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Consistency of Teacher Judgement
Information Kit 2009
Information for 2009Introduction ‹
Guidelines and Processes ‹Data Collection Forms ‹
English Overview ‹Science Overview ‹
English Resources
Teaching the Exposition Genre
P-3 Resources ‹
Years 4 & 5 Resources ‹
Years 6 & 7 Resources ‹
Years 8 & 9 Resources ‹
Science ResourcesP-3 Resources ‹
Years 4 & 5 Resources ‹
Years 6 & 7 Resources ‹
Years 8 & 9 Resources ‹
Information for 2009Introduction ‹
Guidelines and Processes ‹Data Collection Forms ‹English Overview ‹Science Overview ‹
Int
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Consistency of Teacher Judgement 1Information Kit 2009
ConsIsTenCy of TeaCher JudgemenT 2009
InTroduCTIonA consistent judgement is the coherent application of a common standard, such that judgements hold true over
time on both individual and collective levels.
(CTJ, A training and development CD-Rom for Teachers, Commonwealth of Australia 2000)
For 2009, the Early Years Curriculum Guidelines and the current QSA KLA syllabi, along with the QCAR Essential Learnings provide a reference point for making judgements about students’ achievement. The alignment of the learning statements of the Essential Learnings and the core learning outcomes of the KLA syllabi is included in the Audit Tool in the Curriculum E-Library.
This framework:
• providesdescriptionsofstudentdevelopment
• describestypicalpathwaysoflearnerprogressforallKLAs
• isthebasisforgeneratinglearnerachievementdata
• guidesdialoguebetweenteachersandtheircolleagues.
Consistency of Teacher Judgement relates to:
• commoninterpretationsoflearningagainststandards
• sharedunderstandingsofhowstandardsoflearningaredemonstrated.
PurPoseConsistency of Teacher Judgement (CTJ) supports the:
• developmentofteachers’assessmentpractices
• makingofconsistentandcomparablejudgementsaboutstandardsoflearningachievementwithinandbetween schools.
CTJ is an ongoing process embedded in the learning and teaching cycle. In BCE schools this is focused on four strategies:
• sharingunderstandingsaboutstandards
• collaborativeplanningofunitsofwork
• collaborativedevelopmentofassessmentopportunitiesandassociatedcriteria
• moderatingteacherjudgementswithinandbetweenschools.
(See CTJ Information Kit [2004], Part 2, p8)
Consistency of Teacher Judgement 2 Consistency of Teacher Judgement
moderaTIon ProCesses
requirements and focus for 2009
All teachers of English and Science in P-7 plan, teach, assess and engage in intra and inter-school moderation around the following:
English – Expository Genre: the construction of expository texts • EarlyYearsCurriculumGuidelines(EYCG)-Languagelearning&communication:OralLanguageLearning
Statement
• KLAEnglishsyllabus–Speaking,WritingandShapingsub-strands
• EssentialLearnings–Speaking,WritingandDesigning,LanguageElementsandLiteraryandNon-LiteraryTexts organisers
ScienceP-3
• EarlyYearsCurriculumGuidelines-Activelearningprocesses:InvestigatingthenaturalworldLearningStatement
• KLAScienceSyllabus/EssentialLearnings-EarthandBeyondandLifeandLivingstands/organisers
Years 4-7
• KLAScienceSyllabus/EssentialLearnings–Science&Society/Scienceasahumanendeavour,EarthandBeyondandEnergyandChangestrands/organisers
All Year 8 & 9 English and Science teachers plan, teach, assess and engage in intra and inter-school moderation around the following:
English: Expository Genre: the construction of expository texts • KLAEnglishsyllabus–Speaking,WritingandShapingsub-strands
• EssentialLearnings–Speaking,WritingandDesigning,LanguageElementsandLiteraryandNon-LiteraryTexts organisers
Science: • KLAScienceSyllabus/EssentialLearnings–Science&Society/Scienceasahumanendeavour,Earthandbeyond,Energyandchange,Naturalandprocessedmaterialsstrands/organisers
Expectations for Year 8 & 9 English and Science teachers are that:1. Each secondary school will ‘cluster’ with at least one other (probably geographically proximate) secondary school.(Note:SchoolschoosingtoparticipateinEnglishand/orScienceQCATsarebestservedby‘clustering’ together)
2. Year8&9teachersofEnglishandSciencewithineachschoolwillparticipateinintra-schoolmoderationofstudent work from each of the class groups
3. Five (5) work samples from each year level (i.e. Year 8 and Year 9) indicative of each achievement standard ona5-pointscale(e.g.A-E)willbeprovidedtotheclusterschool/sfortheirperusalandcomment.(Note:Students’ work samples will need to be mailed to the relevant cluster school(s) unless face-to-face teacher meetings are arranged)
4. Each school will forward to BCEC copies of their student work samples (with a WorkSampleInformationSheet attached to each work sample) and a copy of their Interschool Cluster Feedback Form(s). Both the WorkSampleInformationSheet& Interschool Cluster Feedback Form are contained in this resource package.(Note:ThestudentworksamplesandtheclusterfeedbackformsaretobeforwardedtoBCECbyFriday November 6 2009)
Consistency of Teacher Judgement Consistency of Teacher Judgement 3Information Kit 2009
Conferencing model of moderationBCE has identified the Conferencing Model of moderation when encouraging schools to engage with the moderation process when making judgements about student work.
Using the conferencing model, teachers use their annotated work samples to guide discussion and deliberate when making their judgements about the quality of student work. Teachers make judgements on several criteria to reach an ‘on-balance’ holistic judgement. This is not a procedural approach but one that is based on teachers’ professional knowledge in shared and collaborative decision making.
Teachers mark student responses individually, and then select assessment samples representative of theirapplicationofastandardsscale(Veryhigh–Wellbelow).Theymeetwithotherteacherstodiscusstheir judgements by sharing the annotated samples of student work. Teachers reach a consensus on the interpretation and application of the standards.
Moderation DialogueThis year there is focussed support for the enhancement of the moderation dialogue between teachers with a particular focus on applying a model of standards.
suPPorT maTerIaLs The 2009 CTJ Kit contains:
Requirements and Focus
Guidelines and Processes The CTJ cycle
Process for moderation group facilitators
“Whatif…?”scenariosforgroupfacilitators
Questions to support engagement in conversation with colleagues
Tips on reaching consensus
Action plan for CTJ Coordinator
Action plan for CTJ Site Facilitator
Teacher preparation checklist
Discussion guide
Data Collection Forms NominationForm:ConsistencyofTeacherJudgement2009
Data Collection Form A: English: Expository text
Data Collection Form B: Science
Data Collection Form C: Assessment
StudentWorkSampleCoverSheet(Years8and9only)
Support Resources Resources to support the teaching and assessing of expository genre in English
Resources to support the teaching and assessing of Science
DVD: to support facilitation of the moderation dialogue including the use of a model of standards between groups of teachers.
Information for 2009Introduction ‹
Guidelines and Processes ‹Data Collection Forms ‹English Overview ‹Science Overview ‹
Gu
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Consistency of Teacher Judgement Consistency of Teacher Judgement 5Information Kit 2009
guIdeLInes and ProCesses
WHO DESCRIPTION WHENC
TJ
Cyc
le P-9 Teachers of English and Science
Plan, teach, assess and engage in intra and inter-school moderation.
Terms 1-4
CTJ
Mod
erat
ion
Pro
cess
P-9 Teachers of English and Science
Meet to compare samples of student work using criteria as a reference.Identify the standard of learning evident in the student sample. Discuss and reach consensus about judgements of standards of student work.
Intraschool moderation–Term3/4.Interschool moderation 19 October2009(orother nominated date).
Rol
es w
ithi
n th
e C
TJ P
roce
ss
Principal Determines how CTJ will be coordinated within and across schools.Sends nomination form to BCEC.
By Friday April 24 2009
CTJ Coordinator
School representative who coordinates all activities associated with CTJ (See Action Plan for CTJ).Responsible for disseminating information to all teachers. Facilitates practice in teacher participation in moderation dialogue. Organisestrainingofgroupfacilitators.See ‘Process for moderation group facilitators’.OrganisesandfacilitatesIntraschoolmoderation.
Terms 2, 3 and 4
Site Facilitator
School representative from the site of the interschool moderation cluster who organises all preparations associated with that day. See Action Plan.
Terms 3 and 4
Group Facilitator
Facilitates group moderation dialogue. See ‘Process for moderation group facilitators’.Facilitates collection of student samples that are representative of a range of standards in the group at the end of the moderation session.
19October2009 (or other nominated date)
P-9 Teachers of English and Science
Table annotated student work samples for each of English and Science representative of a range of standards with accompanying criteria.Provide additional copies for group discussion.Outlineassessmentcontextandevidenceofstandardoflearning in student sample.Engage in dialogue with other teachers in the group to reach consensus about teachers’ judgements against standards.Participate in selecting student samples that reflect the range of standards tabled for collection.Complete electronic teacher voice feedback form (if randomly selected).
19October2009 (or other nominated date)
October232009
Dat
a C
olle
ctio
n an
d Fe
edba
ck
Site Facilitator and CTJ Coordinators
Provide group facilitators with data collection sheets and processes.Collect data at the end of the process.Moderate collected student samples to provide one sample within each phase of the Early Years; one sample for each standard (where available) within each Juncture (Junctures 3, 5, 7 and 9) across the cluster. Complete electronic teacher voice feedback form.Send requested work samples and collated cohort data to BCECbyNovember62009.
19October2009 (or other nominated date)
November62009
Consistency of Teacher Judgement 6 Consistency of Teacher Judgement
ProCess for moderaTIon grouP faCILITaTorsIntroductionGroup facilitator provides teachers with an outline of the process to be followed as described on this page.
During the processGroup facilitator calls on each teacher to lead the discussion (as detailed in the ‘Dialogue process’ below) tabling student samples. In turn, each teacher tables annotated samples of student work with accompanying criteria to share judgements. (Additional copies of the annotated student sample are provided for other participants to share). Please note: Group facilitator needs to keep an eye on time to ensure the engagement and contribution of other group members.
Dialogue processTeacher:
1. briefly describes the learning context, outlines the assessment task used and the conditions underpinning the assessment performance e.g. scaffolding, explicit teaching
2. describes how the student samples provide evidence of meeting the criteria for demonstration of learning at a particular standard
3. comments on differences in evidence of demonstrations that relate to the standards represented in the samples.
Colleagues:
4. compare student samples and how they reflect evidence of learning at the stated standard
5. ask clarifying questions to more clearly establish how the evidence in the student sample is reflective of the stated standard.
Group facilitator:
6. seeksconsensusfromteachersabouttheconsistencyoftheirjudgementscomparedwiththejudgementsof colleagues around the table
7. calls on assistance from cluster leaders when consistency of judgement is not able to be reached among the group
8. ensures equal opportunity for participation from each teacher.
(For additional support see the CTJ 2008 DVD)
ConclusionA. Group facilitator thanks the group for their participation and brings the dialogue to a close
B. Group facilitator leads a discussion about which student sample (with accompanying assessment and criteria) is most reflective of the range of standards tabled during discussion and then submits selected items to CTJ Site Facilitator.
C. Teachers if randomly selected, complete electronic ‘Teacher Voice’ form.
Consistency of Teacher Judgement Consistency of Teacher Judgement 7Information Kit 2009
“What if …?” scenarios for group facilitators(Adapted from CTJ 2008 DVD)
1. Someone has forgotten to bring work samples
• facilitatorstressestheimportanceofstillbeingapartoftheprofessionalconversationbecausetheinformation they all have about the work samples is the same
2. Someone prolongs their discussion
• teacherisnotsuccinctinpresentationandtalksoverothergroupmembers
• groupfacilitatorrecapsmainpointandredirectstoanotherspeaker
3. Someone is making judgements about their students and not the work samples
• groupfacilitatorremindsgroupmemberstomakejudgementsagainsttheworksamplenotthestudent
4. Someone is making judgements about the assessment task and not the work samples
• groupfacilitatorremindsgroupmembersthattheirtaskistomoderatetheworksamplesnotmakejudgements about the assessment task
5. A teacher loses focus and shifts to sharing class experiences rather than moderating
• groupfacilitatorrefocussesdiscussion
6. Thegroupcannotreachconsensus
• bepositive–affirmallpointsofview
• referthediscussiontositefacilitator
7. Noonewantstogofirst
• beforethesessionbeginsasksomeonetogofirst.
Questions to support engagement in conversation with colleaguesThe questions below are examples of clarifying and probing questions that may support teachers in engaging in dialogue with colleagues.
Clarifying questions:The purpose of these types of questions is to thoughtfully consider and make points clearer.
• Canyouexplainabitmoreabout…?
• Whenyousay…doyoumean…?
• I’mnotsureIunderstand,couldyouexplain…?
• Sowhatdoyouthinkthedifferencesarebetween…?
• Whatwasthechallengeforyouwith…?
• Whatistheissuewearetryingclarifyhere…?
• LetmeseeifIunderstandyou;doyoumean_____or_____?
Consistency of Teacher Judgement 8 Consistency of Teacher Judgement
Probing questions:The purpose of these types of questions is to help the presenter understand their judgement, their thinking and articulate this to their colleagues.
• Haveyouconsidered…?
• Helpmeunderstandyourthinkingwhenyousay…?
• Explainhowyouarrivedat…?
• Whatwastheprocessyouused…?
• Canyoutellmemoreabout…?
• Sowhatareyouthinkingnow…?
TIPS ON REACHING CONSENSUS• Maintainthefocusofconversationontheactualevidenceinstudentworksample.
• Refertothecriteriasheetandmatchingwhatisdescribedinitwithwhatispresentedinthestudent’swork.
• Focusdiscussionbackontomatchingtaskspecificdescriptorswiththeevidenceavailableforeachassessable element.
• Iftheon-balancejudgementisanissue,refertothepurposeoftheassessmentwhichindicateswherethestrength/majorfocusforjudgementshouldgo.
• Whenfocussingonachievingagreementontheoveralljudgement,itisnotnecessarytoreachagreementon every assessable element or product. CTJ refers to on-balance judgements across all assessable elements.
Consistency of Teacher Judgement Consistency of Teacher Judgement 9Information Kit 2009
action Plan for CTJ Coordinator
PreParIng for CTJ
Action Who WhenCheck
listDiscuss the guidelines for CTJ ’09 with staff identifying the focus areas for all teachers of English and Science.
Make decisions about when learning and teaching in these focus areas will occur.
Make decisions about the schools that will form the interschool CTJ cluster for 2009 and confirm these arrangements with the leadership of each of the participatingschools.CompleteandsendinNominationFormbyFriday24April 2009.
Nominateintraschool (within school) moderation dates for English and Science.
Identify planning dates for the development of assessment, criteria and learning and teaching for focus areas for each year level.
Identify and plan for professional learning needs arising out of the focus areas.
INTRASCHOOL (WITHIN SCHOOL) MODERATION SESSIONEstablishwithinand/oracrossyearlevelgroupsforintraschoolmoderationsessions, identifying a leader for each group.
Conduct a staff meeting for all teachers on the moderation process prior to intraschool moderation session. (Support Resources are available on BCE Intranet(KWeb)).
Conduct a meeting of group facilitators who will facilitate the dialogue in each group to clarify role and process and address issues.
Engage in intraschool moderation process.
Reflect on the intraschool moderation experience at a staff meeting.
INTERSCHOOL (BETWEEN SCHOOL) CTJPrepare for interschool CTJ session by providing teachers with an agenda for the day, process for moderation and list of moderation groups. (See Teacher Preparation Checklist).
Identify group facilitators for Interschool CTJ process.
Ensure that group facilitators are adequately trained and prepared for the facilitation of interschool moderation process within groups.
REFLECTING ON CTJSchool CTJ Coordinator collects data to complete Data Collection Forms A and B.
CTJ Coordinators meet at the end of the interschool moderation dialogue with the Site Facilitator to decide which annotated student samples (with accompanying criteria) are most reflective of a range of standards within each juncture including the Early Years.
SendrequestedworksamplestoBCECbyFriday6November2009withForm C to BCEC.
Collate cohort data from teachers about standards of learning in English andScience.Completeelectronicforms(DataCollectionFormsA&Bavailable at https://staffportal.bne.catholic.edu.au/docushare/dsweb/Get/Document-15661/Data+Collection+2009+Document.xls) and email to Judy Raphael ([email protected])byFriday6November.
Consistency of Teacher Judgement 10 Consistency of Teacher Judgement
action Plan for CTJ site facilitator
ActionWho will take
responsibility for this?Follow up needed
Check list
1. List the schools attending.
2.IdentifytheTOTALnumberofteachersfortheday.
3.Nominatetheroom/hallthatwillholdallparticipantsfortheintroductory sessions.
4.Organiseteachersintogroupsoffour(4).
5. Identify breakout rooms for moderation dialogue and prepare a site map.
6.PrepareanagendaforCTJDayanddisseminateto participating schools.
7. Identify who will prepare prayer for the start of the day.
8.IdentifyCoordinator/Principaltoleadtheintroductorysession.
9.Organise: •foranOHPand/ordataprojector •extensioncord,screenandpossiblesoundsystemas
required•seating.
:
10.Organisecateringarrangements: •tea/coffeefacilities •morningtea •lunch •payment.
11.Organisecollectionof: •requesteddata •sampleassessmentitems.
Consistency of Teacher Judgement Consistency of Teacher Judgement 11Information Kit 2009
Teacher Preparation ChecklistWhattobring:
EnglishFive copies each of
• 3annotatedsamplesofstudentworkrepresentativeofdifferentstandardse.g.aVeryHigh,High,Soundwitha criteria sheet representing teacher judgements.
Science Five copies each of
• 3annotatedsamplesofstudentworkrepresentativeofdifferentstandardse.g.aVeryHigh,High,Soundwitha criteria sheet representing teacher judgements.
Assessment contextBriefly describe:
• theexplicitlearningandteachingthatprecededtheassessment
• theconditionsunderwhichtheassessmentoccurred
• scaffoldingthatsupportedstudentdemonstrationforthesamplesprovided.
English
Science
Consistency of Teacher Judgement 12 Consistency of Teacher Judgement
Discussion GuideBriefly note:
• howevidenceinthesampleofworkrelatestocriteriathatguidedyourteacherjudgement
• pointsyouwouldlikeclarifiedthroughgroupdiscussion.
English Very high sample
Highsample
Sound sample
Below sound sample
Wellbelowsoundsample
Science Very high sample
Highsample
Sound sample
Below sound sample
Wellbelowsoundsample
Consistency of Teacher Judgement Consistency of Teacher Judgement 13Information Kit 2009
nomination form: Consistency of Teacher Judgement 2009Please complete one form per cluster listing the schools who will be participating in Interschool CTJ.
Cluster Schools CTJ Coordinator
Cluster meeting site:
Interschool CTJ Cluster meeting date:
OR
___________________________(Alternate date)
Interschool CTJ Activities
Learning Area Strand Consistency Strategy
English
Languagelearning&communication:Orallanguage learning statement of the EYCG; Speaking/WritingandShaping/Designingsubstrand/organiser
Moderation
Science
Active learning processes: Investigating the natural world learning statement of the EYCG;
Science strands (whichever are applicable): Science as a human endeavour;Life&Living,Earth&Beyond;Energy&Change;Natural&ProcessedMaterials
Moderation
Please complete this form and return it by 24 April 2009 to:
Brisbane Catholic Education,GPOBox1201,BRISBANE4001Attn CTJ Secretarial Coordinator
Fax: 3844 5101
Thisformisalsoavailableon:BCEIntranet,eLibrary/Curriculum/BCurriculumManagement/08ConsistencyofTeacherJudgement
Information for 2009Introduction ‹
Guidelines and Processes ‹Data Collection Forms ‹English Overview ‹Science Overview ‹
Da
ta
Co
llec
tio
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Fo
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s
Consistency of Teacher Judgement Consistency of Teacher Judgement 15Information Kit 2009
data Collection formsThe purpose of this data collection is to gain a broad picture of student achievement in this area and to inform future professional learning and curriculum support.Collect data and fill in the tables following Interschool CTJ. Collate data and complete electronic forms (Data CollectionFormsA&Bwhereapplicable)andemailtoJudyRaphael([email protected])byFriday6November.Pleasenote:Thedatarecordedrepresentswhatthestudents’performanceis‘mostlike’onthe assessment task. Theformsareavailableathttps://staffportal.bne.catholic.edu.au/docushare/dsweb/Get/Document-15661/Data+Collection+2009+Document.xls
school name: Data Collection Form A(1): English: Oral Language/ Speaking & Listening
Year LevelBecoming
AwareExploring Making Applying Level 1 Level 2
Year 3 Juncture English
Essential Learnings
Numberof
students in the
year level
Prep
1
2
Total number of students
Data Collection Form A(2): English: Speaking or Writing & Shaping/Designing
Essential Learnings
Year Level
Very high High SoundBelow sound
Wellbelowsound
Numberofstudents
in the year level
Year 3 Juncture
2
3
Year 5 Juncture
4
5
Year 7 Juncture
6
7
Year 9 Juncture
8
9
Total number of students
achieving each standard
Consistency of Teacher Judgement 16 Consistency of Teacher Judgement
The purpose of this data collection is to gain a broad picture of student achievement in this area and to inform future professional learning and curriculum support.Collect data and fill in the tables following Interschool CTJ. Collate data and complete electronic forms (Data CollectionFormsA&Bwhereapplicable)andemailtoJudyRaphael([email protected])byFriday6November.Please note: The data recorded represents what the students’ performance is ‘most like’ on the assessment task. Theformsareavailableathttps://staffportal.bne.catholic.edu.au/docushare/dsweb/Get/Document-15661/Data+Collection+2009+Document.xls
school name: Data Collection Form B(1): Science
Year LevelBecoming
AwareExploring Making Applying Level 1 Level 2
Year 3 Juncture English
Essential Learnings
Numberof
students in the
year level
Prep
1
2
Total number of students
Data Collection Form B(2): Science
Essential Learnings
Year Level
Very high High SoundBelow sound
Wellbelowsound
Numberofstudents
in the year level
Year 3 Juncture
2
3
Year 5 Juncture
4
5
Year 7 Juncture
6
7
Year 9 Juncture
8
9
Total number of students
achieving each standard
Consistency of Teacher Judgement Consistency of Teacher Judgement 17Information Kit 2009
data Collection form C: assessment
There are some changes to the way in which clusters are requested to provide annotated student work samples and accompanying criteria sheets representative of the standard of learning.
Clusters will be notified as to which student work samples they are asked to provide. An example is that Cluster A consisting of four (4) schools will be asked for work samples from P-1 students; Cluster B, consisting of five (5) schools could be asked to submit samples from students in Years 2 and 3; and so on.
More information regarding the requested samples will be forwarded to the CTJ Co-ordinators of the specific schools in each cluster.
The materials requested should consist of one (1) annotated student sample, accompanying assessment item and criteria that is representative of each level/standard of achievement tabled during the moderation session.
Typically for Primary clusters, this will be:
• astudentsamplerepresentingtheApplying Phase(EYCG),Level1andLevel2/Year3EssentialLearnings (if applicable)
• astudentsamplerepresentingeachofthedifferentstandards(VeryHigh,High,Sound,BelowSound,WellBelowSound(whereavailable))foreachyearlevel,Years2-7.
Typically Secondary Clusters will provide a student sample representing each of the different standards (VeryHigh,High,Sound,BelowSound,WellBelowSound(whereavailable))foreachyearlevel,Years8and 9.
Primary school CTJ Co-ordinators, please attach a copy of this form to each assessment item, student sample (removingstudentidentification)andrelatedcriteriasheetandreturnitbyFriday6November2009to:
Brisbane Catholic Education, GPOBox1201,BRISBANE4001
Attn CTJ Secretarial Coordinator Fax: 3844 5101
Secondary school co-ordinators,pleaseusetheStudentWorkSampleCoverSheetonthefollowingpageandreturn to the address above.
KLA:
Cluster site:
Level/Standard:
Comment: (optional)
Consistency of Teacher Judgement 18 Consistency of Teacher Judgement
student Work sample Cover sheetyears 8 & 9 english or science
Note: Please attach a cover sheet, together with a copy of the task and criteria sheet to each student work sample
School:
Year Level: Year 8 Year 9 {Please check one}
Work Sample Standard: VeryHigh High Sound Below WellBelow
Term in which work was completed: Term 1 Term 2 Term 3 Term 4
Context of Task:
Time for task completion:
Class time allocated to task:
Mode: Individual Pair Group {Please check one}
Teacher Input: Draft(s) Sighted Feedback provided
Opportunity for student access to: Books Notes Library resources ICLTs
Any Other Information:
Information for 2009Introduction ‹
Guidelines and Processes ‹Data Collection Forms ‹English Overview ‹Science Overview ‹
En
glis
h O
ve
rv
iew
Consistency of Teacher Judgement Consistency of Teacher Judgement 19Information Kit 2009
oVerVIeWengLIsh foCus for 2009 expositions
This resource package provides support materials for teachers of English in P-9. These materials have been prepared to assist teachers in planning, teaching, assessing and moderating using the Early Years Guidelines, QSA English syllabus and the English KLA of the Essential Learnings. The materials cover the range of learning phases from Early Years to Year 9.
reQuIremenTs for 20091. All teachers of English in P-9 select a learning context that is developmentally appropriate for the phase of
learning.
