Literacy

Literacy

1. Week 3

   • Bernadette
     • Great Opening sentences
       • Allow for illustrations to tell story
         • Always avoid ' andthen'
           • Never use 'very'
   • Emotional charge
     • Recognising an idea
       • Gut feeling
   • From Chapter 4 Drawing 2 different characters adding dialogue and then changing them around
   • Chapter 5 & 6
     • Establishing point of view 1st and 3rd work well
       • Rewriting fairytales, detail and description, Don't add unnecessary words
         • Don't forget images tell part of the story, create influences
           • Using descriptive language for the audience to form mental images of what the story is saying
             • Consistency of tense and character, character through actions, point of view 1st or 3rd less limitation in 3rd person, read book when editing
   • Fountas and Finnal conferencing
     • Positive connections with students, ways in choosing what to publish, pick up how individual words go with what
   • Joanne Hindley
     • In the company of children self guided conferences

2. Week 4

   • 1950's- 1960's skills approach teacher centred, topics by the teacher, neatness, margins correctness
   • 1970's Whole language approach/ process writing following the process of authors
     • Donald Graves
   • 70's and 80's
     • Self selected topics, real purposes, real audiences, length determined by audience and purpose, published texts, conferencing, clinics taught skills within the context of students writing and point of need.
       • 1980s-90s
         • genre movement, focus of writing process, linguistic structure, text type features, powerful text structures and features, Halliday, Rothery and Martin
           • Genres: Factual, Report, procedural, informative, persuasive, auto/bio, recount, transactional, explanation
             • Narrative: Mystery, realistic fiction, romance, horror, comedy, fairytale, historical, myth
   • Writing Classroom- requirements
     • Time to write and practice (graves and Cambourne), Incubation time (Krashen), Audiences for writing beyond the teacher, Encouragement to read as writers, time to talk about authors and their processes, support to examine and learn form multimodal texts
     • Purpose of Conference
       • Provide audience to the writer (listen rather than speak), to support the writer in crafting thier writing, conferencing drafts, Whats the writer up to?, What do they need next? Learning to qu the writer, eP's: Pause,prompt,praise, what might the writer read next think about?

3. Week 5

   • Provide authentic purposes for writing lists, letters, instructions/procedures, explanations, information reports, posters, recounts
     • Provide various levels of support for writers brainstorm and list possible text with a small group provide a booklet with the repetitive structure already included provide an empty booklet that includes a title only
   • Clinic Topics: Using specialised vocabulary Language features of specific genre Making powerful word choices Using compound sentences Using adjectives Punctuation – apostrophes, quotation marks, etc. Spelling Characterisation Handwriting
   • Modelling, shared writing, guided writing, interactive writing, independant writing
   • Immersion, demonstration, responsibility, approximation, feedback

4. Week 6

   • Authorial Issues
     • Orientation, complication, solution can be placed at different parts of the book and different porpostions, 3rd person is most common, Images copyright free