2 metapedagogy. pedagogic genre regulative tenor: success/failure, inclusion/exclusion regulative...

2 Metapedagogy

Pedagogic genre

Regulative tenor: success/failure,

inclusion/exclusion

Regulative field: learning activities

doing/ studying

projectingRegulative mode: spoken, written visual, manual

Instructional field‘specialized skills’

Mode: the reading development sequence

Tenor: managing inequality in the classroom

Field: the scaffolding learning cycle

learning programs

lesson activities

classroom discourse

Levels of analysis

Program planning model

Reading to Learn lesson cycle

Assessing Independent

Tasks

Designed interaction: Detailed reading

Highlight

Unplanned interaction


inclusion/exclusion


doing/ studying

projectingRegulative mode: spoken, written visual, manual


Elements of lesson planning

analysing written and

planning spoken

wordings

scaffolding interaction

cycles

analysing instructional

field

planning exchanges to engage

all students

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Detailed lesson notes

Modalities of detailed reading

meaning position wording letters meaning

Attention

Emotion

purr affirm

Prepare ElaborateFocus HighlightIdentify

spoken visual written manual spoken


inclusion/exclusion


doing/ studying

projecting

Regulative mode: spoken, written visual, manual


Psychology of learning

language

attention

emotion & identity

categorisation & memory

2 Metalanguage

The reading and writing task

Complexity of reading and writing

Approaches to the task

Reading to Learn approach

Writing Assessment



NATIONAL ASSESSMENT READING TO LEARN

AUDIENCE 0–6 TENOR 0-3

PURPOSE 0-3

TEXT STRUCTURE 0–4 STAGING 0-3

IDEAS 0–5 FIELD 0-3

CHARACTER 0–4

AND SETTING PHASES 0-3

VOCABULARY 0–5 LEXIS 0-3

APPRAISAL 0-3

COHESION 0–4 CONJUNCTION 0-3

REFERENCE 0-3

SENTENCE STRUCTURE 0–6 GRAMMAR 0-3

MODE 0-3

PARAGRAPHING 0–2 PRESENTATION 0-3

PUNCTUATION 0–5 PUNCTUATION 0-3

SPELLING 0–6 SPELLING 0-3

TOTALS 47 42

stages phases

Complication problem1 A little way off behind some old rusting car bodies, I thought I hearda noise. Pete was looking in the same direction.

reaction I was too terrified to move. I wanted to run but my legs just wouldn'twork. I opened my mouth to scream but nothing came out. Petestood staring as if he was bolted to the ground.

problem2 It was a rustling tapping noise. It sounded like someone diggingaround in the junk, turning things over. It was coming in ourdirection.

reaction I just stood there pretending to be a dead tree or post. I wished themoon would go in and stop shining on my white face.

problem3 The tapping grew louder. It was coming closer.description And then we saw it. Or him. Or whatever it was. An old man, with a

battered hat. He was poking the ground with a bent stick. He wasrustling in the rubbish. He came on slowly. He was limping. Hewas bent and seemed to be holding his old, dirty trousers up withone hand. He came towards us. With a terrible shuffle.

problem4 Pete and I both noticed it at the same time. His feet weren'ttouching the ground. He was moving across the rubbish about 30centimetres above the surface. It was the ghost of Old ManChompers.

Evaluation reaction We both screeched the same word at exactly the same moment."Run!"

reaction And did we run. We tore through the waist-high rubbish.Scrambling. Screaming. Scrabbling. Not noticing the waves ofsilent rats slithering out of our way. Not feeling the scratches ofdumped junk. Not daring to turn and snatch a stare at the horriblespectre who hobbled behind us.

Resolution solution Finally, with bursting lungs, we crawled into the back of an old car.problem It had no doors or windowsreaction so we crouched low, not breathing, not looking, not even hoping.



Story phases

FieldIs the story plot imaginative, interesting and coherent?

TenorIs the reader engaged with characters’ reactions and reflections?

ModeIs the creative use of literary descriptive language and metaphors appropriate for the grade level?

Register criteria

LexisAre people, things and places followed through coherently to build up the field?

AppraisalIs the reader engaged through expression of feelings, judgements of people and appreciation of things?

ConjunctionWhat are the logical relations between each step, e.g. shifts back and forward in time?

ReferenceIs it clear who or what is referred to, e.g. in dialogue?

Discourse criteria

2 metapedagogy. pedagogic genre regulative tenor: success/failure, inclusion/exclusion regulative...

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