2. They plan, teach, assess and make judgements about students’ achievement in the focus context.
3. They use this data to participate in moderation activities within and between schools.
assessmenT In P-1 teachers:• identifyanegotiatedcontextthatprovidesstudentswithanopportunitytopurposefullyengagewithan
opportunity to construct a text type for the purpose of explaining, or commenting and giving opinions • gatherevidenceofchildren’slearningthrougheverydayclassroomexperiences• annotatestudentworksamples/demonstrationsofwork• makejudgementsaboutchildren’slearninganddevelopmentusingEYCGsetofrubricsandYear1LearningStatements/Year3JunctureEssentialLearnings.
In Years 2-9 teachers:• identifyacontext(connectedorEnglishspecific)thatprovidesstudentswithanopportunitytopurposefully
engage with an opportunity to construct a text type for the purpose of explaining, analysing, arguing, persuading and giving opinions
• developassessmentcriteriathatsupportthemakingofteacherjudgementsaboutthestandardofachievement
• annotateastudentsampleofaspoken/signed,writtenormultimodalexpositorytext• makejudgementsaboutthestandardofeachstudent’slearninganddevelopment.
The resources in the Information Kit are provided for teachers to:
• useasmodelstosupportthedesigntheirownlearningactivitiesandassessmenttasks• adapttosuittheirparticularstudentgroup/sandlearningcontext• implementaspresented.
The support materials for English are organised into the following sections: Early Years P-3; Years 4 and 5; Years6and7;Years8and9.
Each section includes information about:
• ExpositoryGenre • DistinguishingfeaturesoftexttypeswithintheExpositoryGenre • Annotatedtextmodels• Annotatedstudentworksampleswithaccompanyingcriteria• Guidetoanalysingstudenttexts• Focusofassessment• UsinganInquiryApproach• PlanninganEnglishinquiry• TeachingtheExpositoryGenre• Workingatthegrammaticallevelofthetext
Consistency of Teacher Judgement 20 Consistency of Teacher Judgement
eXPosITory genreTraditional, contemporary and everyday non-literary texts use language in precise and accurate ways to explain, analyse, argue, persuade and give opinions.
This genre category of Expositionsincludesawiderangeoftexttypeswhichcanbepresentedinspoken/signed,written, or multimodal modes.
Types of Expository texts include:
• Explanation–usedtoexplainscientificallyhoworwhythings(phenomena)orprocessesoccur
• Discussion–usedtolookatanissuefromarangeofperspectives,beforemakingajudgementorrecommendation
• Analytical Exposition–usedtosupportandreiterateapointofview(thesis)withlogicalargumentsandevidence
• Persuasive text–seekstoargueorpersuadeandintendedtoconvincereaderstoacceptparticularperspectives or points of view
• Reflective text –reflectsoneventsandexperiencesandmayalsobepersuasive.
*e
xpla
natio
n
*explanation
*explanation
documenta
ry
*informal debate *formal parlia
menta
ry d
ebat
e
*inform
al debate
*argument
*exposition
*o
bse
rvat
ion
com
men
t
*opinion
*discussion *advertisem
ent
*letter to the editor *letters to the edito
r *e
ditoria
l, rev
iew
Traditional, contemporary and
everyday non-literarytexts use language in
precise and accurate ways to explain, analyse,
argue, persuadeand give opinions
Earl
y ye
ars P
-3
Middle Years 4-5 6-7 Middle Years
8
-9
To Senior Years
*documentary film
* documentary film *
film & ra
dio
The State of Queensland (Queensland Studies Authority) 2007. Adapted.
Consistency of Teacher Judgement Consistency of Teacher Judgement 21Information Kit 2009
english focus for 2009
Teachers in:
• YearsP-1willfocusontheLanguagelearning&communication:OrallanguagelearningstatementoftheEarly Years Guidelines.
• Years2and3willfocusontheEssentialLearningsfortheYear3Juncture/Level2Englishsyllabus.
• Years4and5willfocusontheEssentialLearningsfortheYear5Juncture/Level3Englishsyllabus.
• Years6and7willfocusontheEssentialLearningsfortheYear7Juncture/Level4Englishsyllabus.
• Years8and9willfocusontheEssentialLearningsfortheYear9Juncture/Level5Englishsyllabus.
The Essential Learnings listed on the following pages are aligned with the corresponding core learning outcomes from the KLA English syllabus (draft). The full text of the core learning outcomes is available in the Audit Tool in the Curriculum e-Library.
Teachers are asked to engage with learning contexts and assessment tasks that align with these aspects of the Essential Learnings in the specific junctures for their year levels.
Early Years – P & 1LLC 1: Language Learning & Communication: Oral language
Children expand their oral language by:
• usingspokenlanguage(includinghomelanguageorsignedoraugmentativecommunication)forarangeofpurposes
• exploringthepatternsandconventionsofspoken,signedoraugmentativelanguage
• interactingwithpeersandfamiliaradultsusing,withsupport,theconventionsassociatedwithformalandinformal group settings, including attentive listening.
The learning statements for Years 2 & 3; Years 4 & 5; Years 6 & 7; Years 8 & 9 and the corresponding core learning outcomes are listed on the following pages.
Consistency of Teacher Judgement 22 Consistency of Teacher Judgement
Way
s of
Wor
king
By
the
end
of Y
ear
3, w
hen
cons
truc
ting
exp
osit
ory
text
s, s
tude
nts
are
able
to:
•identifyaudience,purposeandtexttype
•identifymainideasandthesequenceofevents,andmakesimpleinferences
•recogniseandselectvocabularytodescribesubjectmatter
•constructsimplenon-literarytextsbyplanningandbyusingpriorknowledgeandexperiencetomatchanaudienceandpurpose
•reflectonandidentifyhowlanguageelementsintextsrepresentpeople,characters,places,eventsandthingsinsimilaranddifferentways.
Kno
wle
dge
& U
nder
stan
ding
Spe
akin
g in
volv
es u
sing
ora
l, au
ral a
nd g
estu
ral
elem
ents
to
inte
rpre
t an
d co
nstr
uct
text
s th
at
achi
eve
purp
oses
in fa
mili
ar c
onte
xts.
Writinganddesigninginvolveusing
lang
uage
ele
men
ts t
o co
nstr
uct
non-
liter
ary
text
s fo
r fa
mili
ar c
onte
xts.
Lang
uage
Ele
men
ts: I
nter
pret
ing
and
cons
truc
ting
text
s in
volv
e ex
plor
ing
and
usin
g gr
amm
ar, p
unct
uatio
n, v
ocab
ular
y, a
udio
an
d vi
sual
ele
men
ts, i
n pr
int-b
ased
, ele
ctro
nic
and
face
-to-fa
ce
mod
es in
fam
iliar
con
text
s.
LiteraryandNon-literary
Text
s: S
tude
nts
deve
lop
an a
war
enes
s of
pur
pose
, au
dien
ce, s
ubje
ct m
atte
r an
d te
xt s
truc
ture
of e
xpos
itory
te
xts.
•Thepurposeofspeakingandlisteningincludes
exch
angi
ng in
form
atio
n, s
hari
ng a
nd e
xplo
ring
id
eas,
ent
erta
inin
g, s
uppo
rtin
g re
latio
nshi
ps,
givi
ng o
pini
ons
and
gett
ing
thin
gs d
one.
C
U2
.1.1
•Speakerscanadoptdifferentrolesinformal
and
info
rmal
situ
atio
ns. C
U2
.1.3
•Spokentextsaredifferentfromwrittentexts.
CU
2.1
.9
•Statements,questionsandcommands
cont
ribu
te t
o m
akin
g an
d cl
arify
ing
mea
ning
du
ring
dis
cuss
ions
and
con
vers
atio
ns. C
U2
.1.3
•Wordsandphrasing,volumeandpitchcanadd
inte
rest
and
em
phas
is, c
lari
fy m
eani
ng a
nd b
e monitoredbylisteners.OP2.1.3
•Inpresentations,speakersmakemeaning
clea
r by
seq
uenc
ing
idea
s an
d in
form
atio
n an
d us
ing
visu
al a
ids,
incl
udin
g ob
ject
s an
d pi
ctur
es.
OP2.1.1;OP2.1.4
•Speakersandlistenersuseanumberof
stra
tegi
es t
o m
ake
mea
ning
, inc
ludi
ng
iden
tifyi
ng p
urpo
se, a
ctiv
atin
g pr
ior
know
ledg
e,
resp
ondi
ng, q
uest
ioni
ng, i
dent
ifyin
g m
ain
idea
s, m
onito
ring
, sum
mar
isin
g an
d re
flect
ing.
C
U2
.1.7
•Thepurposeofwritinganddesigning
incl
udes
rep
ortin
g an
d co
nvey
ing
sim
ple
mes
sage
s an
d in
form
atio
n.
CU
2.3
.1•Writersanddesignerscan
adop
t di
ffere
nt r
oles
for
diffe
rent
au
dien
ces.
CU
2.3
.3•Wordsandphrases,symbols,
imag
es a
nd a
udio
hav
e m
eani
ng.
OP2.3.3;OP2.3.6
•Textusersmakechoicesabout
grammarandpunctuation.OP2.3.2;
OP2.3.4
•Commonspellingpatternsof
mon
osyl
labi
c w
ords
, tw
o-sy
llabl
e w
ords
and
hig
h-fr
eque
ncy
wor
ds,
are
used
to
spel
l fam
iliar
and
unfamiliarwords.OP2.3.7
•Writersanddesignersusea
num
ber
of a
ctiv
e w
ritin
g st
rate
gies
, in
clud
ing
plan
ning
, dra
ftin
g, r
evis
ing,
ed
iting
, pro
ofre
adin
g, p
ublis
hing
an
d re
flect
ing,
and
by
refe
rrin
g to
au
thor
itativ
e so
urce
s. C
U2
.3.4
; OP2.3.7
•Statementsprovideinformation;questionsseekinformation;
com
man
ds g
ive
orde
rs; a
nd e
xcla
mat
ions
em
phas
ise
or
expr
ess
emot
ions
. C
U2
.1.3
; 2.2
.4; 2
.2.3
•Asentencecanbeasingleclauseoracombinationof
clauses.OP2.1.1;2.2.2;2.3.2
•Textconnectivesareusedtolinkandsequencethings,ideas
andevents.OP2.3.4;2.3.5
•Tenseisusedtoindicatetimeinsentences.OP2.2.3;2.3.3
•Nouns,verbs,adjectives,adverbsandprepositionalphrases,
deve
lop
and
elab
orat
e id
eas
and
port
ray
peop
le, c
hara
cter
s,
places,eventsandthingsindifferentways.OP2.1.2;2.2.3;
2.3
.3; C
R2
.1.1
; 2.2
.1; 2
.2.2
; 2.3
•Pronounstaketheplaceofnounstowhichtheyare
referring.OP2.1.2;2.2.3;2.3.3;2.3.4
•Conjunctionsareusedtojointwophrasesorclauses.
OP2.1.2;2.2.5;2.3.2
•Punctuationmarks,includingcapitalletters,fullstops,
com
mas
, exc
lam
atio
n m
arks
and
que
stio
n m
arks
, cla
rify
meaning.OP2.2.5;2.3.2
•Vocabularydescribes,labelsandsequences,andcan
repr
esen
t pe
ople
, cha
ract
ers,
pla
ces,
eve
nts
and
thin
gs.
OP2.1.2;2.2.3;2.3.3;CR2.1.1;2.1.2;2.2.2;2.3
•Auditory,spoken,visualandnonverbalelementsprovide
deta
ils n
eces
sary
for
mak
ing
mea
ning
abo
ut t
he
representationsofpeople,placesandthings.OP2.1.3;2.1.4;
2.2.4;2.3.6
•Textsareproducedfor
part
icul
ar a
udie
nces
and
th
eir
inte
rest
s. C
U2
.2.3
; 2
.3.3
•Formalandinformaltexts
are
way
s of
com
mun
icat
ing
for
diffe
rent
pur
pose
s.
CU
2.1
.1; C
U2
.1.3
•Non-literarytextsinform,
repo
rt o
n ev
ents
and
is
sues
, exp
lain
, exp
lore
id
eas,
exp
ress
opi
nion
s,
cond
uct t
rans
actio
ns a
nd
nego
tiate
rel
atio
nshi
ps,
good
s an
d se
rvic
es, a
nd
give
dire
ctio
ns. C
U2
.1.1
; 2
.2.1
; 2.3
.1•Non-literarytextscan
conv
ey a
n op
inio
n th
at m
ay
be p
ositi
ve o
r ne
gativ
e.
CU
2.1
.1; 2
.2.1
; 2.3
.1•Mainideasandevents
can
be s
eque
nced
and
su
bjec
t mat
ter
desc
ribed
, in
clud
ing
supp
ortin
g id
eas
and
deta
ils. C
U2
.1.2
; 2.2
.2;
2.3
.2
ea
rly
ye
ar
s 2
& 3
Consistency of Teacher Judgement Consistency of Teacher Judgement 23Information Kit 2009
Way
s of
Wor
king
By
the
end
of Y
ear
3, w
hen
cons
truc
ting
exp
osit
ory
text
s, s
tude
nts
are
able
to:
•identifyaudience,purposeandtexttype
•identifymainideasandthesequenceofevents,andmakesimpleinferences
•recogniseandselectvocabularytodescribesubjectmatter
•constructsimplenon-literarytextsbyplanningandbyusingpriorknowledgeandexperiencetomatchanaudienceandpurpose
•reflectonandidentifyhowlanguageelementsintextsrepresentpeople,characters,places,eventsandthingsinsimilaranddifferentways.
Kno
wle
dge
& U
nder
stan
ding
Spe
akin
g in
volv
es u
sing
ora
l, au
ral a
nd g
estu
ral
elem
ents
to
inte
rpre
t an
d co
nstr
uct
text
s th
at
achi
eve
purp
oses
in fa
mili
ar c
onte
xts.
Writinganddesigninginvolveusing
lang
uage
ele
men
ts t
o co
nstr
uct
non-
liter
ary
text
s fo
r fa
mili
ar c
onte
xts.
Lang
uage
Ele
men
ts: I
nter
pret
ing
and
cons
truc
ting
text
s in
volv
e ex
plor
ing
and
usin
g gr
amm
ar, p
unct
uatio
n, v
ocab
ular
y, a
udio
an
d vi
sual
ele
men
ts, i
n pr
int-b
ased
, ele
ctro
nic
and
face
-to-fa
ce
mod
es in
fam
iliar
con
text
s.
LiteraryandNon-literary
Text
s: S
tude
nts
deve
lop
an a
war
enes
s of
pur
pose
, au
dien
ce, s
ubje
ct m
atte
r an
d te
xt s
truc
ture
of e
xpos
itory
te
xts.
•Thepurposeofspeakingandlisteningincludes
exch
angi
ng in
form
atio
n, s
hari
ng a
nd e
xplo
ring
id
eas,
ent
erta
inin
g, s
uppo
rtin
g re
latio
nshi
ps,
givi
ng o
pini
ons
and
gett
ing
thin
gs d
one.
C
U2
.1.1
•Speakerscanadoptdifferentrolesinformal
and
info
rmal
situ
atio
ns. C
U2
.1.3
•Spokentextsaredifferentfromwrittentexts.
CU
2.1
.9
•Statements,questionsandcommands
cont
ribu
te t
o m
akin
g an
d cl
arify
ing
mea
ning
du
ring
dis
cuss
ions
and
con
vers
atio
ns. C
U2
.1.3
•Wordsandphrasing,volumeandpitchcanadd
inte
rest
and
em
phas
is, c
lari
fy m
eani
ng a
nd b
e monitoredbylisteners.OP2.1.3
•Inpresentations,speakersmakemeaning
clea
r by
seq
uenc
ing
idea
s an
d in
form
atio
n an
d us
ing
visu
al a
ids,
incl
udin
g ob
ject
s an
d pi
ctur
es.
OP2.1.1;OP2.1.4
•Speakersandlistenersuseanumberof
stra
tegi
es t
o m
ake
mea
ning
, inc
ludi
ng
iden
tifyi
ng p
urpo
se, a
ctiv
atin
g pr
ior
know
ledg
e,
resp
ondi
ng, q
uest
ioni
ng, i
dent
ifyin
g m
ain
idea
s, m
onito
ring
, sum
mar
isin
g an
d re
flect
ing.
C
U2
.1.7
•Thepurposeofwritinganddesigning
incl
udes
rep
ortin
g an
d co
nvey
ing
sim
ple
mes
sage
s an
d in
form
atio
n.
CU
2.3
.1•Writersanddesignerscan
adop
t di
ffere
nt r
oles
for
diffe
rent
au
dien
ces.
CU
2.3
.3•Wordsandphrases,symbols,
imag
es a
nd a
udio
hav
e m
eani
ng.
OP2.3.3;OP2.3.6
•Textusersmakechoicesabout
grammarandpunctuation.OP2.3.2;
OP2.3.4
•Commonspellingpatternsof
mon
osyl
labi
c w
ords
, tw
o-sy
llabl
e w
ords
and
hig
h-fr
eque
ncy
wor
ds,
are
used
to
spel
l fam
iliar
and
unfamiliarwords.OP2.3.7
•Writersanddesignersusea
num
ber
of a
ctiv
e w
ritin
g st
rate
gies
, in
clud
ing
plan
ning
, dra
ftin
g, r
evis
ing,
ed
iting
, pro
ofre
adin
g, p
ublis
hing
an
d re
flect
ing,
and
by
refe
rrin
g to
au
thor
itativ
e so
urce
s. C
U2
.3.4
; OP2.3.7
•Statementsprovideinformation;questionsseekinformation;
com
man
ds g
ive
orde
rs; a
nd e
xcla
mat
ions
em
phas
ise
or
expr
ess
emot
ions
. C
U2
.1.3
; 2.2
.4; 2
.2.3
•Asentencecanbeasingleclauseoracombinationof
clauses.OP2.1.1;2.2.2;2.3.2
•Textconnectivesareusedtolinkandsequencethings,ideas
andevents.OP2.3.4;2.3.5
•Tenseisusedtoindicatetimeinsentences.OP2.2.3;2.3.3
•Nouns,verbs,adjectives,adverbsandprepositionalphrases,
deve
lop
and
elab
orat
e id
eas
and
port
ray
peop
le, c
hara
cter
s,
places,eventsandthingsindifferentways.OP2.1.2;2.2.3;
2.3
.3; C
R2
.1.1
; 2.2
.1; 2
.2.2
; 2.3
•Pronounstaketheplaceofnounstowhichtheyare
referring.OP2.1.2;2.2.3;2.3.3;2.3.4
•Conjunctionsareusedtojointwophrasesorclauses.
OP2.1.2;2.2.5;2.3.2
•Punctuationmarks,includingcapitalletters,fullstops,
com
mas
, exc
lam
atio
n m
arks
and
que
stio
n m
arks
, cla
rify
meaning.OP2.2.5;2.3.2
•Vocabularydescribes,labelsandsequences,andcan
repr
esen
t pe
ople
, cha
ract
ers,
pla
ces,
eve
nts
and
thin
gs.
OP2.1.2;2.2.3;2.3.3;CR2.1.1;2.1.2;2.2.2;2.3
•Auditory,spoken,visualandnonverbalelementsprovide
deta
ils n
eces
sary
for
mak
ing
mea
ning
abo
ut t
he
representationsofpeople,placesandthings.OP2.1.3;2.1.4;
2.2.4;2.3.6
•Textsareproducedfor
part
icul
ar a
udie
nces
and
th
eir
inte
rest
s. C
U2
.2.3
; 2
.3.3
•Formalandinformaltexts
are
way
s of
com
mun
icat
ing
for
diffe
rent
pur
pose
s.
CU
2.1
.1; C
U2
.1.3
•Non-literarytextsinform,
repo
rt o
n ev
ents
and
is
sues
, exp
lain
, exp
lore
id
eas,
exp
ress
opi
nion
s,
cond
uct t
rans
actio
ns a
nd
nego
tiate
rel
atio
nshi
ps,
good
s an
d se
rvic
es, a
nd
give
dire
ctio
ns. C
U2
.1.1
; 2
.2.1
; 2.3
.1•Non-literarytextscan
conv
ey a
n op
inio
n th
at m
ay
be p
ositi
ve o
r ne
gativ
e.
CU
2.1
.1; 2
.2.1
; 2.3
.1•Mainideasandevents
can
be s
eque
nced
and
su
bjec
t mat
ter
desc
ribed
, in
clud
ing
supp
ortin
g id
eas
and
deta
ils. C
U2
.1.2
; 2.2
.2;
2.3
.2
Way
s of
Wor
king
By
the
end
of Y
ear
5, w
hen
cons
truc
ting
exp
osit
ory
text
s, s
tude
nts
are
able
to:
•identifytherelationshipbetweenaudience,purposeandtexttype
•identifymainideasandthesequenceofevents,andmakeinferences
•constructnon-literarytextsbyplanninganddevelopingsubjectmatter,usingpersonal,culturalandsocialexperiencesthatmatchanaudienceandpurpose
•reflectonanddescribetheeffectivenessoflanguageelementsandhowthelanguagechoicesrepresentpeople,characters,places,eventsandthingsinparticularways.
Kno
wle
dge
& U
nder
stan
ding
Spe
akin
g in
volv
es u
sing
ora
l and
ges
tura
l el
emen
ts t
o co
nstr
uct
text
s th
at a
chie
ve
purp
oses
in p
erso
nal a
nd c
omm
unity
co
ntex
ts.
Writinganddesigninginvolveusing
lang
uage
ele
men
ts t
o co
nstr
uct
non-
liter
ary
text
s fo
r au
dien
ces
in p
erso
nal
and
com
mun
ity c
onte
xts.
Lang
uage
Ele
men
ts: I
nter
pret
ing
and
cons
truc
ting
text
s in
volv
e m
akin
g ch
oice
s ab
out
gram
mar
, pun
ctua
tion,
voc
abul
ary,
aud
io
and
visu
al e
lem
ents
in p
rint
-bas
ed, e
lect
roni
c an
d fa
ce-to
-face
m
odes
in p
erso
nal a
nd c
omm
unity
con
text
s.
LiteraryandNon-literaryTexts:
Mak
ing
choi
ces
abou
t lit
erar
y an
d no
n-lit
erar
y te
xts
invo
lves
id
entif
ying
the
pur
pose
, aud
ienc
e,
subj
ect
mat
ter
and
text
str
uctu
re.
•Thepurposeofspeakingandlistening
incl
udes
info
rmin
g, p
rese
ntin
g si
mpl
e ar
gum
ents
, neg
otia
ting
rela
tions
hips
and
tr
ansa
ctio
ns, a
nd s
eeki
ng o
pini
ons
of
othe
rs. C
U 3
.1.1
, CU
3.1
.4•Speakerscanadoptdifferentroles,and
mak
e la
ngua
ge c
hoic
es a
ppro
pria
te t
o th
e le
vel o
f for
mal
ity. C
U 3
.1.1
, CU
3.1
.4•Spokentextshavedifferentstructures
from
tho
se o
f wri
tten
tex
ts. C
U 3
.1.1
, CU
3
.1.4
•Statements,questionsandcommands
gene
rate
and
mai
ntai
n di
scus
sion
s an
d conversations.OP3.1.3
•Wordsandphrasing,modulationof
volu
me,
pitc
h, p
ronu
ncia
tion
and
pace
en
hanc
e ex
pres
sion
of i
deas
, can
be
adju
sted
to
mat
ch t
he p
urpo
se, a
udie
nce
and
cont
ext,
and
are
mon
itore
d by
listeners.OP3.1.5,OP3.1.8.
•Speakersandlistenersuseanumberof
stra
tegi
es t
o m
ake
mea
ning
, inc
ludi
ng
iden
tifyi
ng p
urpo
se, a
ctiv
atin
g pr
ior
know
ledg
e, r
espo
ndin
g, q
uest
ioni
ng,
iden
tifyi
ng m
ain
idea
s, m
onito
ring
, su
mm
aris
ing
and
refle
ctin
g.C
U 3
.1.1
, CU
3.1
.2, C
U 3
.1.3
, CU
3.1
.4, C
U
3.1.5,CU3.1.6.
•Thepurposeofwritinganddesigning
incl
udes
ent
erta
inin
g, in
form
ing
and
desc
ribi
ng. C
U 3
.3.1
•Writersanddesignerscanadopt
diffe
rent
rol
es, a
nd m
ake
lang
uage
ch
oice
s ap
prop
riat
e to
the
aud
ienc
e.
