TEXT TYPES P-12 Loddon Mallee Region

1. TEXT TYPESP-12Loddon Mallee Region 1

2. Literacy Elements Gradual Release of Responsibility Breakthrough Framework Text Categories Text Types Deconstruction and Reconstruction of Texts Session Outline

3. LITERACY ELEMENTS SPEAKING & LISTENING OBSERVATION & ASSESSMENT • Write Aloud • Shared Writing • Guided Writing • Independent Writing • Read Aloud • Shared Reading • Guided Reading • Independent Reading

4. GRADUAL RELEASE OF RESPONSIBILITY Role of the teacher MODELLING The 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 SHARING The teacher continues to demonstrate the literacy focus, encouraging students to contribute ideas and information GUIDING The teacher provides scaffolds for students to use the literacy focus. Teacher provides feedback APPLYING The teacher offers support and encouragement when necessary The student works independently to apply the use of literacy focus DEGREE OF CONTROL Students work with help from the teacher and peers to practise the use of the literacy focus Students contribute ideas and begin to practise the use of the literacy focus in whole class situations 4 The student participates by actively attending to the demonstrations Pearson & Gallagher Role of the student

5. ‘Breakthrough Framework’

6. Text Categories Texts are grouped and defined in particularcategories. It is important to note that any such classifications are arbitrary and that there is always likely to be overlapbetween ways of grouping texts and definingtext types. LITERARY TEXTSCategories of TextsFACTUAL TEXTS The categories of texts indicated above can be further subdivided into different Text Types.

7. Text Type Quiz TASK 1: In your envelope are the 9 key Text Types, their Purposes, their Structures and their Language Features. You Will Need: Text Type template (yellow sheet) TEXT TYPE quiz envelope contents In pairs put the grid together. Check against the completed grid (Hand Out) – Text Type Grid

8. The 9 Key Text Types Description (factual or literary)*This text type is often embedded within other texts Report (factual) Recount (factual or literary) Narrative (literary) Procedure (factual) Explanation (factual or literary) Exposition (factual) Discussion (factual) Response (factualor literary) Page number8

9. 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.

10. 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.

11. Hybrid Text - Example Information Report Explanation Procedure Science World 7 Macmillan 3rd Edition.

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

13. 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

14. 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.

15. 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.

16. 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 moderatingtogether. 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).

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

18. Predicting From Text Beginnings The 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

19. 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

20. 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

21. Genre Learning and Teaching cycle – used for any piece of writing related to any domain of the VELS, having three steps: joint deconstruction, joint construction and individual construction http://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/keycharliteracyp6.pdf

22. Genre Learning and Teaching cycle – used for any piece of writing related to any domain of the VELS, having three steps: joint deconstruction, joint construction and individual construction http://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/keycharliteracy7-10.pdf

23. Teaching/Learning Cycle Several stages are involved before the student independently writes a text and each stage comprises a number of activities. Building up the field knowledge Independent Text construction of text Deconstruction Joint construction

24. Modelling Text Types In order for students to be able to create and manipulate various texts types effectively, they must be able to deconstructidealised 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

25. Deconstructing a Persuasive We Must Reduce Air Pollution! Air Pollution is everywhere. Air Pollution is the introduction into the atmosphere of chemicals that cause harm or discomfort to humans and damages the environment. It looks like a big cloud over the city. It makes you choke because the pollution is in your lungs. People in countries all over the world are victims of air pollution. Kids in NSW believe that action must be taken to reduce the effects of air pollution. Firstly, smoke is the biggest problem. It comes out of cars, backyard fires, barbeques and bushfires. Smoke lingers in the air and is moved by the wind to cover cities. In addition, Sydney is the most affected area in Australia. Sometimes, people in Sydney have been told to stay inside because the pollution hit the DANGER zone. Kids all over NSW are suffering from air pollution every day. In effect, if we don’t reduce our use of cars, aerosols etc everyone will surely feel the effects of suffocation. Consequently, the Government of NSW must make a cleaner future for all people by planting trees to help clean the air. Read the Persuasive Hand Out ‘We Must Reduce Air Pollution!’ 1 per person

26. ORGANISATION /STRUCTURE Thesis 1st paragraph Definition What it does/examples Link to the world Belief Argument 1 2nd paragraph Point Elaboration Argument 2 3rd paragraph Point Elaboration Argument 3 4th paragraph Point Elaboration Conclusion 5th paragraph Restatement of belief Maybe a Call to Action

27. LANGUAGE FEATURES WORD LEVEL Noun groups (generalised) e.g. chemicals, pollution Verbs (action and thinking) e.g. lingers, suffering, believes Topic specific terminology e.g. pollution, chemicals, environment Emotive Language e.g. lingers, suffering, victims Text Connectives e.g. on addition, consequently SENTENCE LEVEL Factual e.g. ‘Air Pollution is everywhere.’ Emotive e.g. Kids all over NSW are suffering from air pollution every day

28. LANGUAGE FEATURES continued WHOLE TEXT LEVEL Persuasive language (images created with clever use of language) e.g. ‘pollution hit the DANGER zone’ Modality e.g. ‘We Must Reduce Air Pollution!’, ‘everyone will surely feel the effects of suffocation.’ Simple present tense e.g. ‘you choke’, ‘it lingers’,

29. CONVENTIONS OR MECHANICS Spelling– Topic words e.g. pollution, chemicals Punctuation– Exclamation mark, commas, capitals, full stops. Grammar– Present tense, use of persuasive devices Page layout– Heading, paragraph spacing Font variations– Larger text heading and BOLD

30. Scaffolding Text Construction – read the pictures

31. Scaffolding Text Construction Joint Construction of a text using a Planning Document Flood victims in Victoria deserve as much support as victims in Queensland. What are your needs before you start this task?

32. BRAINSTORMING - FACTS GATHERED FROM VARIOUS SOURCES eg. local newspapers Victoria had between 100 – 240ml in rain in a very short time – some in two hours. Loss of homes, crops, stock, stockfeed for the winter. Conservative estimate of $1.5 – 2 BILLION road damage. Repairs haven’t been able to be done due to 3 floods since late winter. Shire has run out of money since November floods. People are fearful. No energy or means to rebuild. Both flooded. Both lost houses, properties, stock. Both suffered unseasonable weather. We are all Australian

33. 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?

34. Some Useful Resources Scope & sequenceText Types to be Explicitly Taught.doc CONNECTIVES (2).doc Persuasive Writing Planner.doc Student Marking Rubric - NAPLAN Persuasive.doc Rubric - NAPLAN Persuasive.doc Marking_Guide_2011.pdf

35. 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.

36. Thank you for completing the Reflection and good luck on your journey