions and discussion:The teacher uses the Australian
Curriculum and EAL/D resources:
• 1. How do you use the Australian Curriculum to design activities that
are relevant to the diverse learning needs of your students?
• 2. What strategies do, or could you use to personalise a teaching and
learning program developed from age-equivalent content?
• 3. How might you use the EAL/D Teacher resource to support your
teaching of the Australian curriculum?
Application to teaching: Where to next?
• How could you modify or locate the vocabulary in your curriculum
area for students from EAL/D backgrounds?

ADDITIONAL READINGS
Vocabulary
There are many ways that teachers can
gently push learners beyond the limits of
normal social language to a more complex
vocabulary, which is intrinsic to learning,
comprehension and higher order thinking.
(Miller, 2015, p. 2)

Go to Topic 3- Activity 3.4 to

download this great reading.
Miller, J. (2015). Learning vocabulary in context. PETAA Paper 199. Primary English Teaching Association Australia:
Marrickville. ISSN 2200-2189

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ADDITIONAL READINGS
EAL/D students
It is essential that teachers are familiar with
the cultural and linguistic backgrounds of their
students.Teachers should seek to develop a
classroom environment which values, utilises
and extends the rich and diverse linguistic and
cultural resources and heritages that all
children bring to school. P.3
Go to Topic 3 - Activity 3.4 to
download this great reading.
de Courcy, M. Dooley, K., Jackson,R., Miller, J. & Rushton, K. (2012). Teaching EAL/D Learners in Australian
Classrooms. PETAA Paper 183. Primary English Teaching Association Australia: Marrickville. ISSN 2200-2189

ACTIVITY 4 – VIDEO – OPTIONAL

View the video:8:54 (or just watch the first 4 minutes)
http://www.teachingacenglish.edu.au/differentiation/punctua
tion--grammar/diff-punctuation-and-grammar-year10.html
Discuss:
1.What was the focus for lesson?
2.How could you use this to ‘frame’ a lesson/lessons for your
curriculum area or for your own learning?
* THINK carefully about: grammar, text, word and visual
knowledge for teaching writing

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VIDEO: EXAMPLE As you look at this

example think about the
way in which the
grammatical features of
EACH text are
different…LOOK at
different texts and text
types- how do the
grammatical features help
the text convey a message
and achieve a purpose?
http://www.teachingacenglish.edu.au/differentiation/punctuation--grammar/diff-punctuation-and-grammar-year10.html

ACTIVITY-
Scenario
• This is information available via MySchools.
• The scenario is for an upper Primary, but similar data is available for
early Secondary.
• Whole tutorial discussion of the NAPLAN data shown in this
scenario.
- what does it show us about their Literacy?
- what aspects should then come into a teacher’s planning?

Reading, persuasive writing, grammar, punctuation

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ACTIVITY EXTRA: INTERPRETING

DATA As teachers you will be expected to
work in teams in your schools to
review data – the data may pertain to
a range of areas- including literacy.
This scenario/snapshot of data is for
a local school low or below the scale
for socioeconomic status.
Discuss what you know/don’t know
and areas where you may follow up in
this school…

DATA
NAPLAN Results Year 5, 2013
Reading Persuasive Writing Spelling Grammar and
Punctuation
475 460 450 455

SIM ALL SIM ALL SIM ALL SIM ALL

460 502 425 478 445 494 448 501
SIM schools serving students from statistically similar backgrounds
ALL Australian schools’ average
DISCUSS:
Selected school’s average is Imagine this is YOUR school- what would need to
substantially above
above be at the top of the priority list for literacy?
close to • Reading?
below
substantially below
• Writing?
• Spelling?
• Grammar and Punctuation?

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WRITING ALWAYS HAS A PURPOSE

TUTORIAL 3- CONCLUSION:
• Use of the literacy continuum and Literacy progressions –
teacher only focus on a few elements at a time – your job is
to become confident of using the language for the elements.
• Analysis of student work-samples to identify literacy need
(students should feel more confident to approach
the analysis for Assign 1)
• Developing teaching plans that embody a literacy focus and
incorporate literacy strategies and assessment tasks.
(where to next…)

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BRINGING WORDS TO LIFE IN THE

LANGUAGE AND LITERACY CLASSROOM
• Vocabulary is learned by two principal means, namely through incidental (indirect) or through direct (explicit) interactions with language. Incidental or indirect learning is a
result of wide reading, listening to the teacher and others, gaining awareness of new words through classroom interaction or through activities such as using word walls.
Good writers are usually wide readers, but it is unclear how much students learn from wide reading. Beck et al., (2013) stress that students only learn from extensive
reading when they read books of sufficient difficulty to encounter new terms, and read widely enough to have repeated encounters with the same new words. Further, they
must be able to infer meaning from context, which is not always possible.

• For students who do not read widely and cannot infer meaning from context, extensive reading is no solution to a weak vocabulary. As Beck et al., (2013, page 8) write,
‘relying on wide reading for vocabulary growth adds to the inequities in individual differences in vocabulary knowledge’.

• This means that teachers need to engage their students directly in learning new vocabulary. Direct teaching involves intensive and explicit strategies to address all aspects of
new vocabulary. Nation (2006) refers to the form, meaning and use of a word, whereas Beck et al., (2013) stress noticing, understanding and using new words. These
amount to the same thing, and mean that in teaching, focusing on these three aspects of Tier 2 and 3 words is critical, in all texts and modes. Seeing the words, saying them,
reading them, writing them, using them in new contexts, breaking them into parts, brainstorming their associations, revising and retrieving them, playing with them — are all
part of direct teaching.

• The goal for teachers is to boost their learners’ vocabularies significantly, by at least the suggested 400 words per year, or 10 a week. Nonie Lesaux (2014) has also
stressed the pay-off when teachers boost their own use of challenging vocabulary in classroom talk. Certainly when a teacher loves language and words, it is evident to their
students and provides a wonderful model for passion about learning new vocabulary. Asking students, ‘Can you think of a better word for that?’ or ‘Can you say that in
another way?’ will also elicit more thoughtful language use.

TAKE AWAY…
Turn to a partner and share ONE
thing you will take away from the
tutorial.
Now write down ONE thing you
will DO as a result of the tutorial.

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LITERACY LINKS
• http://docs.acara.edu.au/resources/Mathematics_-_GC_learning_area.pdf
• http://docs.acara.edu.au/resources/HASS_-_GC_learning_area.pdf
• http://docs.acara.edu.au/resources/Arts_-_GC_learning_area.pdf
• http://docs.acara.edu.au/resources/Technologies_-_GC_learning_area.pdf
• http://docs.acara.edu.au/resources/Science_-_GC_learning_area.pdf
• http://docs.acara.edu.au/resources/English_-_GC_learning_area.pdf
• http://docs.acara.edu.au/resources/English_-_GC_learning_area.pdf
• http://docs.acara.edu.au/resources/Languages_-_GC_learning_area.pdf

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