CU
3.3
.5•Wordsandphrases,symbols,
imag
es a
nd a
udio
affe
ct m
eani
ng
andinterpretation.OP3.3.2.OP
3.3.3,OP3.3.4,CR3.3
•Textusersmakechoicesabout
gram
mar
and
pun
ctua
tion,
to
mak
e meaning.OP3.3.3,OP3.3.4,OP
3.3.5,OP3.3.7
•Sound,visualandmeaningpatterns,
incl
udin
g w
ord
func
tions
, are
use
d to
sp
ell s
ingl
e-sy
llabl
e an
d m
ultis
ylla
ble
words.OP3.3.6
•Writersanddesignersreferto
auth
orita
tive
sour
ces
and
use
a nu
mbe
r of
act
ive
wri
ting
stra
tegi
es,
incl
udin
g pl
anni
ng, d
raft
ing,
rev
isin
g,
editi
ng, p
roof
read
ing,
pub
lishi
ng a
nd
refle
ctin
g. C
U 3
.3.1
, CU
3.3
.2, C
U
3.3
.3, C
U 3
.3.4
, CU
3.3
.5
•Paragraphsseparateideasintextsandcontainatopic
sentence.OP3.2.4,OP3.3.5
•Asentencecanbesimple,compoundorcomplex.OP3.2.2,
OP3.3.3
•Subjectandverbmustagreeintermsofpersonand
number.OP3.2.5,OP3.3.3
•Textconnectivessignalhowthings,ideasandinformation
arerelated.OP3.2.4,OP3.3.1,O3.1.2
•Timeconnectivesandtenseareusedtolocatecharacters
oractionintime.OP3.1.2,OP3.2.4,OP3.3.1
•Sentencescanindicatewhatishappening(verbs),whoor
wha
t is
tak
ing
part
(nou
ns),
wha
t it
look
s lik
e (a
djec
tives
), an
d th
e ci
rcum
stan
ces
surr
ound
ing
the
actio
n (p
repo
sitio
nal
phrasesandadverbs).OP3.1.2,OP3.2.2,OP3.2.3,OP3.3.3
•Pronounsrefertonounswithinandacrosssentences.OP
3.1.2,OP3.2.4,OP3.3.1,OP3.3.3
•Conjunctionssignalrelationshipsbetweenthings,ideasand
events.OP3.1.2,OP3.2.4,OP3.3.1,OP3.3.3
•Punctuationmarks,includingcommas,apostrophesand
speechmarks,signalmeaningintexts.OP3.2.6,OP3.3.7
•Vocabularyischosentoexpressideasandinformationin
acommonsenseortechnicalway.OP3.1.2,OP3.1.4,OP
3.2.4,OP3.2.5,OP3.3.2,OP3.3.3
•Meaningcanbemademorespecificbyextendingor
changingtheformofawordOP3.3.3
•Auditory,spoken,visualandnonverbalelementsadd
mea
ning
to
the
subj
ect
mat
ter
and
focu
s th
e au
dien
ce’s
attention.OP3.1.5,OP3.1.8,OP3.2.4,OP3.3.4,OP3.3.6
•Aspectsofsubjectmatter
can
be in
clud
ed o
r om
itted
to
pres
ent a
poi
nt o
f vie
w. C
R 3
.1.1
, C
R 3
.1.2
, CR
3.2
.1, C
R 3
.2.2
, CR
3
.3•Mainideasareestablishedby
iden
tifyin
g w
ho, w
hat,
whe
re,
when,howandwhy.OP3.2.4,
OP3.3.3
•Reportsandarguments
have
str
uctu
res,
incl
udin
g an
intr
oduc
tion
or a
gen
eral
st
atem
ent,
elab
orat
ion
of
info
rmat
ion
or r
easo
ns, a
nd a
conclusion.OP3.1.2,OP3.2.1,
OP3.3.1
ye
ar
s 4
& 5
Consistency of Teacher Judgement 24 Consistency of Teacher Judgement
Way
s of
Wor
king
By
the
end
of Y
ear
7, w
hen
cons
truc
ting
exp
osit
ory
text
s, s
tude
nts
are
able
to:
•identifyanddemonstratetherelationshipbetweenaudience,subjectmatter,purposeandtexttype
•recogniseandselectvocabulary
•constructnon-literarytextstoexpressmeaningsandmessages,toidentifycausesandeffects,andtostatepositionssupportedbyevidence
•reflectonlearning,applynewunderstandingsandidentifyfutureapplications.
Kno
wle
dge
& U
nder
stan
ding
Spe
akin
g in
volv
es u
sing
ora
l and
ges
tura
l el
emen
ts t
o co
nstr
uct
text
s th
at a
chie
ve
purp
oses
acr
oss
wid
er c
omm
unity
con
text
s.
Writinganddesigninginvolveusing
lang
uage
ele
men
ts t
o co
nstr
uct
no
n-lit
erar
y te
xts
for
audi
ence
s ac
ross
w
ider
com
mun
ity c
onte
xts.
Lang
uage
Ele
men
ts: I
nter
pret
ing
and
cons
truc
ting
text
s in
volv
e se
lect
ing
and
cont
rolli
ng c
hoic
es a
bout
gra
mm
ar, p
unct
uatio
n,
voca
bula
ry, a
udio
and
vis
ual e
lem
ents
, in
prin
t-bas
ed, e
lect
roni
c an
d fa
ce-to
-face
mod
es a
cros
s w
ider
com
mun
ity c
onte
xts.
LiteraryandNon-literary
text
s: E
valu
atin
g lit
erar
y an
d no
n-lit
erar
y te
xts
invo
lves
un
ders
tand
ing
the
purp
ose,
au
dien
ce, s
ubje
ct m
atte
r an
d te
xt s
truc
ture
.•Thepurposeofspeakingandlistening
incl
udes
adv
anci
ng o
pini
ons,
dis
cuss
ing,
pe
rsua
ding
oth
ers
to a
poi
nt o
f vie
w,
influ
enci
ng t
rans
actio
ns, a
nd e
stab
lishi
ng a
nd
mai
ntai
ning
rel
atio
nshi
ps. C
4.1
.1; 4
.1.5
•Statements,questionsandcommandscan
use
lang
uage
tha
t po
sitio
ns a
nd r
epre
sent
s id
eas
and
info
rmat
ion.
CR
4.1
.1•Wordsandphrasing,syntax,cohesion,
repe
titio
n, p
ronu
ncia
tion,
pau
se, p
ace,
pi
tch
and
volu
me
esta
blis
h m
ood,
sig
nal
rela
tions
hips
, cre
ate
effe
ct a
nd a
re
monitoredbylisteners.OP4.1.2;4.1.3;
4.1.5;4.1.6
•Nonverbalelements,includingfacial
expr
essi
ons,
ges
ture
s an
d bo
dy la
ngua
ge,
esta
blis
h m
ood,
sig
nal r
elat
ions
hips
, cre
ate
effectandaremonitoredbylisteners.OP
4.1.3;4.1.6
•Inpresentations,speakersmakemeaning
clea
r by
org
anis
ing
subj
ect
mat
ter,
iden
tifyi
ng
thei
r ro
le a
nd s
elec
ting
rele
vant
res
ourc
es.
CU4.1.3;4.1.4;OP4.1.3
•Speakersandlistenersuseanumberof
stra
tegi
es t
o m
ake
mea
ning
, inc
ludi
ng
iden
tifyi
ng p
urpo
se, a
ctiv
atin
g pr
ior
know
ledg
e, r
espo
ndin
g, q
uest
ioni
ng,
iden
tifyi
ng m
ain
idea
s, m
onito
ring
, su
mm
aris
ing
and
refle
ctin
g. C
U 4
.1.1
; 4.1
.2
–4.1.8
•Thepurposeofwritingand
desi
gnin
g in
clud
es e
voki
ng e
mot
ion,
pe
rsua
ding
and
info
rmin
g. C
U 4
.3.1
•Writersanddesignersestablish
role
s, m
ake
assu
mpt
ions
abo
ut
thei
r au
dien
ce a
nd p
ositi
on t
hem
th
roug
h la
ngua
ge c
hoic
es. C
U 4
.3.1
; C
R 4
.3•Wordsandphrases,symbols,
imag
es a
nd a
udio
affe
ct m
eani
ng
andpositionanaudience.OP4.3.2;
CR
4.3
•Textusersmakechoicesabout
gram
mar
and
pun
ctua
tion,
to
establishmeaning.OP4.3.2;4.3.3;
4.3.4;4.3.6
•Knowledgeofwordoriginsand
soun
d an
d vi
sual
pat
tern
s, in
clud
ing
base
wor
ds, p
refix
es a
nd s
uffix
es,
synt
ax a
nd s
eman
tics,
is u
sed
by
wri
ters
and
des
igne
rs w
hen
spel
ling.
OP4.3.5
•Writersanddesignersreferto
auth
orita
tive
sour
ces
and
use
a nu
mbe
r of
act
ive
wri
ting
stra
tegi
es,
incl
udin
g pl
anni
ng, d
raft
ing,
rev
isin
g,
editi
ng, p
roof
read
ing,
pub
lishi
ng a
nd
refle
ctin
g
•Paragraphssequenceinformationandarguments,andinclude
topicsentencesthatemphasiseapointorargument.OP4.2.1;
4.3
.1•Dependentclausesrequireindependentclausestomake
meaninginasentence.OP4.1.1;4.2.1;4.3.4
•Pronoun–nounagreement,subject–verbagreementand
maintainingtensesupportcohesionacrossaparagraph.OP
4.1
.1•Cohesivedevicesandothertextconnectiveswithinandbetween
sent
ence
s si
gnal
rel
atio
nshi
ps b
etw
een
idea
s, in
clud
ing
caus
e-and-effectandcomparisonandcontrast.OP4.1.4;4.2.1;4.3.4
•Noungroupsandverbgroupsareusedtoprovidespecific
desc
ript
ions
of s
ubje
ct m
atte
r, e
xpre
ss d
egre
es o
f cer
tain
ty a
nd
unce
rtai
nty,
and
dev
elop
cha
ract
eris
atio
n, s
ettin
g an
d pl
ot. C
U
4.2.3;4.3.3;OP4.1.2;4.1.5;4.2.2;4.2.3;4.2.4;4.3.3;4.3.4
•High-frequencywordsarereplacedbymorecomplexformsof
vocabularyandgivemorespecificdescriptions.OP4.1.2;4.1.5;
4.2
.2; 4
.2.3
; 4.2
.4; 4
.3.2
; 4.3
.3•Evaluativelanguage,includingadjectives,canappealtocertain
grou
ps, e
xpre
ss o
pini
ons,
and
rep
rese
nt p
eopl
e, c
hara
cter
s,
places,eventsandthingsindifferentways.OP4.1.5;4.2.2;4.3.2
•Punctuation,includingquotationmarksandbrackets,signals
meaning.OP4.3.6
•Vocabularyischosentoestablishrelationships,persuadeothers,
describeideasanddemonstrateknowledge.OP4.1.2;4.2.4;
4.3
.2; C
R 4
.2.1
; 4.3
•Auditory,spoken,visualandnonverbalelementsaddmeaning,
interest,immediacyandauthoritytomultimediatexts.OP4.1.3;
4.1.6;4.2.5;4.3.5
•Textspresentsubject
mat
ter
from
a p
artic
ular
pe
rspe
ctive
. CR
4.1
.1;
4.1
.2; 4
.1.3
; 4.2
.1; 4
.2.2
; 4
.2.3
; 4.3
•Non-literarytexts
eval
uate
, info
rm, p
rese
nt
argu
men
ts a
nd p
ersu
ade.
C
U 4
.1.1
; 4.1
.5; 4
.2.1
; 4
.3.1
•Argumentshavea
part
icul
ar s
truc
ture
, in
clud
ing
an in
trod
uctio
n th
at id
entif
ies
a po
sitio
n,
a bo
dy w
ith d
etai
ls a
nd
furt
her
evid
ence
, and
a
conc
lusi
on th
at r
esta
tes
theposition.OP4.1.1;
4.2
.1; 4
.3.1
•Mainideas,issuesand
even
ts a
re s
elec
ted
and
orga
nise
d to
sus
tain
a
poin
t of v
iew
and
to p
roje
ct
a le
vel o
f aut
horit
y th
at
mat
ches
a p
urpo
se a
nd
an in
tend
ed a
udie
nce.
CU
4
.1.2
; 4.1
.3; 4
.1.4
; 4.1
.8;
4.3
.2; C
R 4
.1.2
; 4.1
.3;
4.2
.1; 4
.3
ye
ar
s 6
& 7
Consistency of Teacher Judgement Consistency of Teacher Judgement 25Information Kit 2009
Way
s of
Wor
king
By
the
end
of Y
ear
7, w
hen
cons
truc
ting
exp
osit
ory
text
s, s
tude
nts
are
able
to:
•identifyanddemonstratetherelationshipbetweenaudience,subjectmatter,purposeandtexttype
•recogniseandselectvocabulary
•constructnon-literarytextstoexpressmeaningsandmessages,toidentifycausesandeffects,andtostatepositionssupportedbyevidence
•reflectonlearning,applynewunderstandingsandidentifyfutureapplications.
Kno
wle
dge
& U
nder
stan
ding
Spe
akin
g in
volv
es u
sing
ora
l and
ges
tura
l el
emen
ts t
o co
nstr
uct
text
s th
at a
chie
ve
purp
oses
acr
oss
wid
er c
omm
unity
con
text
s.
Writinganddesigninginvolveusing
lang
uage
ele
men
ts t
o co
nstr
uct
no
n-lit
erar
y te
xts
for
audi
ence
s ac
ross
w
ider
com
mun
ity c
onte
xts.
Lang
uage
Ele
men
ts: I
nter
pret
ing
and
cons
truc
ting
text
s in
volv
e se
lect
ing
and
cont
rolli
ng c
hoic
es a
bout
gra
mm
ar, p
unct
uatio
n,
voca
bula
ry, a
udio
and
vis
ual e
lem
ents
, in
prin
t-bas
ed, e
lect
roni
c an
d fa
ce-to
-face
mod
es a
cros
s w
ider
com
mun
ity c
onte
xts.
LiteraryandNon-literary
text
s: E
valu
atin
g lit
erar
y an
d no
n-lit
erar
y te
xts
invo
lves
un
ders
tand
ing
the
purp
ose,
au
dien
ce, s
ubje
ct m
atte
r an
d te
xt s
truc
ture
.•Thepurposeofspeakingandlistening
incl
udes
adv
anci
ng o
pini
ons,
dis
cuss
ing,
pe
rsua
ding
oth
ers
to a
poi
nt o
f vie
w,
influ
enci
ng t
rans
actio
ns, a
nd e
stab
lishi
ng a
nd
mai
ntai
ning
rel
atio
nshi
ps. C
4.1
.1; 4
.1.5
•Statements,questionsandcommandscan
use
lang
uage
tha
t po
sitio
ns a
nd r
epre
sent
s id
eas
and
info
rmat
ion.
CR
4.1
.1•Wordsandphrasing,syntax,cohesion,
repe
titio
n, p
ronu
ncia
tion,
pau
se, p
ace,
pi
tch
and
volu
me
esta
blis
h m
ood,
sig
nal
rela
tions
hips
, cre
ate
effe
ct a
nd a
re
monitoredbylisteners.OP4.1.2;4.1.3;
4.1.5;4.1.6
•Nonverbalelements,includingfacial
expr
essi
ons,
ges
ture
s an
d bo
dy la
ngua
ge,
esta
blis
h m
ood,
sig
nal r
elat
ions
hips
, cre
ate
effectandaremonitoredbylisteners.OP
4.1.3;4.1.6
•Inpresentations,speakersmakemeaning
clea
r by
org
anis
ing
subj
ect
mat
ter,
iden
tifyi
ng
thei
r ro
le a
nd s
elec
ting
rele
vant
res
ourc
es.
CU4.1.3;4.1.4;OP4.1.3
•Speakersandlistenersuseanumberof
stra
tegi
es t
o m
ake
mea
ning
, inc
ludi
ng
iden
tifyi
ng p
urpo
se, a
ctiv
atin
g pr
ior
know
ledg
e, r
espo
ndin
g, q
uest
ioni
ng,
iden
tifyi
ng m
ain
idea
s, m
onito
ring
, su
mm
aris
ing
and
refle
ctin
g. C
U 4
.1.1
; 4.1
.2
–4.1.8
•Thepurposeofwritingand
desi
gnin
g in
clud
es e
voki
ng e
mot
ion,
pe
rsua
ding
and
info
rmin
g. C
U 4
.3.1
•Writersanddesignersestablish
role
s, m
ake
assu
mpt
ions
abo
ut
thei
r au
dien
ce a
nd p
ositi
on t
hem
th
roug
h la
ngua
ge c
hoic
es. C
U 4
.3.1
; C
R 4
.3•Wordsandphrases,symbols,
imag
es a
nd a
udio
affe
ct m
eani
ng
andpositionanaudience.OP4.3.2;
CR
4.3
•Textusersmakechoicesabout
gram
mar
and
pun
ctua
tion,
to
establishmeaning.OP4.3.2;4.3.3;
4.3.4;4.3.6
•Knowledgeofwordoriginsand
soun
d an
d vi
sual
pat
tern
s, in
clud
ing
base
wor
ds, p
refix
es a
nd s
uffix
es,
synt
ax a
nd s
eman
tics,
is u
sed
by
wri
ters
and
des
igne
rs w
hen
spel
ling.
OP4.3.5
•Writersanddesignersreferto
auth
orita
tive
sour
ces
and
use
a nu
mbe
r of
act
ive
wri
ting
stra
tegi
es,
incl
udin
g pl
anni
ng, d
raft
ing,
rev
isin
g,
editi
ng, p
roof
read
ing,
pub
lishi
ng a
nd
refle
ctin
g
•Paragraphssequenceinformationandarguments,andinclude
topicsentencesthatemphasiseapointorargument.OP4.2.1;
4.3
.1•Dependentclausesrequireindependentclausestomake
meaninginasentence.OP4.1.1;4.2.1;4.3.4
•Pronoun–nounagreement,subject–verbagreementand
maintainingtensesupportcohesionacrossaparagraph.OP
4.1
.1•Cohesivedevicesandothertextconnectiveswithinandbetween
sent
ence
s si
gnal
rel
atio
nshi
ps b
etw
een
idea
s, in
clud
ing
caus
e-and-effectandcomparisonandcontrast.OP4.1.4;4.2.1;4.3.4
•Noungroupsandverbgroupsareusedtoprovidespecific
desc
ript
ions
of s
ubje
ct m
atte
r, e
xpre
ss d
egre
es o
f cer
tain
ty a
nd
unce
rtai
nty,
and
dev
elop
cha
ract
eris
atio
n, s
ettin
g an
d pl
ot. C
U
4.2.3;4.3.3;OP4.1.2;4.1.5;4.2.2;4.2.3;4.2.4;4.3.3;4.3.4
•High-frequencywordsarereplacedbymorecomplexformsof
vocabularyandgivemorespecificdescriptions.OP4.1.2;4.1.5;
4.2
.2; 4
.2.3
; 4.2
.4; 4
.3.2
; 4.3
.3•Evaluativelanguage,includingadjectives,canappealtocertain
grou
ps, e
xpre
ss o
pini
ons,
and
rep
rese
nt p
eopl
e, c
hara
cter
s,
places,eventsandthingsindifferentways.OP4.1.5;4.2.2;4.3.2
•Punctuation,includingquotationmarksandbrackets,signals
meaning.OP4.3.6
•Vocabularyischosentoestablishrelationships,persuadeothers,
describeideasanddemonstrateknowledge.OP4.1.2;4.2.4;
4.3
.2; C
R 4
.2.1
; 4.3
•Auditory,spoken,visualandnonverbalelementsaddmeaning,
interest,immediacyandauthoritytomultimediatexts.OP4.1.3;
4.1.6;4.2.5;4.3.5
•Textspresentsubject
mat
ter
from
a p
artic
ular
pe
rspe
ctive
. CR
4.1
.1;
4.1
.2; 4
.1.3
; 4.2
.1; 4
.2.2
; 4
.2.3
; 4.3
•Non-literarytexts
eval
uate
, info
rm, p
rese
nt
argu
men
ts a
nd p
ersu
ade.
C
U 4
.1.1
; 4.1
.5; 4
.2.1
; 4
.3.1
•Argumentshavea
part
icul
ar s
truc
ture
, in
clud
ing
an in
trod
uctio
n th
at id
entif
ies
a po
sitio
n,
a bo
dy w
ith d
etai
ls a
nd
furt
her
evid
ence
, and
a
conc
lusi
on th
at r
esta
tes
theposition.OP4.1.1;
4.2
.1; 4
.3.1
•Mainideas,issuesand
even
ts a
re s
elec
ted
and
orga
nise
d to
sus
tain
a
poin
t of v
iew
and
to p
roje
ct
a le
vel o
f aut
horit
y th
at
mat
ches
a p
urpo
se a
nd
an in
tend
ed a
udie
nce.
CU
4
.1.2
; 4.1
.3; 4
.1.4
; 4.1
.8;
4.3
.2; C
R 4
.1.2
; 4.1
.3;
4.2
.1; 4
.3
Way
s of
Wor
king
By
the
end
of Y
ear
9, w
hen
cons
truc
ting
exp
osit
ory
text
s, s
tude
nts
are
able
to:
•demonstrateandanalysetherelationshipbetweenaudience,subjectmatter,purposeandtexttype
•constructnon-literarytextsbyplanningandorganisingsubjectmatteraccordingtospecifictextstructureandreferringtoothertexts
•reflectonlearning,applynewunderstandingsandjustifyfutureapplications.
Kno
wle
dge
& U
nder
stan
ding
Spe
akin
g in
volv
es u
sing
ora
l and
ges
tura
l ele
men
ts
to c
onst
ruct
tex
ts t
hat
achi
eve
purp
oses
acr
oss
loca
l, na
tiona
l and
glo
bal c
onte
xts.
Writinganddesigninginvolveusing
lang
uage
ele
men
ts t
o co
nstr
uct
no
n-lit
erar
y te
xts
for
audi
ence
s ac
ross
lo
cal,
natio
nal a
nd g
loba
l con
text
s.
Lang
uage
Ele
men
ts: I
nter
pret
ing
and
cons
truc
ting
text
s in
volv
e m
anip
ulat
ing
gram
mar
, pun
ctua
tion,
voc
abul
ary,
au
dio
and
visu
al e
lem
ents
, in
prin
t-bas
ed, e
lect
roni
c an
d fa
ce-to
-face
mod
es a
cros
s lo
cal,
natio
nal a
nd g
loba
l co
ntex
ts.
LiteraryandNon-literarytexts:
Man
ipul
atin
g lit
erar
y an
d no
n-lit
erar
y te
xts
invo
lves
ana
lysi
ng t
he p
urpo
se,
audi
ence
, sub
ject
mat
ter
and
text
st
ruct
ure.
•Thepurposeofspeakingandlistening
incl
udes
exa
min
ing
issu
es, e
valu
atin
g op
inio
ns,
conv
inci
ng o
ther
s, a
nd m
anag
ing
rela
tions
hips
an
d tr
ansa
ctio
ns. C
U 5
.1.1
•Speakersmakeassumptionsaboutlisteners
to p
ositi
on a
nd p
rom
ote
a po
int
of v
iew
, and
to
plan
and
pre
sent
sub
ject
mat
ter.
CR
5.1
.1•Spokentextshavearangeofstructuresand
can
be d
eliv
ered
in a
num
ber
of m
ediu
ms.
CU
5.1.3;OP5.1.1
•Statements,questions(includingrhetorical
ques
tions
) and
com
man
ds c
an b
e us
ed t
o id
entif
y th
e m
ain
issu
es o
f a t
opic
and
sus
tain
a
poin
t of
vie
w.
•Inpresentations,speakersmakemeaningclear
by o
rgan
isin
g su
bjec
t m
atte
r, a
nd b
y se
lect
ing
reso
urce
s th
at s
uppo
rt t
he r
ole
they
hav
e ta
ken
as t
he s
peak
er a
nd t
he r
elat
ions
hip
they
wishtoestablishwiththeaudience.OP5.1.2
•Speakersandlistenersuseanumberof
stra
tegi
es t
o m
ake
mea
ning
, inc
ludi
ng
iden
tifyi
ng p
urpo
se, a
ctiv
atin
g pr
ior
know
ledg
e,
resp
ondi
ng, q
uest
ioni
ng, i
dent
ifyin
g m
ain
idea
s,
mon
itori
ng, s
umm
aris
ing
and
refle
ctin
g.
•Thepurposeofwritinganddesigning
incl
udes
par
odyi
ng, a
naly
sing
and
ar
guin
g. C
U 5
.3.1
•Writersanddesignersestablishand
mai
ntai
n ro
les
and
rela
tions
hips
by
reco
gnis
ing
the
belie
fs a
nd c
ultu
ral
back
grou
nd o
f the
ir a
udie
nce,
and
by
mak
ing
spec
ific
lang
uage
cho
ices
. C
U 5
.3.2
; CR
5.3
.1, 5
.3.2
•Wordsandphrases,symbols,
imag
es a
nd a
udio
affe
ct m
eani
ng
and
esta
blis
h an
d m
aint
ain
role
s an
d re
latio
nshi
ps t
o in
fluen
ce a
n au
dien
ce. C
U 5
.3.2
•Textusersmakechoicesabout
gram
mar
and
pun
ctua
tion,
to
affe
ct
meaning.OP5.3.4,5.3.6
•Writersanddesignersdrawontheir
know
ledg
e of
wor
d or
igin
s, s
ound
an
d vi
sual
pat
tern
s, s
ynta
x an
d semanticstospell.OP5.3.7
•Writersanddesignersreferto
auth
orita
tive
sour
ces
and
use
a nu
mbe
r of
act
ive
wri
ting
stra
tegi
es,
incl
udin
g pl
anni
ng, d
raft
ing,
rev
isin
g,
editi
ng, p
roof
read
ing,
pub
lishi
ng a
nd
refle
ctin
g.
•Paragraphsbuildandsustaincohesionanddevelopa
centralidea.Op5.2.1;OP5.3.2
•Activevoiceandpassivevoicechangethesubjectand
thefocusinasentence.AspectsofOP5.2.2
•Relationshipsbetweenideasintextsaresignalledby
conn
ectiv
es t
o se
quen
ce a
nd c
ontr
ast
idea
s, s
how
causeandeffect,andclarifyoraddinformation.OP
5.2.1;OP5.3.5;OP5.1.1;OP5.1.3
•Adjectivesandadverbsareusedtoexpressattitudes
andmakejudgmentsand/orevokeemotions.OP
5.2.2;5.3.4;OP5.1.2;OP5.1.3
•Modalauxiliaryverbsareselectedtoconveydegrees
of c
erta
inty
, pro
babi
lity
or o
blig
atio
n to
sui
t th
e te
xt
type.OP5.2.2;OP5.3.4;OP5.1.1;OP5.1.3
•Nominalisation(turningverbsintonouns)canbe
used
to
com
pres
s id
eas
and
info
rmat
ion,
and
to
add
formalitytoatext.AspectsofOP5.2.2
•Punctuation,includingcolonsandsemicolons,signals
meaning.OP5.2.1;OP5.3.6
•Vocabularyischosentoestablishrolesand
rela
tions
hips
with
an
audi
ence
, inc
ludi
ng t
he
dem
onst
ratio
n of
per
sona
l aut
hori
ty a
nd c
redi
bilit
y.
