2 Metapedagogy

1. 2 Metapedagogy

2. Regulative field: learning activities doing/ studying Instructional field ‘specialized skills’ Regulative tenor: success/failure, inclusion/exclusion projecting Regulative mode: spoken, written visual, manual Pedagogic genre

3. Mode: the reading development sequence

4. Tenor: managing inequality in the classroom

5. Field: the scaffolding learning cycle

6. Levels of analysis learning programs lesson activities classroom discourse

7. Program planning model

10. Assessing Independent Tasks Reading to Learn lesson cycle

11. Designed interaction: Detailed reading Highlight

12. Unplanned interaction

13. scaffolding interaction cycles analysing instructional field Regulative field: learning activities doing/ studying analysing written and planning spoken wordings Instructional field ‘specialized skills’ planning exchanges to engage all students Regulative tenor: success/failure, inclusion/exclusion projecting Regulative mode: spoken, written visual, manual Elements of lesson planning

14. Detailed lesson notes

15. spoken visual Emotion Attention manual spoken written purr affirm Prepare Focus Highlight Elaborate Identify meaning position wording letters meaning Modalities of detailed reading

16. attention categorisation & memory Regulative field: learning activities doing/ studying Instructional field ‘specialized skills’ language Regulative tenor: success/failure, inclusion/exclusion projecting emotion & identity Regulative mode: spoken, written visual, manual Psychology of learning

17. 2 Metalanguage

18. The reading and writing task

19. Complexity of reading and writing

20. Approaches to the task

21. Reading to Learn approach

22. Writing Assessment

26. Story phases

28. Register criteria Field Is the story plot imaginative, interesting and coherent? Tenor Is the reader engaged with characters’ reactions and reflections? Mode Is the creative use of literary descriptive language and metaphors appropriate for the grade level?

29. Discourse criteria Lexis Are people, things and places followed through coherently to build up the field? Appraisal Is the reader engaged through expression of feelings, judgements of people and appreciation of things? Conjunction What are the logical relations between each step, e.g. shifts back and forward in time? Reference Is it clear who or what is referred to, e.g. in dialogue?