Addressing Literacy in context in Learning Design Nanette.Smibert@sa.gov.au

1. Addressing Literacy in context in Learning Design Nanette.Smibert@sa.gov.au

2. Research tell us Peter Freebody - Myth that 'literacy' is pretty well done by Year 3 or Year 4. Comprehension gap widens for adolescents as texts become less commonsense, more abstract, more specialised Students' existing knowledge not in a form easily aligned to curriculum texts - thus difficulty reading to learn (Munro 2007) In addition, students needs explicit 'disciplinary' literacy instruction due to the differences in disciplinary literacy (Pearson/Scheppelgrell) 2

3. AC Literacy Capability

5. Year 10 Geography Example The purpose of the following sequence is to exemplify how the literacy demands of assessment evidence, identified in the process of Learning Design, can be addressed through: • Bringing the assessment task to the fore of the teaching and learning process • Intentionally teaching demands at critical points along the way • Recognising the 'inseparability' of literacy and content

6. Learning design • What language and literacy skills do they bring? • What language and literacy skills are required to provide evidence of their new learning? • What opportunities are needed for students to engage with and develop their language and literacy skills for this context?

7. Year 10 Geography Example What do we want them to learn? Overview AC Geography: Handout 1 Geographical inquiry : What change has occurred on the banks of the local river and what are the management options for the local council to improve sustainability?

8. Year 10 Geography Example What do we want them to learn? Overview AC Geography: Handout 1 Geographical inquiry : What change has occurred on the banks of the local river and what are the management options for the local council to improve sustainability?

9. Year 10 Geography - Literacy and Learning Design How will we know if they've got it? Assessment genre: Geographical Field Work Report (FWR) with recommendations for the local council What does it look like at this level? What language and literacy skills are required?

10. Why choose this genre for assessment?

12. Use SACE to inform the structure of assessment genres - adapt accordingly Fieldwork Report Structure provided in SACE STAGE 2 Geography a hypothesis or clearly stated purpose an outline and evaluation of methods used, including planning and management comment on geographical concepts, patterns, and processes relevant to the fieldwork the integration of evidence of field skills (e.g. maps, photographs, sketches, graphs, and statistical information) a summary and interpretation of findings and/or a justified conclusion that outlines possible implications suggests realistic possible future actions or makes realistic recommendations appropriate acknowledgment of sources. 12

13. Explicit teaching: structure Structure of the adapted Yr 10 Geography field work report • Introduction • introduce question/s • identify the area of the fieldwork (include a map) • Research methodology • List the methods used to collect primary and secondary data (dot points/numbers may be used) • Summary and analysisof findings • include visual evidence • Strategiesto manage the environmental change • Recommendations for the Council • what needs to be done to improve the management of the river based on your analysis • Reference List

14. Explicit teaching: model text …..etc

15. Comprehending Differentiated reading strategies for 3 Core texts: • understanding how the text is structured • establishing purposes for reading/viewing • previewing and predicting • activating prior knowledge (text to self/text to text/text to world) • monitoring, clarifying, and re-reading/re-reviewing • visualizing and creating visual representations (e.g., story maps, Venn diagrams, flowcharts). • drawing inferences • summarising and retelling.

17. Explicit teaching: nouns/noun groups • environmental management strategies • field research • rate of erosion • the destruction of riparian vegetation • impact of human activity • waste landfill • natural flows • river catchment area • key land uses • significant threat to water quality • native vegetation • loss of aquatic habitat • primary and secondary sources of information • observation and recording • data collection • analysis of data • impermeable surfaces • storm water run off • species of grasses • pollution reduction • riprap revetment • creation of an understorey • education programs for river care

19. Explicit teaching: depersonalised

20. Explicit teaching: depersonalised

22. Explicit teaching: text connectives A further problem with this site is that it was formerly a waste landfill site and the increased rate of erosion is exposing rubbish and pollutants to be released into the water. Therefore, human land use has not only caused increased erosion but has also worsened the environmental effects of erosion.

23. Explicit teaching: Model text A further problem with this site is that it was a former waste landfill site and the increased rate of erosion is causing rubbish and pollutants to be released into the water. Therefore, human land use has not only caused the problem of increased erosion but has also worsened the environmental effects of erosion.

25. Explicit teaching: linking visuals The issue that has been considered throughout the investigation is soil erosion at this site and the pollutants that are being released into the river from the former waste landfill as a result (see image1). Image 1: photograph showing erosion and the release of rubbish at the study site

27. Literacy, Geography or Both? • The overall purpose of this teaching and learning plan is not to teach literacy • It is primarily about geographical inquiry and learning to act/think/sound like a geographer • Being a geographer in this particular context (field work/report ) has particular language/literacy demands • In context, the literacy demands (the enablers)are explicitly taught in context at critical points so students have the language and literacy to achieve