CU
5.2
.3; C
R 5
.2.2
; CR
5.3
.2•Auditory,spoken,visualandnonverbalelements,
incl
udin
g th
e us
e of
sou
nd fa
des,
dis
solv
es, c
uts,
hy
perl
inks
, cam
era
angl
es a
nd s
hot
type
s, c
an b
e combinedtopositionanaudience.AspectsofOP
5.3.8;OP5.2.2;OP5.1.2;OP5.1.4
•Audiencescanbepositionedtoview
char
acte
rs a
nd id
eas
in p
artic
ular
w
ays
and
thes
e vie
ws
can
be
ques
tione
d. C
R 5
.1.1
; CR
5.1
.2; C
R
5.2
.2; C
R 5
.3.2
•Textscanreflectanauthor’s
poin
t of v
iew
, bel
iefs
and
cul
tura
l un
ders
tand
ings
. CR
5.1
.1; C
R 5
.1.2
; C
R 5
.2.1
; CR
5.3
.1•Comparison,contrast,exaggeration
and
juxt
apos
ition
are
use
d to
cre
ate
emotionalresponses.AspectsofOP
5.1.1;OP5.1.3;OP5.2.1;OP5.3.3
•Non-literarytextsanalyse,inform,
argu
e an
d pe
rsua
de. A
spec
ts o
f CU
5
.2.3
; CU
5.1
.1•Non-literarytextscanfocusona
maj
or p
oint
that
is s
uppo
rted
by
elaboration.AspectsofOP5.1.1,OP
5.1.3,OP5.2.1&OP5.3.1
•Reasoning,pointsofviewand
judg
men
ts a
re s
uppo
rted
by
evid
ence
that
can
ref
er to
au
thor
itativ
e so
urce
s.•Non-literarytextscanconcludewith
reco
mm
enda
tions
, res
tatin
g th
e m
ain
argu
men
ts o
r su
mm
aris
ing
a po
sitio
n.
ye
ar
s 8
& 9
Information for 2009Introduction ‹
Guidelines and Processes ‹Data Collection Forms ‹English Overview ‹Science Overview ‹
Sc
ien
ce
Ov
er
vie
w
Consistency of Teacher Judgement Consistency of Teacher Judgement 27Information Kit 2009
oVerVIeWsCIenCe foCus for 2009
This resource package provides support materials for teachers of Science in P-9. These materials have been prepared to assist teachers in planning, teaching, assessing and moderating using the Early Years Guidelines, QSA Science syllabus and the Science Key Learning Area of the Essential Learnings. The materials cover the range of learning phases from Early Years to Year 9.
reQuIremenTs for 20091. All teachers of Science in P-9 select a learning context that is developmentally appropriate for the phase of
learning.
2. They plan, teach, assess and make judgements about students’ achievement in the focus context.
3. They use this data to participate in moderation activities within and between schools.
assessmenT In P-1 teachers:• identifyanegotiatedcontextthatprovidesstudentswithanopportunitytopurposefullyengageinlearning• gatherevidenceofchildren’slearningthrougheverydayclassroomexperiences• annotatestudentworksamples/demonstrationsofwork• makejudgementsaboutchildren’slearninganddevelopmentusingEYCGsetofrubricsandYear1LearningStatements/Year3JunctureEssentialLearnings.
In Years 2-9 teachers:• identifyacontextthatprovidesstudentswithanopportunitytoengageinlearning• developassessmentcriteriatosupportthemakingofteacherjudgementsaboutthestandardofachievement• annotatestudentresponses• makejudgementsaboutthestandardofachievementofstudentworksamplesusingcriteria.
Please note:
The resources in this kit are provided for teachers to:• useasmodelstosupportthedesignoftheirownlearningactivitiesandassessmenttasks• adaptthemtosuittheirparticularstudentgroup/sandlearningcontext• implementaspresented.
The support materials for Science are organised into the following sections:• EarlyYears o Prep and Year 1 o Years 2 and 3• Years4and5• Years6and7• Years8and9.
Each section includes:
• focusofassessmentinScience2009• possiblerelatedScienceenquiries•. annotatedworksamplesandaccompanyingcriteriasheets• teachingScienceusinganInquiryapproach• planningaScienceInquiry• implementingaScienceInquiry• waysofworking:investigating,communicating,andreflecting.
Consistency of Teacher Judgement 28 Consistency of Teacher Judgement
science focus for 2009 Teachers in:
• YearsP-1willfocusontheActiveLearningProcessesorganiseroftheEarlyYearsGuidelines
• Years2and3willfocusontheEssentialLearningsfortheYear3Juncture/Level2Sciencesyllabus
• Years4and5willfocusontheEssentialLearningsfortheYear5Juncture/Level3Sciencesyllabus
• Years6and7willfocusontheEssentialLearningsfortheYear7Juncture/Level4Sciencesyllabus
• Years8and9willfocusontheEssentialLearningsfortheYear9Juncture/Level5Sciencesyllabus.
The Essential Learnings listed below align with those targeted in the 2009 Queensland Comparable Assessment Tasks(QCATs)forScienceinYears4,6and9.
ThecorelearningoutcomesthatalignwiththeKnowledge&Understandinglearningstatementsareindicatedalongside the corresponding learning statements. This can be used in conjunction with the Audit Tool.
Teachers are asked to engage with learning contexts and assessment tasks that align with these aspects of the Essential Learnings in the specific junctures for their year levels.
Early Years Curriculum Guidelines (Prep – Year 1)Active learning processes: Investigating the natural world
Children think and enquire by:
•investigatingtheirideasaboutphenomenainthenaturalworld
•developingsharedunderstandingsaboutthesephenomena.
By the end of Year 3 (Year 3 Juncture)Ways of Working
Students:
• identifyandcollectdata,informationandevidence
• useidentifiedtools,technologiesandmaterials
• drawconclusionsandgiveexplanations,usingdata,informationandevidence
• communicatescientificideas,data,informationandevidence,usingterminology,illustrationsorrepresentations.
Knowledge and Understanding
Earth and Beyond
Changes in the observable environment influence life.
• Earthandspaceexperiencerecurringpatternsandnaturalcyclesofevents,includingseasons,weatherandmoon phases, and these can affect living things. (EB 2.1, EB 2.2)
Life and Living
Needs,featuresandfunctionsoflivingthingsarerelatedandchangeovertime.
• Changeoccursduringthelifecycleoflivingthings.(LL2.2)
• Livingthingsdependontheenvironmentandeachother.(LL2.3)
Consistency of Teacher Judgement Consistency of Teacher Judgement 29Information Kit 2009
By the end of Year 5 (Year 5 Juncture)Ways of Working
Students:
• evaluateinformationandevidencetosupportdatagatheredfromactivitiesandinvestigations
• drawconclusionsthataresupportedbyevidence,reproducibledataandestablishedscientificconcepts
• communicatescientificideas,dataandfindings,usingscientificterminologyandformatsappropriatetocontext and purpose
• reflectonlearningtoidentifynewunderstandingsandfutureapplications.
Knowledge and Understanding
Science as a Human Endeavour
Science relates to students’ own experiences and activities in the community.
• Scientificideascanbeusedtoexplainthedevelopmentandworkingsofeverydayitems.
Earth and Beyond
Changes and patterns in different environments and space have scientific explanations.
• Theearth,solarsystemanduniversearedynamicsystems.(EB3.1)
Energy and Change
Actions of forces, and forms and uses of energy, are evident in the everyday world.
• Forcesmayactatadistanceormayneedtobeincontactwithanobjecttoaffectit.(EC3.1)
By the end of Year 7 (Year 7 Juncture)Ways of Working
Students:
• evaluateinformationandevidenceandidentifyandanalyseerrorsindata
• drawconclusionsthatsummariseandexplainpatternsindataandaresupportedbyexperimentalevidenceand scientific concepts
• communicatescientificideas,dataandevidence,usingscientificterminologysuitedtothecontextandpurpose
• reflectonlearning,applynewunderstandingsandidentifyfutureapplications.
Knowledge and Understanding
Science as a Human Endeavour
Science impacts on people, their environment and their communities.
• Scientificknowledgehasbeenaccumulatedandrefinedovertime,andcanbeusedtochangethewaypeoplelive. (SS 4.1)
Earth and Beyond
Interactions and changes in physical systems and environments can be explained and predicted.
• Gravitationalattractionbetweenobjectsinthesolarsystemholdstheminfixedorbits,andhaspredictableeffects on the earth. (EB 4.1)
Energy and Change
Forces and energy can be identified and analysed to provide explanations that benefit community lifestyles and decision making.
• Themotionofanobjectchangesasaresultoftheapplicationofopposingorsupportingforces.(EC4.1)
Consistency of Teacher Judgement 30 Consistency of Teacher Judgement
By the end of Year 9 (Year 9 Juncture)Ways of Working
Students:
• researchandanalysedata,informationandevidence
• evaluatedata,informationandevidencetoidentifyconnections,constructargumentsandlinkresultstotheory
• drawconclusionsthatsummariseandexplainpatterns,andthatareconsistentwiththedataandrespondtothe question
• communicatescientificideas,explanations,conclusions,decisionsanddata,usingscientificargumentandterminology, in appropriate formats.
Knowledge and UnderstandingScience as a Human Endeavour
Responsible and informed decisions about real-world issues can be made through the application of science knowledge.
• Responsible,ethicalandinformeddecisionsaboutsocialprioritiesoftenrequiretheapplicationofscientificunderstanding. (minor aspect of SS 5.3)
Earth and Beyond
Events on Earth and in space can be explained using scientific theories and ideas including the geological and environmental history of the earth and the universe.
• Geologicalevidencecanbeinterpretedtoprovideinformationaboutpastandpresentevents.(EB5.1,EB5.2)
Energy and Change
Forces and energy are identified and analysed to help understand and develop technologies and make predictions about events in the world.
• Energyisconservedwhenitistransferredortransformed.(EC5.2)
Natural and Processed Materials
The properties of materials are determined by their structure and their interaction with other materials.
• Chemicalreactionscanbedescribedusingwordandbalancedequations.(NP6.2)
Consistency of Teacher Judgement Consistency of Teacher Judgement 31Information Kit 2009
science Inquiries The inquiries in this resource allow students to:
• applyscientificknowledgetoexplainandpredicteventsandtoreconstructtheirunderstandingsofthephysical and biological worlds
• usethepracticesanddispositionsofscientificinvestigation,reflectionandanalysistorefineknowledgeandpose new questions
• usescientificlanguagetocommunicateeffectivelythroughengagementwiththefollowingorganisersandlearning areas:
Active Learning Processes (EYCG)The focus in Active learning processes is on thinking, investigating, imagining and responding. In this area, children develop investigative processes, positive dispositions towards investigating, and understandings about natural, built, social, technological and virtual environments. Children also develop their abilities to express ideas creatively using a variety of experiences, media and artistic forms related to dance, drama, media, music and visual arts.
Thinking processes are embedded in all early learning areas. Teachers need to consider explicitly what types of thinking are included in learning experiences when planning for, interacting with, monitoring and assessing, and reflecting on learning across the curriculum.
Some important thinking processes evident in the learning statement overviews include inquiring, exploring, investigating,challenging,planning,evaluating,consideringalternativestrategies/ways,analysing,reflecting,predicting, designing and comparing.
Science as a human endeavour (Science & Society)This organiser is about the way science influences society through its way of thinking and world view as well as the way societal challenges or social priorities influence the development of scientific research. It highlights the need for informed, evidence-based decision making about current and future applications of science that impact on society and the environment and on other social and ethical issues. It acknowledges that science has advanced through, and is open to, the contributions of many different people from different cultures at different times in history and offers rewarding career paths.
It acknowledges that in decisions about science and its practices, moral, ethical and social implications must be taken into account.
Earth and Beyond The universe, of which the Earth is a part, has many components. Students explore ideas about the dynamic nature of the Earth, solar system and universe. They develop an understanding of the scales of time and space over which events on the Earth and in the universe occur. They investigate the many ways in which living things use the Earth, solar system and universe as resources and recognise the effects of this use.
Life and LivingLiving things have great diversity of structure and lifestyle; they interact with each other and with the world in which they live. Students collect information about the ways organisms live in order to develop an understanding of those structures which enable living things to function effectively in their environments. Students identify patterns of interactions within environments. They recognise that these interactions contribute to the dynamics of environments.
Energy and ChangeThe world in which we live has been moulded by forces which influence the motion, shape, behaviour and energy of objects. The efficient control of energy transfer and transformation is integral to the organisation and development of life.
Students explore the effects of forces in their lives. They consider methods of harnessing energy, the way energy is used, and the social and environmental consequences of energy use.
Natural and Processed MaterialsProperties of materials are determined by their underlying structure. Materials can be grouped according to different properties. Students study the ideas that scientists have about the structure of materials. They investigate the properties of materials, how these properties can be changed, and the effect of changes on the usefulness of materials. They interpret data on factors which affect the rate at which materials react.
English ResourcesTeaching the Exposition Genre P-3 Resources ‹
Years 4 & 5 Resources ‹Years 6 & 7 Resources ‹Years 8 & 9 Resources ‹
P-3
Re
so
ur
ce
s
Consistency of Teacher Judgement Consistency of Teacher Judgement 33Information Kit 2009
earLy years P-3engLIsh foCus for 2009 expositions
Resources to support learning and teaching This resource package provides support materials for teachers of English in Prep and Years 1, 2 and 3. These materials have been prepared to assist teachers plan, teach, assess and moderate in the Key Learning Area of English based on the following documents:
Early Years Curriculum Guidelines Languagelearning&communication:OralLanguage
English Syllabus 1-10 Sub-strands •SpeakingandListening •WritingandShaping
English Essential Learnings - QCAR framework Organisers •SpeakingandListening •WritingandDesigning •LanguageElements •LiteraryandNon-literaryTexts
Please note:
The resources in the following pages of this kit are provided for teachers to:• useasmodelstosupportthedesignoftheirownlearningactivitiesandassessmenttasks• adaptthemtosuittheirparticularstudentgroup/sandlearningcontext• implementaspresented.
Requirements for 20091. All teachers of English in P-9 select a text type from the genre category of Expositions (see Figure 1, Page 30)
that is developmentally appropriate for the phase of learning.
2. Teachers plan, teach, assess and make judgements about students’ achievement in the focus text type.
3. Teachers use this data to participate in moderation activities within and between schools.
Teachers of P-1:
o identify a negotiated context that provides students with an opportunity to purposefully engage in constructing a spoken text for the purpose of explaining, or commenting and giving opinions
o gather evidence of students’ learning through everyday classroom experiences
o annotatestudentsample/demonstrationofaspokenexpositorytext
o make judgements about students’ learning and development using EYCG set of rubrics and Level 1 Learning Outcomes/Year3JunctureEssentialLearnings.
Teachers of Years 2-3:
o identify a context (connected or English specific) that provides students with an opportunity to construct a text type for the purpose of explaining, or commenting and giving opinions
o develop criteria that support the making of teacher judgements about the standard of achievement
o annotatestudentsampleofaspoken/signed,writtenormultimodalexpositorytext
o make judgements about children’s learning and development.
ConTenTs.. . . . . . . . . . . . . Page
Expository Genre ............................................ 34
Distinguishing features of text types within the Expository Genre ........ 35
Mentor Texts ................................................... 38
Annotated Text Models .............................. 38
Annotated student work samples with accompanying criteria....................... 42
Analysing student texts ..............................46
Focus of assessment .................................. 47
Using an Inquiry Approach ........................ 50
Teaching the Expository Genre ............... 51
Planning an English Inquiry ........................ 52
Workingatthegrammatical level of the text ............................................... 57
Consistency of Teacher Judgement 34 Consistency of Teacher Judgement
eXPosITory genreTraditional, contemporary and everyday non-literary texts use language in precise and accurate ways to explain, analyse, argue, persuade and give opinions.
This genre category of Expositionsincludesawiderangeoftexttypeswhichcanbepresentedinspoken/signed,written, or multimodal modes.
Types of Expository texts include:
• Explanation–usedtoexplainscientificallyhoworwhythings(phenomena)orprocessesoccur
• Discussion–usedtolookatanissuefromarangeofperspectives,beforemakingajudgementorrecommendation
• Analytical Exposition–usedtosupportandreiterateapointofview(thesis)withlogicalargumentsandevidence
• Persuasive text–seekstoargueorpersuadeandintendedtoconvincereaderstoacceptparticularperspectives or points of view
• Reflective text –reflectsoneventsandexperiencesandmayalsobepersuasive.
Figure 1 indicates the text types that students in P-3 can engage with. A full diagram indicating all the text types coveredfromPto9isincludedintheEnglishOverviewintheintroductorysectionoftheCTJInformationKit.
*explanation (s, l, r, v, w, d)
*obs
erva
tion co
mm
ent (s, l, w
, d)
*opinion (s, l, r, v, w
, d)
Traditional, contemporary and
everyday non-literarytexts use language in
precise and accurate ways to explain, analyse,
argue, persuadeand give opinions
Early years P-3 M
iddle Years 4-5 Middle Years 6-9
To Senior Years
s: l: r: v: w: d:
speakinglisteningreadingviewingwritingdesigning
Figure 1
Consistency of Teacher Judgement Consistency of Teacher Judgement 35Information Kit 2009
distinguishing features of text types within the expository genre(Materials in this section are adapted from English in Years 1 to 10 Queensland syllabus materials, A guide to genres in English, Department of Education, Queensland, 1994)
The purpose of this material is to describe the distinguishing features of text types within the Expository genre. It is for teacher reference. It assists teachers become familiar with the range of text types to enable them to identify and select features that will help their students to interpret and construct texts. Teachers use their professional knowledge of their students’ level of language development to model the text appropriately and scaffold the acquisition of a shared language for talking about the features of the language within the genre.
explanation
Important aspects
Explaining is a fundamental language process that children are exposed to from an early age. Young children frequently ask both quite challenging questions and are given explanations that generally satisfy their thirst for knowledge. The act of explaining outlines how things work; how tasks are done; and the way events occur. It also involves giving reasons why events occur and why things work as they do. The explanation involves a logical sequence of events. For students it is an essential genre for accumulating knowledge about the world and demonstrating that knowledge. Teachers need to ask the correct questions to provide children with the opportunity to respond with an appropriate explanation of what they know and understand.
Relationship with other genres
• canbepartofproceduresandreportgenres• cancontaindescriptions• canbeaccompaniedbyvisualssuchasdrawingsordiagrams
Con
text
Social Purposes • togiveanaccountofhowsomethingworksortogivereasonsforhowsomethingoccurse.g.Howdoesitwork?Whydoesithappen?
Aspects of social context
Explanations are a widely-used text type in the community as well as across all learning areas in the Early Years context.
Subject Matter • thething being explained and the processes involved. Young children use the process of explaining for personal experiences and concrete knowledge.
Roles • thepersonexplainingasanexpert• theaudiencecouldbealearneroranotherexpert
Relationships
• explanationswrittenforyoungchildrenfrequentlyadoptafriendlytone,avoidingtechnical language and addressing the reader as inYoucanseeinthediagram…
• childrenpresentexplanationsinfamiliarinformalcontextsforafamiliaraudienceand their language reflects this
Mode
Explaining can be a complex operation for young students, because it requires the organisation of a sequence of processes (verbs). Students first need to develop in their oral language and cognitive processing, before they can move from their spoken explanations towards the process of writing explanations effectively.• spoken&visual(YearsP-1)• spoken,written&visual(Years2-3)
Medium • awiderangeincludingencyclopaedias,books,internet,TVprograms
Sig
nific
ant
text
ual f
eatu
res Generic Structure
title - In P-3, the title tends to be a question such as Howdoesyourtoywork?Howdoyouplay…?
- In 2-3, How and Why questions are used such as Whydoes Cinderella need her fairy godmother’s help to go to theball?
a general statement - which lets the audience know what is being explained
a sequenced explanation
- a simple sequence of events
Cohesion • Connectives• Conjunctions
- linking words to indicate time e.g. first, then- signal words to indicate cause and effect e.g. because
Vocabulary • everydaylanguage• canbesubject-specifice.g.skateboard,helmet,wheels
Grammar
Participants - noun groups and pronouns that usually refer to general participants as in wind, computers, living things, they, them
Processes - mainly action verbs and verb groups as in changes, explodes, goes down creating a simple sequence
Visual language • diagrams,drawingsandothervisualscancarryallorpartofthemessage.
Consistency of Teacher Judgement 36 Consistency of Teacher Judgement
observation Comment
Important aspects
This early childhood text type capitalises on children’s ability to express their ideas, thoughts and feelings about their personal experiences or creative endeavours. In response to someone’s interest, the child talks about the experience and makes a comment such as I didn’t like that movie. It was scary. The child knows how to express an opinion and to give a reason for a particular point of view. The comment is an early example of an argument.
Relationship with other genres
• commentcanleadontoopinionsandsimpleargumentswherethestudentexpresses an individual point of view
• oftenoccursinconjunctionwithcreatingartworks,constructionsandinplay• cancontainelementsofdescription,recount,andexplanation
Con
text
Social Purpose • tointerpretandcommentonexperiencesandonresponsestothem
Social context
This text type occurs in the home or classroom when opportunities arise for a child tosharehis/herideas.Thismayoccurincidentallyorbeplannedforbytheteacher.Sometimes a scribe records the observation comment. Genuine interest and a warm, accepting environment encourage this expression of ideas.
Subject Matter• isrelatedtothechild’sexperience• canberelatedtoanartwork,construction,experienceortext
Roles• child:aninformationgiver,commentator• audience:whosometimesscribesatthechild’sdirection
Relationships
• audiencecanbeaparentorteacherorlessfrequently,anotherchild.Thechildhas the knowledge about the experience and a point of view and so is the authority. However,theotherperson,ifanauthorityfigure,isinapositiontoshapetheamountand type of information given, for example by the type of questioning.
Mode • spoken,visual,written(dependentonchild’slevelofdevelopment)
Medium• face-to-facecommunication–canincludescaffoldingandinterpretationofachild’s
expression of a point of view • writing–canbethechild’s,orthescribe’swrittenunderthechild’sdirection
Sig
nific
ant
text
ual f
eatu
res
Generic Structure• abriefdescription• acommentreflectingontheexperienceandgivinganevaluation/opinionsuchasI
liked the dog. The child may need encouragement to speak or to elaborate.
Cohesion• pronounreferenceasin I didn’t like that movie. It was too scary; links the ideas. This
reference can be unclear although a face-to-face situation allows for clarification and feedback.
Vocabulary• isinformalanddependsonthelanguagebackgroundofthechild• canbescaffoldedbyadultcomments
Grammar• personalopinionsareoftenexpressedusingthinkingandfeelingverbs(theseare
mental verbs) as I think the big dog is funny and jumpy; I like that happy song.
Pronunciation • variesaccordingtothechild’sbackgroundanddevelopment
Intonation and rhythm
• risingintonationfromthechildcanindicatethathe/shehasn’tfinishedspeaking;falling intonation indicates the end of the speaker’s turn and can be a cue for further questions.
Consistency of Teacher Judgement Consistency of Teacher Judgement 37Information Kit 2009
opinion
Important aspects
An opinion is a point of view on a topic based on a personal judgment. An opinion is notnecessarilyafact,evenifitissupportedbyareason.Whenthechildrespondsbygiving an opinion of a story or giving reasons for their point of view, they are providing an early example of the genre of arguing. The resources used in the genre of arguing (persuading), especially in speech, are very much part of a child’s everyday life. The aim in the early years of schooling is to develop this oral proficiency in giving opinions. In time the students can apply these skills to the written form of the genre.
Relationship with other genres
At this stage of development, opinions often resemble explanations. This is because arguments and explanations of why, both deal with causes. The distinguishing feature is that the opinion is concerned with persuasion. The purpose of explanation is to outline a process which may involve some level of interpretation. • canbepartofadescriptionorexplanation• canbeaccompaniedbyvisualssuchasdrawingsordiagrams
Con
text
Social Purpose • toexpressanopinionandtogivereasonsforaparticularpointofview
Aspects of social context
• opinionsareawidely-usedtexttypeinthecommunity
Subject Matter • isrelatedtothechild’sexperienceandinterests
Roles • thepersonputtingforwardanopinionandgivingreasonstosupportit(expert)
Relationships • theaudiencebeinginformedofthatopinion
Mode • spoken&visual(YearsP-1) • spoken,written&visual(Years2-3)
Medium • awiderangeincludingmagazines,internet,children’sTVprograms
Sig
nific
ant
text
ual f
eatu
res Generic Structure
an opening statement - which lets the audience know what is the viewpoint or proposition as in I think we should save water and protect our environment.
an elaboration - simplestatement/sprovidingevidencefortheviewpointas in: Many places in Australia have a drought and there is not much water in the dams. The dams dry up quickly if we use too much water and the environment will get damaged.
conclusion - canbeincludedifthespeaker/writerchoosestosumuptheir viewpoint as in This is why we should save water and help our environment.
Cohesion• Conjunctions - Conjunctions can be used to link points in the argument
as in and, because.
Vocabulary• everydaylanguage• relatedtothetopicasinAustralia, drought, dams
Grammar
Pronouns (voice) - at this level the personal voice is used for a personal opinion as in the first person pronouns I, we
Processes - Mental (thinking) verbs are used when expressing opinions as in think, believe
Visual language • diagrams,drawingsandothervisualscancarryallorpartofthemessage.
Consistency of Teacher Judgement 38 Consistency of Teacher Judgement
menTor TeXTsMentor texts are published texts. They are quality examples of the kind of writing and designing being required of students. As authentic texts they demonstrate writing for an authentic purpose and intended audiences and serve to show the students how to construct the text type well.
The students are introduced to the text as readers. They are then helped to identify the writing skills and strategies the author is using to achieve a particular purpose within particular stages of the text.
This engagement with the mentor text is highly-focused and short and does not need to deal with the whole text at a particular ‘reading’. The use of mentor texts demonstrates for students the power of the connection between reading and writing.
Reference:DorfmanL.R.&CappelliR.(2007)Mentor Texts. Portland, Maine: Stenhouse Publishers.
annoTaTed TeXT modeLsIf students are to write successfully in a particular genre, they need to become familiar with its purpose and features through immersion in the genre by exploring sample texts.
The teacher as a writer composes a text which is similar to the one to be written later as a joint construction by the class and then independently by the students. This text is a model of criteria at an A standard.
In the Modelling Phase, when students are being exposed to examples of the selected genre and text types, the teacher is able to plan explicitly and use the metalanguage, the language for talking about language and texts, with students. This explicit teaching develops students’ understanding of the genre category and the particular text type–itspurpose,structure,textorganisation,languagefeaturesandthecraftingofwritingtoinfluencereaders.
The focus of Modelled writing (5-10 minute session) is on the explicit planning and demonstration of selected writing behaviours. Each modelled writing session builds on students’ experiences, current understandings and prior knowledge. Students might need many repeated demonstrations before they can apply the understandings to their own writing. It is important to explicitly model all aspects of writing. It may be benefical to work on the
sametextoverseveralModelledWritingsessions,demonstratingallaspectsofwriting.
year 1 modelled Text: opinion
Title: Context for opinion (can be negotiated with child/children)
Main Point
Point and elaboration
Conclusion
Cohesion: Use of related words as in litter, rubbish, gutter, rubbish
Nounpronounreferenceasinrubbish, it
Simple conjunctions to link points as in because
Grammar:Noungroupsrelatedtothetopic
Thinking verbs when giving an opinion
Capital letters, full stops and use of an exclamation mark for emphasis
Generic Structure
Litterbug
I think we make a lot of litter at school.
Whenwedroprubbishitcango into the gutter. The rain can wash it away. It can end up at the beach and in the bush.
Don’t be a litterbug!
Text Model Language Features
Consistency of Teacher Judgement Consistency of Teacher Judgement 39Information Kit 2009
year 3 modelled Text: explanation
The title is a question
Description of the characters and event
Explanatory sequence of logical steps
Conclusion
Cohesion:time/sequenceconnectives as first, next, finally, when, and then, afterConjunctions: causal as in because
Vocabulary: topic words as woods, three bears, Baby Bear, house,chair,bed…
Participants: noun groups adding detail as little girl, the right temperature, neatly-made beds, cheeky intruder
Processes: Verb groups, many material/doing/actionaseats, tries out, sits down, goes, chooses
Sentences punctuated with capital letters and full stops.
Commas and exclamation marks signalmeaning.Wordsboldedforemphasis.
Generic Structure
How does Goldilocks make Baby Bear angry?
Goldilocks goes into a house in the woods when the three bears are out for a walk.
First, she eats all of Baby Bear’s porridge because it tastes just right.
Next,shetriesoutthethreechairs.WhenshesitsdownonBabyBear’schairshe smashes it to pieces.
Finally, Goldilocks goes upstairs. She climbs on the neatly-made beds and chooses Baby Bear’s bed to sleep in.
Baby Bear comes home and he is angry becausehehasnobreakfast.Hisfavourite chair is just wood and bent nails.
Whenhegoesupstairsheseesthegolden-haired girl in his room. She has messed his bed after he spent so much time making it.
This cheeky girl has caused him a lot of trouble. Grrr!! Grrr!!
Text Model Language Features
Consistency of Teacher Judgement 40 Consistency of Teacher Judgement
annoTaTed sTudenT WorK samPLes WITh aCComPanyIng CrITerIaPrep: A spoken explanation of how a toy worksContext: An informal conversation with the child about his favourite toy and how it works.
The transcript of the student’s conversation illustrates student achievement across the Early Learning phases.
LLC 1: Language Learning & Communication: Oral languageChildren expand their oral language by:
• usingspokenlanguage(includinghomelanguageorsignedoraugmentativecommunication)forarangeofpurposes
• exploringthepatternsandconventionsofspoken,signedoraugmentativelanguage
• interacting with peers and familiar adults using, with support, the conventions associated with formal and informal group settings, including attentive listening.
Becoming aware Exploring Making Connections Applying
Withexplicitsupport,thechild uses simple language patterns and limited vocabulary and listens to discussions about using language conventions in social and learning situations.
Withsupport,thechildtries out new language patterns and vocabulary and shares some ideas about language conventions used in social and learning situations.
Withprompts,thechildchooses appropriate language patterns and vocabulary for identified purposes and contributes to discussions about the appropriate use of language conventions.
The child uses vocabulary needed for classroom learning experiences and adjusts the use of language patterns, and conventions for familiar social and learning situations.
(Exploring Phase in Early Years Curriculum Guidelines)
Teacher: HowdoestheThunderbird’sphonework?
Child: Yep, (sound from rocket) makes sound from those buttons out the back there
Teacher: Soyouhavetopushthebuttonstomakethesound?
Child: Ah (presses a button)
Toy: “Timesrunningoutbrother”
Child: Ah that’s on that one (indicating a particular button. Then presses a different button)
Toy: “Thunderbird3tobase.Standbyforblastoff”(anoise from rocket)
Child: That’s from the back.
Teacher: Howdoestherocketgetintotheairfromtheisland?
Child: Ah well. There is stair. Goes oo oo oo then blasts off to get you there. Gets on there and there’s a 4 on the base. (Referring to the bottom of the rocket)
Teacher: Andisthatupinspace?
Child: Yes
Teacher: And how does it get back down from space once it is upinspace?
Child: Because it goes right in on there. (Attaches parts of the toy together) Gets people on there (points to where the people go in the toy)
andthengoespstsh……………thenthisgoesbackthere, (positions toy) then the end then goes chinoo……………(Movesarmstodemonstrate)thenall the thunderbirds are coming out (gives a wide gesture).
Uses everyday terms related to the topic as in “Yep, Ah that’s the one, stair,sound,back”and some subject specific words as in “base, blasts, Thunderbirds”
Relies on simple sentences/statements as in “Ah that’s on that one; that’sfromtheback”
Uses simple connectors to link ideas as in “ then blasts off to get you there; Gets on there and there’s a four on thebase.”
Uses strategies when speaking i.e. sound effects and actions to convey meaning when lacking the vocabulary
Interprets simple questions
Teacher’s annotations >
Makes sense of a spoken interaction with the teacher
Communicates using an explanation in response to planned or unplanned talk in a classroom context
Assumes a shared background with the teacher when speaking and listening
Student’s text >
Teacher’s annotations >
Consistency of Teacher Judgement Consistency of Teacher Judgement 41Information Kit 2009
Prep: a spoken explanation in response to the question: “Why is that page your favourite?” Context: The child was asked to tell the teacher about the book she was reading. The child made a comment about her favourite page. The teacher asked for an explanation as to why it was her favourite page.
The transcript of the student’s spoken explanation illustrates student achievement across the Early Learning phases.
LLC 1: Language Learning & Communication: Oral languageChildren expand their oral language by:
• usingspokenlanguage(includinghomelanguageorsignedoraugmentativecommunication)forarangeofpurposes
• exploringthepatternsandconventionsofspoken,signedoraugmentativelanguage
• interactingwithpeersandfamiliaradultsusing,withsupport,theconventionsassociatedwithformaland informal group settings, including attentive listening.
Becoming aware Exploring Making Connections Applying
Withexplicitsupport,thechild uses simple language patterns and limited vocabulary and listens to discussions about using language conventions in social and learning situations.
Withsupport,thechildtries out new language patterns and vocabulary and shares some ideas about language conventions used in social and learning situations.
Withprompts,thechildchooses appropriate language patterns and vocabulary for identified purposes and contributes to discussions about the appropriate use of language conventions.
The child uses vocabulary needed for classroom learning experiences and adjusts the use of language patterns, and conventions for familiar social and learning situations.
(Applying Phase in Early Years Curriculum Guidelines)
Teacher: …andwhyisthatyourfavouritepage?
Child: Because I like bumble bees and it looks cute (laughs) because it’s looking that way and the honey makes a good background for it.
Teacher: Do you know how bees make honey?(Idon’t.)
Child: They get nectar from flowers and then they stir it up or somethingandthentheyum…and then the bee man put in these little pots and they bring it to a little factory maybe and they get some pots and put the honey in the pots. (Maintains eye contact with teacher throughout explanation.)
Provides some background information by providing supporting ideas for the listener as in “I like bumblebees;thebee…..itslokingthat way and the honey makes a goodbackgroundforit”
Uses everyday terms related to the topic as in “It looks cute, looking thatway”andsomesubjectspecificwords as in “nectar, factory, honey inpot,bumblebees”
Experiments with more complex sentence structures to provide some more information as in “BecauseIlike…anditlooks…because its looking.. and its near ..and the honey; Get nectar from flowers…andthen…andthen…andthen…andthey…andthey..andput”
Experiments with strategies when speaking i.e. makes eye contact, smiles at and laughs with the teacher
Interprets simple questions
Teacher’s annotations >
Makes sense of a spoken interaction with the teacher
Communicates using an explanation in response to planned or unplanned talk in a classroom context
Student’s text >
Teacher’s annotations >
Consistency of Teacher Judgement 42 Consistency of Teacher Judgement
year 1: a spoken explanation Context: The child constructed model machines using environmental materials and wrote the following response to thequestion:Howdoesyourmachinework?Thisisthefirstdraftscribedbytheteacherasthechildreadbackhiswriting.(WorkSamplesEnglishK-6BoardofStudiesN.S.W.1998)
LLC 1: Language Learning & Communication: Oral languageChildren expand their oral language by:
• usingspokenlanguage(includinghomelanguageorsignedoraugmentativecommunication)forarangeofpurposes
• exploringthepatternsandconventionsofspoken,signedoraugmentativelanguage
• interactingwithpeersandfamiliaradultsusing,withsupport,theconventionsassociatedwithformalandinformalgroup settings, including attentive listening.
The transcript of the student’s spoken opinion illustrates the student’s demonstration of learning in Level 1of English KLASpeaking&ListeningordemonstrationofaspectsoftheYear3JunctureoftheEnglishEssentialLearnings.
Connections ApplyingLevel 1 English:
Speaking & Listening
Aspects of Year 3 Juncture English
Essential LearningsWithprompts,thechildchooses appropriate language patterns and vocabulary for identified purposes and contributes to discussions about the appropriate use of language conventions.
The child uses vocabulary needed for classroom learning experiences and adjusts the use of language patterns, and conventions for familiar social and learning situations.
Students:
• constructbrieftextsfor a small range of purposes Cu 1.1.1
• maintainatopicinabrief text by drawing on personal experience or knowledge of familiar texts Cu 1.1.2
• sequenceinformationin intelligible ways and link ideas using simple conjunctions Op1.1.1
• usepatternsofsimplesentences and some topic-related words Op1.1.2
Students:
Describe/explainhowsomething works.
Describe subject matter and include supporting ideas and details.
Sequence main ideas using supporting ideas and details.
Use pronouns to take the place of nouns to which they are referring.
Use conjunctions to join two phrases or clauses.
Select vocabulary to describe the subject matter.
I made a wepasnepa. The scroo holds the blaDs Togata u open and cLos The blaDs to cat The grs.
I made a whipper snipper. The screw holds the blade together. You open and close the blades to cut the grass
Language features
Cohesion: use of related words as in whipper snipper, screw, blades, cut
Grammar:
Noungroups-relatedtothetopicinwhipper snipper, screw, blades,
Verbs; action verbs to create a simple sequence as in holds, open, close, cut
Generic structure
The title is the teacher’s question: Howdoesyourmachinework?
A general statement which lets the audience know what is being described/explained.
A simple sequence
Teacher’s annotations >
Teacher’s annotations >
Transcript of student’s text >
Consistency of Teacher Judgement Consistency of Teacher Judgement 43Information Kit 2009
year 1: a spoken opinionContext: Students talked about books they enjoyed and then gave their opinion of their favourite author. Discussing students’ opinions on topics or issues and asking them why they think that way can be the first steps in developing the skills of arguments.
LLC 1: Language Learning & Communication: Oral languageChildren expand their oral language by:
• usingspokenlanguage(includinghomelanguageorsignedoraugmentativecommunication)forarangeofpurposes
• exploringthepatternsandconventionsofspoken,signedoraugmentativelanguage
• interactingwithpeersandfamiliaradultsusing,withsupport,theconventionsassociatedwithformalandinformal group settings, including attentive listening.
The transcript of the student’s spoken opinion illustrates the student’s demonstration of learning in Level 1of EnglishKLASpeaking&ListeningordemonstrationofaspectsoftheYear3JunctureoftheEnglishEssentialLearnings.
Connections ApplyingLevel 1 English:
Speaking & Listening
Aspects of Year 3 Juncture English
Essential LearningsWithprompts,thechildchooses appropriate language patterns and vocabulary for identified purposes and contributes to discussions about the appropriate use of language conventions.
The child uses vocabulary needed for classroom learning experiences and adjusts the use of language patterns, and conventions for familiar social and learning situations.
Students:
• constructbrieftextsfor a small range of purposes Cu 1.1.1
• maintainatopicinabrief text by drawing on personal experience or knowledge of familiar texts Cu 1.1.2
• sequenceinformationin intelligible ways and link ideas using simple conjunctions Op1.1.1
• usepatternsofsimplesentences and some topic-related words Op1.1.2
Students:
Convey an opinion that is positive.
Describe subject matter and include supporting ideas and details.
Make meaning clear by sequencing ideas and information.
Use pronouns to take the place of nouns to which they are referring.
Use conjunctions to join two phrases or clauses.
Select vocabulary to describe the subject matter.
Transcript of oral text
My favourite author is
Chris Van Allsburg because he makes good books and I
like the way he draws and he teaches lessons.
Language features
Cohesion: conjunctions are used to link points in the point of view as in the because, and
NounpronounreferenceasinChris vanAllsburg…he…he
Thinking verbs are used when giving opinions as in I like
Action verbs in the present tense as in makes, draws, teaches
Generic structure
Begins with a point as in My favourite authoris…, which is supported by elaborations as in because he makes good books and I like thewayhedraws…
Teacher’s annotations >
Teacher’s annotations >Transcript of student’s text >
Consistency of Teacher Judgement 44 Consistency of Teacher Judgement
year 3 student sample text: a written opinion
The student’s written opinion illustrates demonstration of learning in the Year 3 Juncture of the English Essential Learnings at a Sound Standard as indicated on the criteria sheet on the next page.
Protecting our Environment
I think we should plant more trees.
Trees soak up gas. It goes into their trunks and roots and branchs and leaves. Then they breath out clean air for animals and humans to breath in.
Ourwildlifeneedstobeprotected.Trees attract animals to an area becuse they can find food and shelter there.
I think we should plant more trees to protect our environment and help animals and people.
Language Features
Cohesion:
Use of related words as in protect, environment, plant trees
Use of word sets as in trees, trunks, branches, leaves
Nounpronounreferenceasintrees, animals, they
Conjunctions to link points as in and, then
Grammar:
Noungroupsrelatedtothetopic as in gas, air, wildlife, animals, environment
Verb groups as in soak up, breathe out, attract in present tense
Thinking verbs used when giving an opinion
Personal pronouns when giving an opinion as inI&we
Capital letters, full stops
Spelling: correct spelling of high frequency and most topic-specific words
Generic Structure
Title: Context for opinion (can be negotiatedwithchild/children)
Main Point (Thesis)
Point and elaboration to express opinion
Point and elaboration to express opinion
Conclusion (re-statement)
Teacher’s annotations >
Teacher’s annotations >Student’s text >
Consistency of Teacher Judgement Consistency of Teacher Judgement 45Information Kit 2009
Task specific descriptorsA
sses
sabl
e el
emen
ts
Kno
wle
dge
and
Und
erst
andi
ngC
onst
ruct
ing
Ref
lect
ing
Stu
dent
s kn
ow a
nd u
nder
stan
d th
at a
n op
inio
n ex
pres
ses
thei
r po
int
of v
iew
abo
ut a
fam
iliar
to
pic
of in
tere
st t
o a
fam
iliar
and/orparticularaudience.
Stu
dent
s co
nstr
uct
an o
pini
on a
bout
a t
opic
of i
nter
est
usin
g:
•Genericstructure:openingstatementtoidentifythetopic;the
mainpoint/swithelaborations
•Languagefeatures:cohesivetiese.g.repeatedorrelated
wor
ds, s
impl
e pr
onou
ns a
nd s
ome
sim
ple
conj
unct
ions
e.g
. an
d, b
ecau
se, w
hen,
to
sequ
ence
the
tex
t; sh
ort
noun
and
ver
b gr
oups
; thi
nkin
g ve
rbs
e.g.
I th
ink,
I be
lieve
; per
sona
l voi
ce e
.g.
pers
onal
pro
noun
s - I
and
we
Stu
dent
s re
flect
on
the
effe
ctiv
enes
s of
the
ir la
ngua
ge c
hoic
es a
nd w
ays
of
impr
ovin
g th
eir
use
of E
nglis
h th
roug
hout
th
e co
nstr
uctio
n of
the
tex
t.
Descriptions of evidence of the standard of work
The
stud
ent:
•selectssubjectmatter
appr
opri
ate
for
a pa
rtic
ular
fa
mili
ar a
udie
nce
•developsthesubject
mat
ter
by
prov
idin
g m
ore
elab
orat
ed d
etai
ls
The
stud
ent:
•followsthepatternofgenericstructureandprovidesmore
elab
orat
ing
deta
ils•extendsthenounandverbsgroupstoconveymoreinformation
•useslanguagefeaturestocreateacohesivetext
•usespunctuationincludingsomecommastosignalmeaning
•spellsfamiliarandunfamiliarwords(includingsometechnical
wor
ds) c
orre
ctly
The
stud
ent
:
•makeschangestothetextduring
the
wri
ting
proc
ess
to m
ake
it m
ore
effe
ctiv
e
•reflectsonhowthechangesmadeto
the
text
hel
p ac
hiev
e th
e pu
rpos
e of
th
e te
xt
•usesfamiliarsubject
mat
ter
•developsthesubjectmatter
by p
rovi
ding
sup
port
ing
deta
ils
•replicatesthegenericstructureincludingthemainpointasan
introduction,furtherpoint/sandsomeelaboration
•usessimpleandcompoundsentencestobuildsubjectmatter
•useslanguagefeaturestocreateanorganisedandsequenced
text
•usespunctuationtosignalmeaning
•spellshighfrequencyandtopicspecificwordscorrectly
•useswritingprocessesof
plan
ning
, dra
ftin
g, r
evis
ing,
edi
ting,
pr
oofr
eadi
ng, p
ublis
hing
and
ref
lect
ing
in t
he c
onst
ruct
ion
of t
he t
ext
•reflectsonhowsuggestedchanges
to t
he t
ext
may
mak
e th
e m
eani
ng
clea
rer
for
the
audi
ence
•selectsatopic
•developsthesubject
mat
ter
by in
clud
ing
brie
f su
ppor
ting
deta
ils.
•statesthetopicandexpressesanopinonwithabriefexplanation
•usessimpleandsomecompoundsentences
•usessomelanguagefeatures;aswellasfeelingverbs(e.g.Ilike)
•usescapitalsandfullstopstopunctuatesentences
•spellssomefamiliarwordscorrectly.
•attemptstoidentifysomeofthe
wri
ting
proc
esse
s us
ed d
urin
g th
e co
nstr
uctio
n of
the
tex
t•reflectsonanychangesthathave
been
mad
e to
the
tex
t .
Junc
ture
3 E
nglis
h Ex
posi
tory
Tex
t (O
pini
on)
Stu
dent
nam
e:
STA
ND
AR
DS
Evid
ence
of
aVeryHigh
stan
dard
Evid
ence
of a
HighStandard
Evid
ence
of
a S
ound
S
tand
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Evid
ence
of
Bel
ow
Sta
ndar
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Evid
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WellBelow
stan
dard
Consistency of Teacher Judgement 46 Consistency of Teacher Judgement
guiding Questions for analysing student texts in the early yearsThe Framework of Guiding Questions has been provided to assist teachers with their understanding of, and language for, analysing students’ texts. They are to help teachers annotate student work samples and to see where and how learning is demonstrated.
MEANING MAKER/ TEXT USER
CODE BREAKER TEXT ANALYST
Text Types
1. Hasthestudentshownalinkbetweenthepurposeofthetextandthetexttype?
2. Howhasthestudentorganizedthetext?
–usedmodelledstructure
–replicatedtypicalgenericstructure
Subject matter
3. Whatsubjectmatterhasthestudentdeveloped?
–Hasthestudentconstructedthetextwith a small number of simple topic-relatedideas?
–Hasthestudentsequencedtwoormorefamiliar events and ordered information using some detail and supportive illustrativematerial?
4. Whatvocabularychoiceshasthestudentusedtodevelopthesubjectmatter?
–asmallrangeoftopicrelatedwords
–shortnoungroupswithadjectives,adjectival phrase
–simpleverbgroups
5. Hasthestudentchosen to represent people, places, eventsandthings?
–throughchoiceof images, simple fonts, typical facial and body movements
Roles and Relationships
6. Hasthestudentshownanawarenessofaudienceinanyway?
7. Whattypeofsentenceshasthestudentused?
–simplesentencesconstructedasstatements, commands, questions and exclamations, some compound sentences and appropriate punctuation
Mode and Medium
8. Whatmodeoflanguagedidthestudentuse(spoken,visual,written,ormultimodal)?
Whatmediumhasbeenusedbythestudent?
9. Howdidthestudentlinkideasinthetext?
–usingmodelledsentencestructures,vocabulary, time referencing
–usingimagesandsimplefonts
–includingmusic,transitionsorsoundeffects
–usingrepeatedorrelatedwords,simplepronouns and some simple conjunctions
–usingbordersandtransitions
–includingsomegestures,musicorsoundeffects
Textual Resources
Whatstrategieshavebeenusedtospellfrequently used words and some unknown words?
–commonlyassociatedsoundsofconsonants and short vowels (phonics)
–sound-symbolrelationshipsandletter patterns (single and two letter consonants)
–onsetandrime
–addingendingswithnochangetobaseword, hearing syllables
–soundsymbolrelationships(e.g.singlevowel and consonant sounds, blends, diagraphs, long vowels, silent letter) and visual letter patterns
–basewordandtenseorpluralendings.
AdaptedfromtheStateofQueensland(QueenslandStudiesAuthority)OpenTrialConference(2005)
Consistency of Teacher Judgement Consistency of Teacher Judgement 47Information Kit 2009
The focus of assessment in english in years Prep and 1The focus of assessment in Prep and Year 1 is based on the learning statements appropriate for the constructionofanExpositorytextfromtheEarlyLearningArea,LanguageLearningandCommunication:OralLanguage Learning Statement. As students move through the Early Years phases of learning teachers can make connections with the Knowledge and Understanding learning statements of the Year 3 Juncture English Essential Learnings. The corresponding core learning outcomes of the English syllabus are indicated alongside these learning statements.
early years Curriculum guidelinesLLC 1: Language Learning & Communication: Oral languageLearning statement: Children expand their oral language by:
• usingspokenlanguage(includinghomelanguageorsignedoraugmentativecommunication)forarangeofpurposes
• exploringthepatternsandconventionsofspoken,signedoraugmentativelanguage
• interactingwithpeersandfamiliaradultsusing,withsupport,theconventionsassociatedwithformalandinformal group settings, including attentive listening.
Becoming aware ExploringMaking
ConnectionsApplying
Level 1 English KLA: Speaking
Year 3 Juncture Essential Learnings
Withexplicitsupport, the child uses simple language patterns and limited vocabulary and listens to discussions about using language conventions in social and learning situations.
Withsupport,thechild tries out new language patterns and vocabulary and shares some ideas about language conventions used in social and learning situations.
Withprompts,the child chooses appropriate language patterns and vocabulary for identified purposes and contributes to discussions about the appropriate use of language conventions.
The child uses vocabulary needed for classroom learning experiences and adjusts the use of language patterns, and conventions for familiar social and learning situations.
Level 1 English Speaking English Year 3 Juncture Essential Learnings Students:
• constructbrieftextsforasmall range of purposes Cu 1.1.1
The purpose of speaking and listening includes exchanging information, sharing and exploring ideas, entertaining, supporting relationships, giving opinions and getting things done.
Formal and informal texts are ways of communicating for different purposes.
Non-literarytextsinform,reportoneventsandissues,explain,exploreideas, express opinions, conduct transactions and negotiate relationships, goods and services, and give directions.
Non-literarytextscanconveyanopinionthatmaybepositiveornegative.Cu1.1.1
• maintainatopicinabrieftext by drawing on personal experience or knowledge of familiar texts Cu 1.1.2
Main ideas and events can be sequenced and subject matter described, including supporting ideas and details. Cu1.1.2
• recallsignificantclearlystatedinformation related to the topic Cu1.1.7
Speakers and listeners use a number of strategies to make meaning, including identifying purpose, activating prior knowledge, responding, questioning, identifying main ideas, monitoring, summarising and reflecting. Cu1.1.7
Consistency of Teacher Judgement 48 Consistency of Teacher Judgement
• sequenceinformationinintelligible ways and link ideas usingsimpleconjunctionsOp1.1.1
In presentations, speakers make meaning clear by sequencing ideas and information and using visual aids, including objects and pictures.
Asentencecanbeasingleclauseoracombinationofclauses.Op1.1.1
• usepatternsofsimplesentences and some topic-relatedwordsOp1.1.2
Conjunctions are used to join two phrases or clauses.
Vocabulary describes, labels and sequences, and can represent people, characters,places,eventsandthings.Op1.1.2
• usevolumetosuitthesocialsituationandaudiencesizeOp1.1.3
Wordsandphrasing,volumeandpitchcanaddinterestandemphasis,clarifymeaningandbemonitoredbylisteners.Op1.1.3
• useintonationappropriatefor statement, question or commandOp1.1.4
Auditory, spoken, visual and nonverbal elements provide details necessary for making meaning about the representations of people, places and things.Op1.1.4
• experimentwithdifferentwaysof representing people, places, events and things drawn from own experiences or from other texts, by changing: volume; facial expressions and gestures; music and sound effects Cr 1.1.1
Nouns,verbs,adjectives,adverbsandprepositionalphrases,developandelaborate ideas and portray people, characters, places, events and things in different ways.
Vocabulary describes, labels and sequences, and can represent people, characters, places, events and things. Cr 1.1.1
The focus of assessment in english in years 2 and 3The focus of assessment in Years 2 and 3 is on the learning statements appropriate for the construction of an ExpositorytextfromtheWaysofWorkingandKnowledgeandUnderstandingcomponentsoftheYear3EnglishEssentialLearnings.ThelearningstatementsfromtheSpeakingandtheWriting&Designingorganisersareused in conjunction with the learning statements from the organisers of Language Elements and Literary and Non-literarytexts.
The core learning outcomes of the English syllabus are indicated alongside the corresponding learning statements.
Ways of Working By the end of Year 3, when constructing expository texts, students are able to:• identifyaudience,purposeandtexttype
• identifymainideasandthesequenceofevents,andmakesimpleinferences
• recogniseandselectvocabularytodescribesubjectmatter
• constructsimplenon-literarytextsbyplanningandbyusingpriorknowledgeandexperiencetomatchanaudience and purpose
• reflectonandidentifyhowlanguageelementsintextsrepresentpeople,characters,places,eventsandthingsin similar and different ways.
Knowledge & Understanding Speaking involves using oral, aural and gestural elements to interpret and construct texts that achieve purposes in familiar contexts. • Thepurposeofspeakingandlisteningincludesexchanginginformation,sharingandexploringideas,
entertaining, supporting relationships, giving opinions and getting things done. CU2.1.1
• Speakerscanadoptdifferentrolesinformalandinformalsituations.CU2.1.3
• Spokentextsaredifferentfromwrittentexts.CU2.1.9
• Statements,questionsandcommandscontributetomakingandclarifyingmeaningduringdiscussionsandconversations. CU2.1.3
Consistency of Teacher Judgement Consistency of Teacher Judgement 49Information Kit 2009
• Wordsandphrasing,volumeandpitchcanaddinterestandemphasis,clarifymeaningandbemonitoredbylisteners.OP2.1.3
• Inpresentations,speakersmakemeaningclearbysequencingideasandinformationandusingvisualaids,includingobjectsandpictures.OP2.1.1;OP2.1.4
• Speakersandlistenersuseanumberofstrategiestomakemeaning,includingidentifyingpurpose,activatingprior knowledge, responding, questioning, identifying main ideas, monitoring, summarising and reflecting. CU2.1.7
Writing and designing involve using language elements to construct non-literary texts for familiar contexts.• Thepurposeofwritinganddesigningincludesreportingandconveyingsimplemessagesandinformation.
CU2.3.1
• Writersanddesignerscanadoptdifferentrolesfordifferentaudiences.CU2.3.3
• Wordsandphrases,symbols,imagesandaudiohavemeaning.OP2.3.3;OP2.3.6
• Textusersmakechoicesaboutgrammarandpunctuation.OP2.3.2;OP2.3.4
• Commonspellingpatternsofmonosyllabicwords,two-syllablewordsandhigh-frequencywords,areusedtospellfamiliarandunfamiliarwords.OP2.3.7
• Writersanddesignersuseanumberofactivewritingstrategies,includingplanning,drafting,revising,editing,proofreading,publishingandreflecting,andbyreferringtoauthoritativesources.CU2.3.4;OP2.3.7
Language Elements – Interpreting and constructing texts involve exploring and using grammar, punctuation, vocabulary, audio and visual elements, in print-based, electronic and face-to-face modes in familiar contexts.• Statementsprovideinformation;questionsseekinformation;commandsgiveorders;andexclamations
emphasise or express emotions. CU2.1.3; 2.2.4; 2.2.3
• Asentencecanbeasingleclauseoracombinationofclauses.OP2.1.1;2.2.2;2.3.2
• Textconnectivesareusedtolinkandsequencethings,ideasandevents.OP2.3.4;2.3.5
• Tenseisusedtoindicatetimeinsentences.OP2.2.3;2.3.3
• Nouns,verbs,adjectives,adverbsandprepositionalphrases,developandelaborateideasandportraypeople,characters,places,eventsandthingsindifferentways.OP2.1.2;2.2.3;2.3.3;CR2.1.1;2.2.1;2.2.2;2.3
• Pronounstaketheplaceofnounstowhichtheyarereferring.OP2.1.2;2.2.3;2.3.3;2.3.4
• Conjunctionsareusedtojointwophrasesorclauses.OP2.1.2;2.2.5;2.3.2
• Punctuationmarks,includingcapitalletters,fullstops,commas,exclamationmarksandquestionmarks,clarifymeaning.OP2.2.5;2.3.2
• Vocabularydescribes,labelsandsequences,andcanrepresentpeople,characters,places,eventsandthings.OP2.1.2;2.2.3;2.3.3;CR2.1.1;2.1.2;2.2.2;2.3
• Auditory,spoken,visualandnonverbalelementsprovidedetailsnecessaryformakingmeaningabouttherepresentationsofpeople,placesandthings.OP2.1.3;2.1.4;2.2.4;2.3.6
Literary and Non-literary Texts - Students develop an awareness of purpose, audience, subject matter and text structure of expository texts:• Textsareproducedforparticularaudiencesandtheirinterests.CU2.2.3;2.3.3
• Formalandinformaltextsarewaysofcommunicatingfordifferentpurposes.CU2.1.1;CU2.1.3
• Non-literarytextsinform,reportoneventsandissues,explain,exploreideas,expressopinions,conducttransactions and negotiate relationships, goods and services, and give directions. CU2.1.1; 2.2.1; 2.3.1
• Non-literarytextscanconveyanopinionthatmaybepositiveornegative.CU2.1.1;2.2.1;2.3.1
• Mainideasandeventscanbesequencedandsubjectmatterdescribed,includingsupportingideasanddetails. CU2.1.2; 2.2.2; 2.3.2
Consistency of Teacher Judgement 50 Consistency of Teacher Judgement
usIng an InQuIry aPProaCh In inquiry-based learning environments, students are engaged in activities that help them actively pose questions, investigate, solve problems, and draw conclusions about the world around them.
Taking ownership of the inquiry process allows students to become independent thinkers and to be engaged in meaningful activities that address and explore the questions they have posed.
Questioning is at the core of inquiry learning and drives the teaching and learning process.
An inquiry approach to learning is a process that includes students:
• formulatingaproblemorquestion
• searchingthroughand/orcollectinginformationtoaddressaproblemorquestion
• makingsenseoftheinformation
• developinganunderstandingof,apointofviewabout,orananswertoaquestion.
Through an inquiry approach students have the opportunity to:
• buildontheirexistingknowledgeandskills
• selecttopicsofinterest
• exploreavarietyofresources(i.e.,books,maps,primarysourcedocuments,websites,videos,audios,photographs)
• selectthebestwaytocommunicatetheirfindings
• sharewithreal-worldaudiences
• beevaluatedonbothprocessandproduct
• evaluatethemselves,theirpeers,theirresourcesandtheprocess.
an engLIsh InQuIry A quality inquiry learning sequence in English is based around a key or guiding question. Students explore the key question, and some supporting questions if appropriate, through a range of texts and language in different contexts.
Students who engage in an English inquiry into a text type within the Expository Genre could investigate and discuss connections between:
How the text is made • Questionscanbeaboutauthor,text,images,words,formatandlayout.
The structure of the text• Questionscanbeabouttexttype,genre,structuresandfeatures,languagestyleandchoice,andgrammar.
How the text relates to life• Questionscanbeaboutmakingconnectionswithexperience,ideasandissues,perspectivesonideasand
issues.
How the author makes choices• Questionscanbeabouttextsasconstruction,linguisticchoice,representation,culturalcontext.
How we might read the text• Questionscanbeabouthowpeoplefromdifferentgroupscouldreadthetext,includinginvitedreadingsand
multiple perspectives.
The literary techniques and devices operating in the text• Questionscanbeaboutlanguage,images,pointofviewand/orlayout.
How texts relate to each other• Questionscanbeabouthowothertextsmaydealwiththesametopic.
The importance of inquiry learning is that students learn how to continue learning, how to be lifelong learners.
Consistency of Teacher Judgement Consistency of Teacher Judgement 51Information Kit 2009
TEA
CH
ING
AN
D L
EAR
NIN
G C
YC
LE
Dec
onst
ruct
ion
Bef
ore
cons
truc
ting
a te
xt w
e ne
ed t
o id
entif
y:
•thefield/subjectmatter
•students’priorknowledge
•meaningfullearningexperiences
•howtoorganiseandrecord
info
rmat
ion.
Con
text
of
Cul
ture
Whatisthesocialpurposeofthis
genre?Whousesit?Why?
Con
text
of
Sit
uati
on
Whatisthesubjectmatter?
Whoistakingpartinthe
communication?(Rolesand
Rel
atio
nshi
ps)
Whatisthemodeandmediumof
communication?
Dev
elop
ing
Con
trol
of
Gen
re
Inde
pend
ent
Con
stru
ctio
n of
Tex
t
Cri
tica
l Lit
erac
y
Stu
dent
s us
e th
e ge
nre
to c
halle
nge
ideo
logy
, the
ory
and
prac
tice.
Pre
para
tion
for
inde
pend
ent
wri
ting
of a
tex
t in
the
sam
e ge
nre
(as
for
join
t co
nstr
uctio
n)
•individualwritingoftextinsame
genr
e in
dra
ft
•consultationwithteachersand
peer
s ab
out
wri
ting
•editing,reworkingofwriting
•criticalevaluationofsuccess
Con
sulta
tion
with
tea
cher
and
pe
ers
may
occ
ur d
urin
g a
draf
t.
It m
ay a
lso
incl
ude
aspe
cts
of
editi
ng e
tc.
Pre
para
tion
Howdoweprepareforthe
join
t co
nstr
uctio
n of
a n
ew
text?
•buildupsubjectmatter
know
ledg
e th
roug
h re
sear
ch
•useguidelinequestions
to s
caffo
ld in
quir
y
Con
stru
ctio
n
Teac
her
guid
es t
he
stud
ents
in jo
intly
co
nstr
uctin
g a
new
tex
t in
th
e sa
me
genr
e.
Join
t C
onst
ruct
ion
Dev
elop
ing
Fiel
d K
now
ledg
eTe
xt
Whatarethefunctionsof
thestages?
Whataresomeofthe
languagefeatures?
Howdoweknowwhatthe
textisabout?
Whatistherelationship
betw
een
the
wri
ter
and
the
reader?
Te
aC
hIn
g T
he
eX
Po
sIT
or
y g
en
re
Oncethetexttypehasbeenselected,teachingoccursfollowingthefourinterrelatedstagesillustratedbelow.Thiscycleisusedthroughouttheyearsofschoolingto
supp
ort
stud
ents
to
syst
emat
ical
ly d
evel
op c
ontr
ol o
f inc
reas
ingl
y co
mpl
ex g
enre
pat
tern
s.
Consistency of Teacher Judgement 52 Consistency of Teacher Judgement
PLannIng an engLIsh InQuIryStudent engagement in learning is enhanced when planning in English is focussed around an inquiry into relevant aspects of text, language or literacy.
What is the English problem to be solved, question to be answered, significant task to be completed or issue to be explored through the interpretation or construction of particular texts?
This involves:
• establishingafocusofinvestigationintothelanguageusedtocreatethetexts to explain, analyse, argue, persuade and give opinions in precise and accurate ways
• exploringconnectionsbetweenthepurpose,texttype,subjectmatter,authorandaudience,modeandmedium in these texts
• introducingstudentstoaprocessthatallowsthemtotalkaboutthelanguageinthetextstheyareinterpreting and constructing.
What the teacher may do What the students may do
Negotiateasocialcontext(subjectmatterandaudience) for this unit with the students.
Suggestoptionsfromappropriatetexttype/swithinthe genre category.
Brainstorm topics of interest and possible audiences.
Participate in formulating a group decision.
Decide on an appropriate text type for presenting the information
Lead the development of an inquiry question that connects the text type and its purpose to the social context.
Participate in discussion to identify possible directions for study.
The teacher:
• createsataskthatenablesstudentstodemonstratewhattheyknowandcando
• decidesonexplicitcriteriatoguidestudentperformanceandteacherjudgementsofthespoken/signed,written or multimodal exposition
• providesafairandequitableopportunityforallstudentstodemonstratewhattheyknowandcando.
What the teacher may do What the students may do
Discuss the task requirements. Ask questions to clarify the task demands.
Specify criteria for the standards of learning achievement.
Discuss what this may look like.
Indicate clear conditions for learning achievement. Discuss areas for negotiation.
Scaffold the assessment requirements with explicit teaching and learning.
Developing Field KnowledgePurpose:toinvestigatetheconcept/topicandthesocialcontextofthenegotiatedtext/s.
This stage involves:
• establishingthestudents’priorknowledgeandunderstandingoftheconceptand social context to be explored in the expository text
• identifyingtheinformationtobeincluded–Whatinformationdowewanttofindout?
• planningexperiencesthatwillprovidetheinformation–Howwillwefindouttheinformation?
What the teacher does What the students do
Establishes the extent of the students’ current knowledge and understanding of the concept and build on it.
UsesaKWLtorecordinformation.
Participate in a discussion around the concept.
Think Pair Share in groups to initiate the discussion.
Before constructing a text we need to identify
• thefield/subjectmatter
• students’priorknowledge
• meaningfullearningexperiences
• howtoorganiseandrecordinformation.
Developing Field Knowledge
Consistency of Teacher Judgement Consistency of Teacher Judgement 53Information Kit 2009
DeconstructionThe purpose of this stage is to provide experiences of the text types being studied.Ithastwoparts–DeconstructionofContextandDeconstructionoftheText.
Deconstruction – Context of Culture & Context of SituationThis step provides an opportunity for students to become familiar with the text type, its social purpose, possible audiences, text structure and textual features, throughimmersioninthegenreandexploringmentor/sampletexts.
The teacher adapts language to meet the learning needs of students in the early phases of learning.
What the teacher does What the students do
Selects a range and balance of texts that are models of the genre to be studied.
Introducesamodel/softhegenretotheclassidentifyingaudienceandpurpose.
Read and discuss the texts.
Asks questions from the point of view of the writer:
• Whowouldwrite/designthiskindoftext?
• Whywouldsomeonewrite/designthistext?
• Whoistheintendedaudienceforthetext?
• Inwhatothersituationwouldyouneedtowrite/designthistext?
Answer questions in small or whole groups.
Asks questions from the point of view of a reader:
• Wheremightyousee/find/read/view/listentothiskindoftext?
• Whowouldbeinterestedinreading/viewing/listeningtothistext?
• Whatinformationwouldyouexpecttofindinthistext?
• Whatsortsofoccupationswouldinvolvereadingandwritingthistypeoftext?
• Whymightyouneedtoread/view/listentoorwrite/designasimilartext?
Answer questions in small or whole groups.
Provides sample texts with headings and text titles.
Provides pictures to support the titles for younger children.
Match headings with the text
Provides sample texts and audiences. Match sample texts with possible audiences
Context of Culture
Whatisthesocialpurposeofthisgenre?Whousesit?Why?
Context of Situation
Whatisthesubjectmatter?
Whoistakingpartinthecommunication?(RolesandRelationships)
Whatisthemodeandmediumofcommunication?
Deconstruction
Consistency of Teacher Judgement 54 Consistency of Teacher Judgement
Deconstruction – Deconstructing the TextThis step provides an opportunity for teachers and students to investigate the way the text is structured to achieve its purpose. Explicit teaching sessions includethewaythetextisorganised–Written:e.g.paragraphstructure,the use of headings, diagrams, graphs, page layout and distinctive language features of the genre; Multimodal: e.g. logos, symbols, storyboard, colours, framing, transitions, focal point, mood sound effects, body language, distances, speed and pace, editing
What the teacher does What the students do
Cloze:Blanksoutwordsthathaveaspecificfunction:topicsentenceineachparagraph, sentence beginnings or processes (verb groups).
Models the activity.
Listen and observe teacher modelling task.
Workindividually,inpairsorsmall groups to complete the cloze.
Sorting: Prepares cut up texts for students to reassemble.
Ordersparagraphsorsequenceimages,matchingtopicsentences,captions,dialogue. Reassembles blocks of text according to generic structure.
Models the activities with text strips or blocks.
Listen and observe teacher modelling task
Workindividually,inpairsorsmall groups to complete the sorting activity.
Providestwotexts-Discussing/Comparing
Asks the following questions or provides task cards:
• Whatisthetextabout?
• Howdoweknowwhatitisabout?
• Whatistherelationshipbetweenthewriter/designerandthereader/viewer/listener?
• Howcanwetell?
• Howisthetext/informationorganised?
• Howdothesentences/sequencesbegin?Isthereapattern?
• Howarethetextssimilar/dissimilar?
• Howisthetextsupported–diagrams,labels,headings,music,lighting,soundeffects?
Answer questions in the whole class.
Workindividually,inpairs,small groups to answer questions on task cards.
Modelslocatingand/oridentifying:
• languagefeatures–tense,conjunctions,processtypesandsequencing
• sentencebeginnings;topicsentences
• emotionsthroughfacialexpression;sound,useofplace.
Watchandlistentothemodelling.
Individual, pair, small group work on highlighting specific aspects of texts.
Text
Whatarethefunctionsofthestages?
Whataresomeofthelanguagefeatures?
Howdoweknowwhatthetextisabout?
Whatistherelationshipbetween the writer and the reader?
Deconstruction
Consistency of Teacher Judgement Consistency of Teacher Judgement 55Information Kit 2009
Joint ConstructionThisstagehastwosteps–PreparationandConstruction.Itenablesstudentstobuild a new text on the basis of shared experiences and knowledge of language features of the text type. The teacher scaffolds the process by modelling and reworking.
Preparation
This step allows students to build up their field knowledge and provides an opportunity for students to locate, extract, analyse and organise relevant information in a way that is appropriate to the genre.
What the teacher does What the students do
Leads the students in Defining the task by asking questions such as:
• Whatdowereallywanttofindout?
• Whatisourpurpose?
• Whatdoweneedtofindthisout?
• Whatarethekeyideas,thewords/imagesthatrepresentthetopic?
• Whatdoweneedtodo?
• Whatgenresareappropriatetothetopic?
• Whoistheaudience?
Consider these questions when working individually, in pairs or small groups to help them define the task.
Leads the students in Locating the information by asking questions such as:
• Wherecanwefindtheinformationwewant?
• Whatdowestillneedtofindout?
• Whatsourcesandequipmentcanweuse?
Consider these questions when working individually, in pairs or small groups to locate the information they need.
Brainstorm and record a list of resources and sources.
Create own set of resources.
Leads the students in Selecting the Information by asking questions such as:
• Whatinformationcanweuse/leaveout?
• Howrelevantistheinformationwehavefound?
• Howcredibleistheinformationwehavefound?
Consider these questions when working individually, in pairs or small groups to select the information they need.
Provides models of ways to organise the information appropriate to the genre. Use the organisers to collate information.Proformas
Retrieval charts
Storyboards
Tables
Notes
Flow chart
Construction of TextThis stage provides an opportunity for the teacher to scaffold the writing of the text through negotiation and interaction with students. At this stage the teacher can use ‘think alouds’ and questions to guide the students into understanding the text structure and language features as well as developing drafting, editing and proof reading skills. The teacher needs to be confident with the language features of the genre in order to guide the structure and wording of the text.
What the teacher does What the students do
Scaffolds the writing of the text by asking questions, thinking aloud, suggesting, modelling language features, drafting and editing.
Participate with the teacher in whole class or groups to write the text.
Discusses the presentation of the text - diagrams, maps, video, chart, brochure, booklet, blog, website, photo story.
Make suggestions for presentation.
Preparation
Howdoweprepareforthejoint construction of a new text?
• buildupsubjectmatterknowledge through research
• useguidelinequestionsto scaffold inquiry.
Joint Construction
Construction
Teacher guides the students in jointly constructing a new text in the same genre.
Joint Construction
Consistency of Teacher Judgement 56 Consistency of Teacher Judgement
Independent ConstructionThis stage has two steps, preparation and individual writing. It also includes critical literacy. In this stage the teacher’s role is vital in providing demonstrations, guidance and support as the students move through the steps that were modelled during the joint construction stage, either individually, in pairs or in groups depending on their confidence with writing. Students’ attempts and approximations of the genre are important at this stage.
PreparationIn this step the students locate, extract and organise relevant information.
What the teacher does What the students do
Demonstrates and guides strategies for starting a new topic.
• Brainstorming
• Clustering
• Conceptmapping–identifyingkeywords.
Questions concept mapping.
Select a topic,
- independently construct a text using same information collected for the joint construction
- with the same theme but a different subject matter
- within the same broad theme.
Use the strategies for locating, extracting and organising information.
Individual Writing of TextThis step involves students drafting, consulting, editing and publishing text.
What the teacher does What the students do
Is available to work on drafting, consulting and editing with students.
Uses learning statements and standards as a focus for the conversations.
Identifies steps needed to achieve the standards.
Keeps a checklist of student achievement and needs as an indication for possible whole class planned teaching/learningactivitiesduringthisstage.
Discuss drafts with the teacher, peers or other support staff.
Reflect on the construction of the text when editing, redrafting, and rewriting.
Models the editing process. Edit writing.
Suggests tools for publication and supports students in publishing their work.
Publish.
Derewianka, B. (1990). ExploringHowTextsWork.Newtown:PrimaryEnglishTeachingAssociation.
DSP literacy Project. (1989). The Report Genre. Sydney: Metropolitan East Disadvantaged Schools’ Program.
Murray,N.&Zammit,K.(1992).The Action Pack. Animals. Sydney: Metropolitan East Disadvantaged Schools’ Program.
Hunt,I.(2004).SuccessfulJointConstruction.Pen96.Newtown:PrimaryEnglishTeachingAssociation.
Critical Literacy
Students use the genre to challenge ideology, theory and practice.
Independent Construction of Text
Individual writing of text in same genre in draft
Consultation with teachers and peers about writing
Editing, reworking of writing
Critical evaluation of success
Preparation for independent writing of a text in the same genre. (as for joint construction)
Consistency of Teacher Judgement Consistency of Teacher Judgement 57Information Kit 2009
WorKIng aT The grammaTICaL LeVeL of The TeXT Explicitly teaching the grammar of the particular text type within the Expository genre assists students in improving their learning about how language works. In best practice in the teaching of English, the teacher and the student develop a language to talk about the language. In classroom interactions the teacher models the grammar to meet student learning needs
grammar: Whole of Text LevelWhole texts are comprised of clauses that are linked using a range of increasingly complex sentence structures and cohesive devices that suit the purpose and text type including:
•grammaticalpatterns and features e.g. theme position and sentence structures
•repeatedorrelatedsentencepatterns, phrases or words across several clauses
•conjunctionstojoinclauses
•patterns of and particular choice of words.
Clause A clause is the basic unit of meaning in Standard Australian English.
A clause:
• conveysamessage
• usuallycontainsaverborverbgroup
• usuallyprovidesinformationabout:
o what is happening
o who is taking part
o the circumstances surrounding the activity (when, where, how).
COHESIONRepeated words
Texts are held together by repeating words particularly nouns and verbs.
Related words
Texts are held together by the related words or word groups within a text.
Pronouns
Texts are held together by pronouns that refer back to nouns, noun groups or clauses e.g. The barn smelled of hay. It smelled of rope.
grammar: sentence and Clause LevelTypes of sentences: There are four basic types of sentences.STATEMENTS QUESTIONS COMMANDS EXCLAMATIONS
The type of sentence used is often determined by the text type. An author can choose a particular type of sentence. The type of sentence used can indicate the mood of the text.
Simple sentence: A simple sentence contains a single clause. The clause is an independent clause because it can stand alone and make sense by itself e.g.
Lester poked Clyde with a stick.DidClydegetmad?Get out of here!
Compound sentence: A compound sentence contains two or more independent clauses. Each clause in the compound sentence can stand alone and make sense by itself. The clauses may be linked together by conjunctions such as ‘and’, ‘but’ and ‘or’ e.g.
Clyde turned away and he would not speak.Lester could hide in the pond or he could find a new home. Hesetoutatduskbuthereallywantedtostay.
Consistency of Teacher Judgement 58 Consistency of Teacher Judgement
grammar: Word group and Word Class LevelWORD GROUPS Word groups are the smaller groups of words that have a particular function in a clause:
• participant,process,attributeandcircumstance
• noungroup,verbgroupandprepositionalphrase.
Noun groups
Noun Groups:
• provideinformationaboutpeople,places,thingsandideasthatareinvolvedinaclause
• arebuiltonorformedaroundanoun
• containaheadnounandattributestoaddmeaningordescriptionabouttheheadnoun
• describetheparticipantsinaclause.
A noun group:
• canbeasinglenoune.g.Mary had a little lamb.
• canincludeanarticle,pointingword,orpossessive(determiner)e.g.The boywaslazy.This little piggy went to market. The king’s mencouldn’tputHumptytogetheragain.
• canincludeoneormoreadjectivese.g.Maryhada little lamb. Ten fat sausages weresizzlinginapan.
• canincludeoneormoreprepositionalphrasesthatdescribethenoune.g.The girl with the ragged clothes was Cinderella.
• canincludeoneormoreadjectivalclausesthatdescribethenoune.g.Therewasanoldladywho swallowed a fly. This is the house that Jack built.
The adjectival clauses often begin with who, whom, whose, which, that and where, which refers to the preceding noun group.
Sometimes the ‘wh’ or linking word (relative pronoun) is left out e.g. This is the house Jack built.
Participants:
• arethepeople,places,thingsorideasinaclause
• canbenouns,noungroups,pronouns.
Attributes:
• areusedtodescribeparticipants
• canbeadjectives,adjectivalphrasesandadjectivalclauses.
Verbs and verb groups
Processes:
• aredoingoraction,being,saying,orthinkingpartsofaclause
• canbeverbsorverbgroups(includingadverbs,modaladverbsandauxiliaryverbsormodals).
Circumstances:
• arethingsthatsurroundtheeventinaclause(how,when,whereandwhy)
• canbeadverbs,adverbialphrasesandadverbialclauses.
Consistency of Teacher Judgement Consistency of Teacher Judgement 59Information Kit 2009
WORD CLASSESWord Classes describe or name the word in a word group:
OpenwordClasses:noun,verb,adjective,adverb
ClosedWordClasses:pronoun,preposition,conjunctionandarticleordeterminer
Nouns are words that:
• namepeople,places,thingsandideas
• carryinformationaboutsingularorpluralnatureoftheparticipants.
Pronouns are words that:
• standintheplaceofanounornoungroup.
Adjectives are words that:
• addmeaningordescriptiontoanoun
• cancarryinformationaboutpossessive.
Adjectival phrase is a group of words that:
• beginwithaprepositionthataddsmeaningordescriptiontoanoun.
Adjectival clause is a group of words that:
• beginwitharelativepronoun,who,whom,whose,which,thatandwhere,thataddsmeaningordescriptiontoa noun.
Determiners are individual or a group of words that:
• aredependantonthenountheycomebefore
• determinewhichorwhoserelatedtothenoun
• maybeanarticle,pointingwordorpossessive(thislevelofdetailedterminologyisnotessentialforstudents,but is included for teachers to develop understanding)
- an article (which one): a, the, an
- apointingword(whichone/s)this,these,those,that
- possessive (who owns it): Mary’s, my, his, their, your.
Verbs are words that:
• aredoing,being,having,sayingorthinkingwords
• maystandalone(finiteverbs)e.g.Idance.
• mayneedotherwordstobecompletee.g.Iwanttodance.
• mustagreewiththeheadnouninnumberthatisthesubjectofaclause.Singularnounhasasingularverband a plural subject has a plural verb.
- The boy is here.
- The boys are here.
- The horse with two red stirrups was running. The horses with two red stirrups were running.
• mustagreewiththeheadnouninperson:first,secondorthirdpersonnounwiththeappropriateverb
- I like ice-cream. (first person)
- Helikesice-cream.(thirdperson)
• carrytenseinformation
- past tense e.g. Dinosaurs lived a long time ago.
- present tense e.g. Dinosaur models are at Queensland Museum.
- future tense e.g. More displays will be coming to the museum.
- timeless present tense e.g. Dinosaurs are members of the reptile family.
Adaptedfrom:www.qsa.qld.edu.au/yrs1to10/kla/english/support_materials/open_trial/day_1_part_3_grammar.doc
Consistency of Teacher Judgement 60 Consistency of Teacher Judgement
English ResourcesTeaching the Exposition Genre P-3 Resources ‹
Years 4 & 5 Resources ‹Years 6 & 7 Resources ‹Years 8 & 9 Resources ‹
Ye
ar
s 4
& 5
R
es
ou
rc
es
Consistency of Teacher Judgement Consistency of Teacher Judgement 61Information Kit 2009
years 4-5engLIsh foCus for 2009 expositions
Resources to support learning and teaching This resource package provides support materials for teachers of English in Years 4 and 5. These materials have been prepared to assist teachers plan, teach, assess and moderate in the Key Learning Area of English based on the following documents:
English Syllabus 1-10 Sub-strands •SpeakingandListening •WritingandShaping
English Essential Learnings - QCAR framework Organisers •SpeakingandListening •WritingandDesigning •LanguageElements •LiteraryandNon-literaryTexts
Please note:
The resources in the following pages of this kit are provided for teachers to:• useasmodelstosupportthedesignoftheirownlearningactivitiesandassessmenttasks• adaptthemtosuittheirparticularstudentgroup/sandlearningcontext• implementaspresented.
Requirements for 20091. All teachers of English in P-9 select a text type from the genre category of Expositions (see Figure 1, Page 58)
that is developmentally appropriate for the phase of learning.
2. Teachers plan, teach, assess and make judgements about students’ achievement in the focus text type.
3. Teachers use this data to participate in moderation activities within and between schools.
Teachers of Years 4 and 5:
o identify a context (connected or English specific) that provides students with an opportunity to construct a text type for the purpose of explaining, analysing, arguing, persuading and giving opinions
o develop criteria that support the making of teacher judgements about the standard of achievement
o annotatestudentsampleofaspoken/signed,written,ormultimodalexpositorytext
o make judgements about students’ learning and development.
ConTenTs.. . . . . . . . . . . . . Page
Expository Genre ............................................62
Distinguishing features of text types within the Expository Genre ......................63
Mentor Texts ................................................... 71
Annotated Text Models .............................. 72
Annotated student work samples with accompanying criteria....................... 73
Analysing student texts .............................. 75
Focus of assessment ..................................76
Using an Inquiry Approach ........................ 78
Teaching the Expository Genre ............... 79
Planning an English inquiry ........................ 80
Workingatthegrammatical level of the text ................................................ 85
Consistency of Teacher Judgement 62 Consistency of Teacher Judgement
eXPosITory genreTraditional, contemporary and everyday non-literary texts use language in precise and accurate ways to explain, analyse, argue, persuade and give opinions.
This genre category of Expositionsincludesawiderangeoftexttypeswhichcanbepresentedinspoken/signed,written, or multimodal modes.
Types of Expository texts include:
• Explanation–usedtoexplainscientificallyhoworwhythings(phenomena)orprocessesoccur
• Discussion–usedtolookatanissuefromarangeofperspectives,beforemakingajudgementorrecommendation
• Analytical Exposition–usedtosupportandreiterateapointofview(thesis)withlogicalargumentsandevidence
• Persuasive text–seekstoargueorpersuadeandintendedtoconvincereaderstoacceptparticularperspectives or points of view
• Reflective text –reflectsoneventsandexperiencesandmayalsobepersuasive.
Figure 1 indicates the text types that students in Years 4 and 5 can engage with. A full diagram indicating all thetexttypescoveredfromPto9isincludedintheEnglishOverviewintheintroductorysectionoftheCTJInformation Kit.
*explanation (s, l, r, v, w, d)
*informal debate (s, l)
*
discuss
ion(s, l, r,
v, w, d)
*advertisement (s, l, r, v, w, d)
Traditional, contemporary and
everyday non-literarytexts use language in
precise and accurate ways to explain, analyse,
argue, persuadeand give opinions
Early years P-3
Middle Years 4-5 M
iddle Years 6-9
To Senior Years
*documentary film (r, v)
s: l: r: v: w: d:
speakinglisteningreadingviewingwritingdesigning
Figure 1
Consistency of Teacher Judgement Consistency of Teacher Judgement 63Information Kit 2009
distinguishing features of text types within the expository genre(Materials in this section are adapted from English in Years 1 to 10 Queensland syllabus materials, A guide to genres in English, Department of Education, Queensland, 1994)
The purpose of this material is to describe the distinguishing features of text types within the Expository genre. It is for teacher reference. It assists teachers to identify and select features of text types that their students need to learn.
Informal debateStudents who participate in debates have an opportunity to explore, listen, and enjoy learning. Debates give students additional opportunities to hear their classmates’ views and to express opinions regarding topics that matter to them. They also help students make important decisions and become critical listeners. The informal debate helps students to work together to understand common problems.
Informal debate has a number of advantages:
• Debatingreflectsthelearningprocess.Debateestablishesextremes,allowingtheviewersandparticipantstoseetheareas in between more clearly.
• Debatingallowsstudentstoexploreideasandargumentsinanon-threateningatmosphere,becausepresentationalguidelines are provided.
• Debatingisaneffectivemethodofacquiringknowledge,asargumentsneedtobesupportedbyrelevant,accurate,andcomplete information.
• Studentswhodebateinformallylearntorecognizetheelementsofagoodargumentandtodevelopfurthertheirabilities to speak confidently.
Before an Informal Debate
Some guidelines include the following:
• TeachersandstudentsdecideonatopicrelatedtomaterialbeingstudiedinEnglish.Brainstormingisonewaytogenerate ideas.
• Whenanumberofideashavebeendiscussedandatopichasbeenchosen,twogroupsofstudentsmaybeformed.Withineachgroup,individualstudentsorpairsmightberesponsibleforcertaintasks(e.g.developinganalogiesorrebuttals). Students who watch the debate on one occasion will have a chance to be the debaters next time.
• Drawupachecklistofguidelinesforpreferreddebatingpractice(e.g.asuggestedtimelimitforeachspeaker,theimportance of listening carefully to the other side’s arguments, the need for close cooperation within the group).
• Researchandlearnsomebasictypesofargumentsoftenusedindebate.Forexample:
o The Straw Person Argument - the practice of supporting a weak viewpoint that is opposite to your own for the purpose of revealing its weaknesses.
oArgumentusing“Definition”-thepracticeofpersuadinganaudiencethatyourdefinitionofaparticulartermisthecorrect or accepted one, and then basing your argument on that definition.
oAdmissionofUncertainty-givingup“alittle”whereitwillnotharmyourargumentinordertowinamoreconclusivepoint where it will benefit you the most.
o Clarifying through Analogy - describing a situation or event by comparing it to another situation or event which is immediately relevant to your audience.
The goal of informal debate should be to achieve the fullest possible explanation of both sides of an issue.
During an Informal Debate
Some guidelines for informal debate:
• Studentsjoingroupsofsixorlesspeopleandtake15-20minutestopreparearguments.Theyshouldchoosepresenters for each of the arguments. The presenters speak in turn, after each member on the other side makes a point.
• Studentsshouldbesurenottorepeatargumentspreviouslypresented,andensurethatarecorderismakingalistofall points being made.
• Debatersmustremembertofocusonthearguments,nottheparticipants,astheylistentothedebate.
• Studentsfrombothsidescontinuetheroundsofdebateuntilnonewargumentscanbemade. Whenallargumentsfrombothsideshavebeenpresented,ateacher-leddiscussionshouldtakeplace.
continued overpage
Consistency of Teacher Judgement 64 Consistency of Teacher Judgement
Some of the suggested topics for discussion are as follows:
• Ofwhatqualitywerethepresentedideas?
• Whichargumentsseemedmostconvincing?
• Whatideaswereraisedthatindividualsmaynothaveconsidered?
• Whichideasmayhavechangedcertainstudents’thinking?
Itisnotnecessary,andinmanycasesnotadvisable,todeclarea“winning”groupforaninformaldebate.However,iftheteacher and students decide they will declare a winner, then the following way of establishing a winner could be followed:
• everyvalidandoriginalargumentmadebyeachgroupshouldreceiveamark
• nomarksaregainedforrepeatinganargument
• thegroupwiththegreatestnumberofmarkswins.
Teachers and students could negotiate on the criteria to establish a winner.
After the Informal Debate
Students may reflect on the debating activity in an individual manner. This might best be done in written form, because much discussion will already have taken place. Students might:
• comparewhattheylearnedduringthedebatetowhattheyknewbefore
• researchatopicofinterestthathasarisenduetohearingthedebate
• commentontheadvantagesordisadvantagesoftheinformaldebate
• writealettertoateacherorfriendexplainingtheconcernstheyhaveafterlisteningtothedebate.
English Language Arts A Curriculum Guide for the Middle Level http://www.sasked.gov.sk.ca/docs/mla/listen.html#debate
Consistency of Teacher Judgement Consistency of Teacher Judgement 65Information Kit 2009
debate
Important aspects
Debate is a formal way to come to a decision using rules and protocols established by an organisation, such as parliament, or by other conventions. It is mediated by a chairperson. The essence of debate is that speakers, within set limits, have the opportunity to speak for or against a proposal, trying as they do so to convince others to accept the argument of a particular point of view before a decision is made.
Relationship with other genres
• buildsoninformalspokendiscussionwhichdoesnotalwaysleadtoadecision• canleadtocompetitivedebating• issimilartopublicandpersuasivespeechesinitspersuasivetechniques• canbeafeatureofformalmeetings
Con
text
Social Purpose • toexpressopinion,topersuadeotherstoapointofview,tocometoadecision,canalso include to entertain
Aspects of social context
Debate, a form of public persuasive speaking, is part of a culturally valued tradition of decision making. It is widely used in schools and as part of conflict resolution. Successful speakers have good rhetorical skills and can use the genre for their own purposes. Its formal context can exclude groups who have not learnt how to participate in it.
Subject Matter • issuesaffectingtheorganisation/groupconcerned• businessoftheorganisation/group
Roles• arewelldefined• speakersareadvocatesforapointofview• chairpersonhastheguidinghand
Relationships
• areformalforthechairpersonwhohaspowertochoosewhospeakswithintherules of the organisation, and to ensure that the rules are kept, and that votes are taken according to approved conventions
• speakerschoosetobefriendlyormoreformalaccordingtowhatsuitstheirpurposes and a particular audience
Mode • isspoken• canbewritten,transcribed
Medium• inHansard,interviews• usuallyface-to-facecommunicationingroupssuchastheclassroom,parliament• canbevideoconferencing,teleconferencing,online
Sig
nific
ant
text
ual f
eatu
res
Generic Structure
• selectionofspeaker• speakersupportsoropposesproposal• vote/decisionThe first two stages are repeated until all who want to speak have spoken, or until the chairperson or the regulations governing debate calls a halt.Includes:• useofrelatedwords.Atechniqueistoparaphraseanotherspeaker’swordsusing
synonyms with negative connotations.• useofrepetitionofownandothers’wordsandphrasesforemphasis• canbeconventionalinformaldebates,forexample,addressingamemberof
Parliament as the honourable member• canbefactualbuttendstobemainlyemotiveasitisusedtosupportthepointof
view of the speaker
Mood
Modality
• interrogative:rhetoricalquestionsareafeatureofpersuasive speaking as in Whatdowewantforourchildren’sfuture?
• imperativeasinVote for Dave, your local candidate• expressesstrongobligationasinWemust act now• anexperiencedspeaker’slanguagesoundsmorewritten
than spoken, with longer sentences, embedded clauses and nominalisations (secondary students)
GrammarIntonations and Rhythm
• areusedforrhetoricalpurposesasinrhythmicalpatterns accompanied by table thumping for emphasis
• exaggerationoftheseisafeatureofpublicspeaking
Nonverballanguage • includesfacialexpressions,gestureandstance,oftenexaggerated for effect.
Consistency of Teacher Judgement 66 Consistency of Teacher Judgement
discussion (written)
Important aspectsThe discussion text type is important in our democratic society as part of decision making. It is meant to examine all sides of the issue before coming to a conclusion. Howeveritisimportanttorememberthatalltextsreflectaparticularpointofview.
Relationship with other genres
• isadevelopmentofthespokendiscussion,wherethetopicisexploredbutnotalways resolved
• cancontaindescriptionsandexplanations• caninvolveresearchskillsincludingnotemaking
Con
text
Social Purpose• toexamineissuesfullyandmakerecommendationsdependingonopinionor
based on evidence
Aspects of social context
Business and government often require specialist advice and discussion before making decisions based on evidence. Students can be asked to write a discussion to explore a topic from different points of view or to assess whether they have understood all aspects of a topic.
Subject Matter • isvaried—usuallyatopicwheretherearedifferentpointsofview
Roles• thewriterasexpert,aresearcherorasapersoninterestedinatopic• thereaderasaninformationseeker
Relationships• usuallyformal,althoughitdoesdependontheaudience.Thewriterhaspower
to choose the information and recommendations they want to present and the reader can reject them.
Mode • written
Medium • awiderangefromschooltaskstopublisheddocuments
Sig
nific
ant
text
ual f
eatu
res
Generic Structure
issue - can include a preview
arguments for- consisting of a point and an elaboration of it with some
details, evidence, examples
arguments against- consisting of a point and an elaboration of it with some
details, evidence, examples
Cohesion • conjunctions- time/sequencesuchassecondly, finally- causal such as because, so
Vocabulary• factual,canincludesometechnicallanguagedependingonthesubjectandthe
audience
Grammar
Participants- mainly generic non-human as in computers and human
as in families
Processes
- present-tense verbs tell about actions that are happening now, or all the time
- modality gives information about the certainty involved (high, medium low) as in must, ought to, should, I think, may, might
Consistency of Teacher Judgement Consistency of Teacher Judgement 67Information Kit 2009
documentary film (Viewing)
Important aspects
The most common documentary films are usually begun by a television channel with a certain budget wanting to fill a particular timeslot for a particular audience. Although the finished product may seem to be factual, these and other factors mean that it is constructed from a particular angle or point of view. The viewer needs to be aware the text is constructed and not accept the documentary as absolutely factual.
Relationship with other genres
• isflexibleandcomplex• canbebasedonanexposition,adiscussion,arecount,oranygenreswhichsuitthe
subject matter and the maker’s processes• cancontainmanygenresincludingexplanations,descriptions,recounts,anecdotes,
interviews• istheaudiovisualequivalentofthefeaturearticle• involvesresearch,note-taking,interviewing
Con
text
Social Purpose• toexplain,analyse,exposeandexploreevents,phenomenaandissues• canalsoincludetoentertain
Aspects of social context
The social context strongly influences the range and scope of documentaries. Documentaries that are entertaining, educational or enlightening set excellent standards for the life-long movie watching habit that begins in childhood. Subjects and the content need to be appropriate for children, but they don’t always have to gloss over hardships and problems.
Subject Matter
• awiderangewhichincludestopicalissues,nature,people,events,trends,history,science
• canbeselectedforitstopicalinterest,universalappealtoanagegroup,theinterestof the filmmaker
• asitisavisualmedium,theavailabilityofvisualmaterialinfluencesthefinalshapeofthe documentary
Roles
• thedocumentary-maker/producer,though,asinfilmmaking,thisisusuallyacollaborative activity
• thepresenter/narrator• thepeopleinthedocumentaryassubjects,witnessesorexperts• theviewerasinformation-orentertainment-seeker
Relationships
• thetelevisionchannelordocumentary-makermakeschoicesbasedonthetargetaudience and how they are to be positioned in relationship to the documentary, for example educated, entertained
• someviewerswillacceptthemainmessagesofthedocumentary;otherviewerswillbe aware of its point of view and how it tries to influence the viewer
Mode
- visual- spoken- auditory- written, including title, credits, subtitles, written information, labels on diagrams
Medium - television, DVD, online, movie
continued overpage
Consistency of Teacher Judgement 68 Consistency of Teacher Judgement
documentary film (Viewing) cont’d S
igni
fican
t te
xtua
l fea
ture
s
Generic Structure
The generic structure is varied. Each documentary will have to be analysed individually toseewhatgenre/sthemakersusedandwhy.Thefollowingisanexampleofhowexposition might be used:
title - can indicate a point of view, as in Rainforest, our vanishing heritage
- can be eye-catching rather than informative as in Invisible enemies
*background - title sometimes follows this
thesis - oftengivenbypresenter/narratorasavoice-overortalkinghead
- can be implied in the visuals
arguments - in selected and sequenced visual material with or without voice-over and music
- in interviews- in images, such as computer graphics, maps, graphs,
diagrams
conclusion - canbearestatementofthepointofview,inimagesand/orspoken or written words
- canincludesummingupofevidence,inimagesand/orspokenor written words
- canincluderecommendation/s.
* An optional stage of the genre
Visual cohesion
• Repetition - of techniques such as the handheld camera- of images such as sea creature images in a Barrier Reef
documentary
• Conjunctions - the type of transition that often denotes time, for example a slow fade shows passing of time
- parallel editing or cutaways where two events are running parallel, and the film cuts from one to the other to show contrast
Visual language
Somefeaturesarementionedabove.Othersare:
• Technicalcodes
- lighting which can contribute to the atmosphere- different camera techniques such as time-lapse photography- camera angles, for example a low angle makes the subject
seem more imposing- selection and ordering of shots can give powerful messages- composition and type of shot such as close-up, medium or long
shot
• SymbolicCodes - titles and written information- their style such as graphics, type of print, background- placement, at the beginning or after a segment of film
See Constructing Realities: Media Curriculum Guide for Years 1 to 10 and Using visual texts in primary and secondary English classrooms for more details.
Nonverbal language
• lookingstraightatthecameragivesthepresenterauthority• smiling,andotherfacialexpressionsconveytheparticipant’sattitudes• othernonverballanguagesuchasfoldedarms,canalsoindicatetheparticipants’
attitudes• whereactorsareused,theirbodylanguageconveyscertainmeanings
Vocabulary• canbetechnical,informativeoreverydaydependingonthesubject• canbeemotiveorfactual,dependingonhowtherelationshipbetweentheviewerand
the image and the image-maker is to develop
Grammar
Mood - interrogative:questionsinvolvetheviewerasinWhatfuturedoyouwanttohave?
Modality - where the presenter expresses own opinions as in Ithink…- sometimes the origin of the opinion is hidden as inItseems…
Intonation and rhythm
• natural,unrehearsedconversationscontrastwiththemoreregularintonationandrhythm of the presenter’s script, even if it is written in a more spoken style
Pronunciation • varieswiththedifferentpeopleinthedocumentary.
Consistency of Teacher Judgement Consistency of Teacher Judgement 69Information Kit 2009
explanation
Important aspectsExplanations account for how and why things came to be as they are. Explanation is a foundational genre, and is found as part of a wide variety of texts and contexts.
Relationship with other genres
• canbepartofproceduresandreportgenres• cancontaindescriptions• canalsobecalleddescribingaprocess• canbeaccompaniedbyvisualssuchasdiagramsorflowchart
Con
text
Social Purpose • toexplainhowandwhythingscametobeastheyare
Aspects of social context
Explanations are a widely-used genre in the community as well as across all subject areas in the school context, especially in science, the social sciences, health and physical education.
Subject Matter • thethingbeingexplainedandtheprocessesinvolved
Roles• thewriterasexpert• thereader,whocouldbealearneroranotherexpert,dependingonthecontext
Relationships
• degreeofformalitydependsontheaudienceandtheirexpertise,forexample,explanations written for children frequently adopt a friendly tone, avoiding technical language and addressing the reader as in Youcanseeinthediagram…. Students at this level are beginning to move to more objective, factual language.
Mode • spoken• written• visual
Medium • awiderangeincludingencyclopaedias,textbooks,onlinesites
Generic structure
title- forthesestudentshow/whystatementsareused,asinHow
to use a classroom blog.
a general statement
- which positions the reader and can have the function of classifying and describing the particular phenomenon or process to be explained
a sequenced explanation
- a sequence of logical steps in a process developed in paragraphs
Cohesion • Conjunctions- time/sequencesuchassecondly, finally- causal such as Asaresult…
Vocabulary• usuallyfactual• subjectspecificasindownload links moving towards the technical HTML. This
depends on students’ level of knowledge and the audience and subject matter.
Grammar
Participants - can be non-human and generalised such as mountains rather than Glasshouse Mountains
Processes - manyMaterial/doingverbssuchasPeaks tower above the eucalypt forests
Timeless present tense
- as in walks, explores because the action is seen as going on all the time
- If the explanation is historical, the past tense is used.
Visual language • diagrams,flowchartsandothervisualscancarryallorpartofthemessage.
Consistency of Teacher Judgement 70 Consistency of Teacher Judgement
Persuasive Text (advertisement)
Important aspects
Wearetargetedatanearlyagebyadvertisersandthiscontinuesthroughoutallstagesoflife.Weneedtobeawareofthepersuasivepowerofadvertisements,andhavethetools to analyse them critically so that we do not buy things we do not need, and choose wisely the things we do.
Relationship with other genres
The display advertisement or commercial:• buildsonbuyingandsellinggenres• canadaptothergenresincludinginstructions,forexampleBuy now. Don’t delay. Go to…andsave,and signal procedures as in Three steps to a healthier you.
• isplacedonbillboards,magazinesandwebsitesbytheadvertiserwhobuysthatspace• hasthesamepurposeascommercialsseenonTV,DVDsandbeforemovies
Con
text
Social Purposes• topersuadepeopletobuyaproductoraservice• canalsoincludetocreateaneed,toentertain,toinform,tomakemoney
Aspects of social context
A great deal of money and research goes into campaigns to persuade us to buy one product and not a rival one. Groups in society have become more critical of advertisements when they use stereotypes or exploit people.
Subject Matter • productsandservices,andtheenvironmentinwhichtheyareused
Roles• advertiseraspromoterofaproductandalifestyle• potentialbuyer
Relationships
• theadvertiserhasatargetreadergroupandtheadvertisementisdesignedtoappealto them, offering to fill a need, which can be genuine or created by the advertisement itself
• thepotentialbuyercangiveintotheappealoftheadvertisement,orresistitspersuasion
Mode • written• visual• multimodal
Medium • magazines,newspapers,billboards,onlineanddigitaltexts
Sig
nific
ant
text
ual f
eatu
res
Generic structure
A display advertisement has usually one or more of the following basic features, in words and/orimages: o headline o name of product or service o description of product or service o price of product or service o seller of the product or service.The layout has to be eye catching and simple, with easy to read large bold print and images.
Cohesion
• useofwordsrelated to
- the product such as music, hip hop artist, beat, rhythm- the image such as fun, funky, kids- the selling point such as cheapness, popularity, fashion
• repetitionofwords
- Save! Save! Save! is an easily recognisable slogan
Vocabulary
• wordsrelatedtoproduct,imageandsellingpoint• canbefactual,emotive,technical,everyday,inventiveasinmade-upwords,playon
words: it depends on the audience and on the advertising strategy• canusemanysuperlativessuchasbiggest, best, cheapest
Grammar
Participants - You and we can be used to involve the reader as in Weknowyou expect the best
- attributes such as funky, never-before-price-busting music package are used frequently
Mood - imperative: commands are frequently used as Buynow,Hurryondownto…
- interrogative: questions are often used to involve the reader, as in IsittruewhattheysayaboutAussiekids?
Modality - often expresses certainty and urgency, as in You must act now, It won’t last.
Tense - present-tense verbs tell about actions that are happening now, or all the time
Consistency of Teacher Judgement Consistency of Teacher Judgement 71Information Kit 2009
Sig
nific
ant
text
ual f
eatu
res
Spelling • canbephonetic,especiallyinadvertisements,forexamplekreepy,skool
Punctuation• exclamationmarksareusedoften• isnotalwaysstandardandisoftenomitted
Visual language
Graphic design
• Typeface - variedsize,styleasinboldtypeface,italics,andfont- varied for special effects, for example old English font often used
for Christmas messages- used unconventionally, for example small print in the middle of a
large white space- graphics - boxes, shading and colours- indenting and dot points often where there is a long written text
• Layout - the top left-hand side is a position of importance because we look there first
- often the picture is at the top, then the caption, then the text
• Images - in logos- colour used for associated meanings, for example green may be
restful and associated with nature - can be drawings, photographs, art reproductions- angle at which the viewer sees the image, for example a low
angle makes the image imposing- the framing of the shot, for example, what the focus is, what is
cropped.
For further information see Constructing Realities: Media Curriculum Guide for Years 1-10 and Using visual texts in the primary and secondary English classroom.
menTor TeXTsMentor texts are published texts. They are quality examples of the kind of writing and designing being required of students. As authentic texts they demonstrate writing for an authentic purpose and intended audiences and serve to show the students how to construct the text type well.
The students are introduced to the text as readers. They are then helped to identify the writing skills and strategies the author is using to achieve a particular purpose within particular stages of the text.
This engagement with the mentor text is highly-focused and short and does not need to deal with the whole text at a particular ‘reading’. The use of mentor texts demonstrates for students the power of the connection between reading and writing.
Reference:DorfmanL.R.&CappelliR.(2007)Mentor Texts. Portland, Maine: Stenhouse Publishers.
Consistency of Teacher Judgement 72 Consistency of Teacher Judgement
annoTaTed TeXT modeLsIf students are to write in a particular genre successfully, they need to become familiar with its purpose and features through immersion in the genre by exploring sample texts.
The teacher, as a writer, composes a text which is similar to the one to be written later as a joint construction by the class, and then independently by the students. This text is a model of criteria at an A standard.
In the Modelling Phase when students are being exposed to examples of the selected genre and text types, the teacher is able to plan explicitly and use the metalanguage, the language for talking about language and texts, with students. This explicit teaching develops students’ understanding of the genre category and the particular texttype–itspurpose,structure,textorganisation,languagefeaturesandthecraftingofwritingtoinfluencereaders.
year 4/5: an explanation
How to use a classroom wiki
A wiki is a type of collaborative website. It lets students communicate online and work together to plan a group project in their class or with other classes.
First a class wiki is set up using a website like Wetpaint.com.Thissiteletsstudentsadd,removeand change their ideas in their project.
Nextagroupofstudentscansignintothewikisitewhenevertheywant.Whentheyaddtheirideastothe wiki, each visitor has to use the Edit button and the Save button. All the team members can see the changes.
The web page changes into a document when a member of the group clicks the edit button. The student contributes their ideas and starts to build theonlinecontent.Whentheyhaveaddedtheirideas they click Save and the document becomes a web page again.
Each member of the group uses the process of Edit, WriteandSavetochange,removeoraddideastothe wiki. There is also a linking function. This lets the users set up a link in the wiki to other online material. This makes the wiki more interactive.
Whenthegrouphavefinallyputalltheirideasontothe wiki, they have created a group project.
Cohesion:
Time/sequenceasin first, next, when, whenever
Conjunctions:cause&effect as in because, as
Vocabulary: factual language as in A wiki is; The site provides; uses the process Technical as in wiki, links,Wetpaint.com;password protected, wiki
Grammar:
Participants (noun groups) generally non-human&generalisedasin website, educational purposes, technology; human and generalised as in class, classes, group of students
Processes: many material/doingverbgroups in present tense as in lets, add, remove, change, clicks, changes, makes
Visual language: Visual image accompanied by written text demonstrates understanding and enhances meaning
Title: as a statement
A general statement to position the reader
A sequenced explanation–asequence of logical steps in a process
>
Generic Structure Text Model Language Features
Consistency of Teacher Judgement Consistency of Teacher Judgement 73Information Kit 2009
annoTaTed sTudenT WorK samPLes WITh aCComPanyIng CrITerIa
year 4/5: discussion
Should all children have one TV and computer-free day each week?
For the yes I think it is a really good idea to turn off the TV and computers one day in the week. It gives families a good chance to do some more things together. They go outside in nature and ride bikes, go to the beach, camp and hike. This would help them get more interest in their environment. They would also become fitter if they were eating healthy food as well.
Kids can still make their own plan to have a free day during the week when the whole family can’t do active things together. They can walk or ride their biketoschoolandhomeifitissafe.Whentheygethome they can’t sit down and keep watching TV or playing on the computer. They can go outside and skip, swim and jump on the trampoline or play basketball or soccer. This will make them have more energy and stay healthy.
For the no I think that children have to go to school and they play at lunchtime and do sports andactivitiesinHPE.Lotsofkidsplaysportonthe weekend and go to training. Some kids go to dancing and karate. They are active and like to have time to relax each day playing on the computer and watching TV.
In my opinion there are two answers yes and no. I think that turning off the TV and computer is great because some children are unhealthy and want to sit staring at a screen all day. They need to have a free day to get more energy and have fun with their family.Otherchildrencanhaveatimetablesotheycan do their homework, have some activity and have about two hours relaxing watching TV and playing computer and video games.
Cohesion: logical sequence as in For the yes, For the no
Conjunctions: cause as in because, so
Noun-pronounagreementas in families, they, them; kids, their, them
Paragraphs used for each point in the argument.
Judgement vocabulary to evaluate behaviour as in good chance, more interest, fitter, healthy, active, to relax, unhealthy, sit staring, energy, fun.
Processes:
Modality gives information about the certainty involved as in should, I think, would, will, can, need to (medium modality).
Issue
Argument for:
Elaboration with more details
Argument for:
Elaboration with more details
Argument against:
Elaboration with more details
Conclusion:
Recommendation
Considered appropriate for different groups of children
Teacher’s annotations >
Teacher’s annotations >
Student’s text >
Consistency of Teacher Judgement 74 Consistency of Teacher Judgement
Task specific descriptors
Ass
essa
ble
elem
ents
Kno
wle
dge
and
Und
erst
andi
ngC
onst
ruct
ing
Ref
lect
ing
Stu
dent
s kn
ow a
nd u
nder
stan
d th
at a
dis
cuss
ion
cons
ider
s bo
th
side
s of
an
issu
e an
d co
nsid
er
thei
r pe
rson
al o
r co
mm
unity
au
dien
ce w
hen
sele
ctin
g su
bjec
t m
atte
r an
d th
e m
ediu
m fo
r pr
esen
tatio
n.
Stu
dent
s co
nstr
uct
a te
xt t
hat
disc
usse
s bo
th s
ides
of a
neg
otia
ted
issu
e us
ing:
•agenericstructurethatstatestheissue,argumentswithelaborations
and
a co
nclu
sion
with
a r
ecom
men
datio
n •sequencestheargumentsinlogicalorderusingcohesivetiessuch
asnoun/pronounagreement,conjunctions,paragraphsandtext
conn
ectiv
es•judgementvocabularytoevaluate
•modalitytoindicatedegreeofcertainty
Stu
dent
s re
flect
on
the
effe
ctiv
enes
s of
the
ir
lang
uage
cho
ices
and
way
s of
impr
ovin
g th
eir
use
of E
nglis
h th
roug
hout
the
con
stru
ctio
n of
th
e te
xt.
Descriptions of evidence of the standard of work
The
stud
ent:
•selectssubjectmaterand
uses
res
earc
h to
dev
elop
m
ore
elab
orat
ed id
eas
and
supp
ortin
g de
tails
•elaboratesonsubjectmatter
to e
xten
d m
eani
ng (m
ore
deta
il an
d de
pth)
for
the
inte
nded
aud
ienc
e
The
stud
ent:
•statestheissueandincludesapreviewtoengageaudienceinterest,
deve
lops
a s
erie
s of
ela
bora
ted
argu
men
ts a
nd c
oncl
udes
with
som
e re
com
men
datio
ns•organisesinformationintosequencedparagraphstosupportbothsides
of t
he d
iscu
ssio
n •buildssubjectmatterthroughcombiningclausestoformcompound
and
com
plex
sen
tenc
es t
hat
add
auth
ority
and
cer
tain
ty•displayseffectivechoiceoflanguagefeaturestoconstructthesubject
mat
ter
posi
tivel
y or
neg
ativ
ely
•usespunctuationtoenhancemeaning
•spellsfamiliarandunfamiliarwordscorrectly
The
stud
ent:
•deliberatelymakeschangesand
mod
ifica
tions
to
the
text
dur
ing
the
wri
ting
proc
ess
to m
ake
it m
ore
effe
ctiv
e •reflectsonhowchangesand
mod
ifica
tions
mad
e to
the
tex
t ha
ve
exte
nded
mea
ning
for
the
inte
nded
au
dien
ce
•selectssubjectmatter
suita
ble
for
the
purp
ose
of t
he
disc
ussi
on i.
e. c
onsi
der
both
si
des
of t
he is
sue
•elaboratesonsubjectmatter
by in
clud
ing
supp
ortin
g de
tails
fo
r th
e in
tend
ed a
udie
nce
•statestheissuetobediscussed,developsasequenceofarguments
pres
ente
d as
a p
oint
with
som
e el
abor
atio
n an
d en
ds w
ith a
con
clus
ion
•separatesargumentsintoparagraphs
•buildssubjectmatterthroughcombiningclausestoformcompound
and
com
plex
sen
tenc
es•useslanguagefeaturestoconveyapositiononbothsidesoftheissue
•usespunctuation(commas,apostrophes,speechmarks)tosignal
mea
ning
•spellsfamiliarwordsandsomeunfamiliarwordscorrectly
•useswritingprocessesofplanning,
draf
ting,
rev
isin
g, e
ditin
g, p
roof
read
ing,
pu
blis
hing
and
ref
lect
ing
in t
he
cons
truc
tion
of t
he t
ext
•reflectsonhowthechangesand
mod
ifica
tions
mad
e to
the
tex
t to
ach
ieve
th
e pu
rpos
e of
dis
cuss
ion
•selectsatopicfordiscussion
and
iden
tifie
s th
e m
ain
idea
s of
the
issu
e•developsthesubjectmatter
by in
clud
ing
brie
f sup
port
ing
deta
ils
•statestheissuetobediscussed,developspointsofdiscussionwithbrief
elab
orat
ion
•usesparagraphstogroupmainideas
•buildssubjectmatterthroughuseofsimpleandcompoundsentences
•includessomelanguagefeatures
•usescapitalsandfullstopstopunctuatesentences
•spellssomefamiliarwordscorrectly.
•attemptstoidentifysomeofthewriting
proc
esse
s us
e du
ring
the
con
stru
ctio
n of
th
e te
xt•reflectsonwhatchangeshavebeenmade
to t
he t
ext
Yea
r 5
Jun
ctur
e En
glis
h Ex
posi
tory
Tex
t (D
iscu
ssio
n)S
tude
nt n
ame:
STA
ND
AR
DS
Evid
ence
of
aVeryHigh
stan
dard
Evid
ence
of a
Highstandard
Evid
ence
of
a S
ound
st
anda
rd
Evid
ence
of
Bel
ow
stan
dard
Evid
ence
of
WellBelow
stan
dard
Consistency of Teacher Judgement Consistency of Teacher Judgement 75Information Kit 2009
guiding Questions for analysing student texts in years 4 and 5The Framework of Guiding Questions has been provided to assist teachers with their understanding of, and language for, analysing students’ texts. They are to help teachers annotate student work samples and to see where and how learning is demonstrated.
MEANING MAKER/ TEXT USER
CODE BREAKER TEXT ANALYST
1. Whatdoesthetextshow the student knows, believesordoes?
Text Types2. Howhasthestudentshownalink
between the purpose of the text and texttypechoice?
3. Howhasthestudentorganizedthetext?– replicatedtypicalgenericstructure– usedmodelledstructureindependently
Subject matter4. Whatsubjectmatterhasthestudentdeveloped?
Howhasthestudentorganisedideas?– logicalsequenceofmainideas– useofparagraphseachcontaininga
main ideaHowhasthestudentdevelopedthesubjectmatter(typeandcomplexity)?– vocabularychoicesmadetodescribe
the subject matter– noungroups–descriptiveand
evaluative– verbgroups–typeandvocabulary
choice – inclusionofaddeddetailorargument
of each main idea
5. Whattextualresourceshasthestudentusedtodevelopthesubjectmatter(typeandcomplexity)?
– vocabularychoicesmadetodescribethesubjectmatter– noungroups–descriptiveandevaluative– noungroupswithadjectiveoradjectivalphrases– verbgroups–typeandvocabularychoice– verbgroupswithadverbs– useofadverbialphrases
6. Howdoeschoiceofnoun and verb groups the student has used represent the subject matter in particular ways (prioritising certain information)?
– similarordifferentrepresentations
– developing+iveor–iverepresentations
– representationofapointof view
Roles and Relationships7. Whatrelationshiphasthestudentdevelopedwiththereader/viewer?
– equal/unequal(Power)– close/distant,formal/informal
(Distance)– knowledgeorexpertiseofthetopic
(Affect)
8. Whattypeofsentenceshasthestudentused?(statements, questions, commands, exclamations and associated punctuation)
Whatwordchoiceshasthestudentusedtodeveloparelationshipwithaudience?
– vocabularychoices–evaluativewords(e.g.meangossip);intensifying words (e.g. very)
– modality–strengthenorweakenverbs(e.g.mustgo,should go)
9. Howhasthestudentusedsentence type, vocabulary choiceandmodality?
– topositionreaders– developcertain
relationships– expressattitudes
Mode and Medium10.Whatmodeoflanguagedidthe
student use (written, spoken, visual ormultimodal)?
Whatmediumhasbeenusedbythestudent?
11.Howdidthestudentlinkideasinthetext?– useofparagraphs,topicssentences– tenseofsentences(past,present,future)– simplecompoundandcomplexsentences– conjunctionstolinkclausesandorganizetext–addingon,
comparing and contrast, time cause and effect, conditions– patternsofrelatednoungroupsandverbgroups– typesofpronounsandpronounreferencing– topicsentences(keyidea)atthebeginningofparagraphs– keypartofasentenceinthemeposition(atthebeginning
of the sentence)
(Textual Resources)12.Whatstrategieshavebeenusedtospell?– soundsymbolrelationships(e.g.singlevoweland
consonant sounds, blends, diagraphs, long vowels, silent letter) and visual letter patterns
– basewordandtenseorpluralendings– syllablesandprefixesandsuffixes– meaning/spellingrelationships:derivationofwords(e.g.tri-cycle),meaningaspectofwords(e.g.magic/magician,child/children)compoundwords,homonymsandsynonyms
AdaptedfromtheStateofQueensland(QueenslandStudiesAuthority)OpenTrialConference(2005)
Consistency of Teacher Judgement 76 Consistency of Teacher Judgement
The focus of assessment in english in years 4 and 5The focus of assessment is on the learning statements appropriate for the construction of an Expository text fromtheWaysofWorkingandKnowledgeandUnderstandingcomponentsoftheYear5JunctureoftheEnglish Essential Learnings. The core learning outcomes of the English syllabus are indicated alongside the corresponding learning statements.
Ways of Working By the end of Year 5, when constructing expository texts, students are able to:• identifytherelationshipbetweenaudience,purposeandtexttype
• identifymainideasandthesequenceofevents,andmakeinferences
• constructnon-literarytextsbyplanninganddevelopingsubjectmatter,usingpersonal,culturalandsocialexperiences that match an audience and purpose
• reflectonanddescribetheeffectivenessoflanguageelementsandhowthelanguagechoicesrepresentpeople, characters, places, events and things in particular ways.
Knowledge & Understanding Speaking involves using oral and gestural elements to construct texts that achieve purposes in personal and community contexts.• Thepurposeofspeakingandlisteningincludesinforming,presentingsimplearguments,negotiating
relationships and transactions, and seeking opinions of others. CU 3.1.1, CU 3.1.4
• Speakerscanadoptdifferentroles,andmakelanguagechoicesappropriatetothelevelofformality.CU3.1.1,CU 3.1.4
• Spokentextshavedifferentstructuresfromthoseofwrittentexts.CU3.1.1,CU3.1.4
• Statements,questionsandcommandsgenerateandmaintaindiscussionsandconversations.OP3.1.3
• Wordsandphrasing,modulationofvolume,pitch,pronunciationandpaceenhanceexpressionofideas,canbeadjustedtomatchthepurpose,audienceandcontext,andaremonitoredbylisteners.OP3.1.5,OP3.1.8.
• Speakersandlistenersuseanumberofstrategiestomakemeaning,includingidentifyingpurpose,activatingprior knowledge, responding, questioning, identifying main ideas, monitoring, summarising and reflecting. CU3.1.1,CU3.1.2,CU3.1.3,CU3.1.4,CU3.1.5,CU3.1.6.
Writing and designing involve using language elements to construct non-literary texts for audiences in personal and community contexts.• Thepurposeofwritinganddesigningincludesentertaining,informinganddescribing.CU3.3.1
• Writersanddesignerscanadoptdifferentroles,andmakelanguagechoicesappropriatetotheaudience.CU3.3.5
• Wordsandphrases,symbols,imagesandaudioaffectmeaningandinterpretation.OP3.3.2.OP3.3.3,OP3.3.4, CR 3.3
• Textusersmakechoicesaboutgrammarandpunctuation,tomakemeaning.OP3.3.3,OP3.3.4,OP3.3.5,OP3.3.7
• Sound,visualandmeaningpatterns,includingwordfunctions,areusedtospellsingle-syllableandmultisyllablewords.OP3.3.6
• Writersanddesignersrefertoauthoritativesourcesanduseanumberofactivewritingstrategies,includingplanning, drafting, revising, editing, proofreading, publishing and reflecting. CU 3.3.1, CU 3.3.2, CU 3.3.3, CU 3.3.4, CU 3.3.5
Consistency of Teacher Judgement Consistency of Teacher Judgement 77Information Kit 2009
Language Elements: Interpreting and constructing texts involve making choices about grammar, punctuation, vocabulary, audio and visual elements in print-based, electronic and face-to-face modes in personal and community contexts.• Paragraphsseparateideasintextsandcontainatopicsentence.OP3.2.4,OP3.3.5
• Asentencecanbesimple,compoundorcomplex.OP3.2.2,OP3.3.3
• Subjectandverbmustagreeintermsofpersonandnumber.OP3.2.5,OP3.3.3
• Textconnectivessignalhowthings,ideasandinformationarerelated.OP3.2.4,OP3.3.1,O3.1.2
• Timeconnectivesandtenseareusedtolocatecharactersoractionintime.OP3.1.2,OP3.2.4,OP3.3.1
• Sentencescanindicatewhatishappening(verbs),whoorwhatistakingpart(nouns),whatitlookslike(adjectives),andthecircumstancessurroundingtheaction(prepositionalphrasesandadverbs).OP3.1.2,OP3.2.2,OP3.2.3,OP3.3.3
• Pronounsrefertonounswithinandacrosssentences.OP3.1.2,OP3.2.4,OP3.3.1,OP3.3.3
• Conjunctionssignalrelationshipsbetweenthings,ideasandevents.OP3.1.2,OP3.2.4,OP3.3.1,OP3.3.3
• Punctuationmarks,includingcommas,apostrophesandspeechmarks,signalmeaningintexts.OP3.2.6,OP3.3.7
• Vocabularyischosentoexpressideasandinformationinacommonsenseortechnicalway.OP3.1.2,OP3.1.4,OP3.2.4,OP3.2.5,OP3.3.2,OP3.3.3
• MeaningcanbemademorespecificbyextendingorchangingtheformofawordOP3.3.3
• Auditory,spoken,visualandnonverbalelementsaddmeaningtothesubjectmatterandfocustheaudience’sattention.OP3.1.5,OP3.1.8,OP3.2.4,OP3.3.4,OP3.3.6
Literary and Non-literary Texts: Making choices about literary and non-literary texts involves identifying the purpose, audience, subject matter and text structure.• Aspectsofsubjectmattercanbeincludedoromittedtopresentapointofview.CR3.1.1,CR3.1.2,CR3.2.1,
CR 3.2.2, CR 3.3
• Mainideasareestablishedbyidentifyingwho,what,where,when,howandwhy.OP3.2.4,OP3.3.3
• Reportsandargumentshavestructures,includinganintroductionorageneralstatement,elaborationofinformationorreasons,andaconclusion.OP3.1.2,OP3.2.1,OP3.3.1
Consistency of Teacher Judgement 78 Consistency of Teacher Judgement
usIng an InQuIry aPProaCh In inquiry-based learning environments, students are engaged in activities that help them actively pose questions, investigate, solve problems, and draw conclusions about the world around them.
Taking ownership of the inquiry process allows students to become independent thinkers and to be engaged in meaningful activities that address and explore the questions they have posed.
Questioning is at the core of inquiry learning and drives the teaching and learning process.
An inquiry approach to learning is a process that includes students:
• formulatingaproblemorquestion
• searchingthroughand/orcollectinginformationtoaddressaproblemorquestion
• makingsenseoftheinformation
• developinganunderstandingof,apointofviewabout,orananswertoaquestion.
Through an inquiry approach students have the opportunity to:
• buildontheirexistingknowledgeandskills
• selecttopicsofinterest
• exploreavarietyofresources(i.e.,books,maps,primarysourcedocuments,websites,videos,audios,photographs)
• selectthebestwaytocommunicatetheirfindings
• sharewithreal-worldaudiences
• beevaluatedonbothprocessandproduct
• evaluatethemselves,theirpeers,theirresourcesandtheprocess.
an engLIsh InQuIry A quality inquiry learning sequence in English is based around a key or guiding question. Students explore the key question, and some supporting questions if appropriate, through a range of texts and language in different contexts. Students who engage in an English inquiry into a text type within the Expository Genre could investigate and discuss connections between:
How the text is made • Questionscanbeaboutauthor,text,images,words,formatandlayout.
The structure of the text• Questionscanbeabouttexttype,genre,structuresandfeatures,languagestyleandchoice,andgrammar.
How the text relates to life• Questionscanbeaboutmakingconnectionswithexperience,ideasandissues,perspectivesonideasand
issues.
How the author makes choices• Questionscanbeabouttextsasconstruction,linguisticchoice,representation,culturalcontext.
How we might read the text• Questionscanbeabouthowpeoplefromdifferentgroupscouldreadthetext,includinginvitedreadingsand
multiple perspectives.
The literary techniques and devices operating in the text• Questionscanbeaboutlanguage,images,pointofviewand/orlayout.
How texts relate to each other• Questionscanbeabouthowothertextsmaydealwiththesametopic.
The importance of inquiry learning is that students learn how to continue learning, how to be lifelong learners.
Consistency of Teacher Judgement Consistency of Teacher Judgement 79Information Kit 2009
TEA
CH
ING
AN
D L
EAR
NIN
G C
YC
LE
Dec
onst
ruct
ion
Bef
ore
cons
truc
ting
a te
xt w
e ne
ed t
o id
entif
y:
•thefield/subjectmatter
•students’priorknowledge
•meaningfullearningexperiences
•howtoorganiseandrecord
info
rmat
ion.
Con
text
of
Cul
ture
Whatisthesocialpurposeofthis
genre?Whousesit?Why?
Con
text
of
Sit
uati
on
Whatisthesubjectmatter?
Whoistakingpartinthe
communication?(Rolesand
Rel
atio
nshi
ps)
Whatisthemodeandmediumof
communication?
Dev
elop
ing
Con
trol
of
Gen
re
Inde
pend
ent
Con
stru
ctio
n of
Tex
t
Cri
tica
l Lit
erac
y
Stu
dent
s us
e th
e ge
nre
to c
halle
nge
ideo
logy
, the
ory
and
prac
tice.
Pre
para
tion
for
inde
pend
ent
wri
ting
of a
tex
t in
the
sam
e ge
nre
(as
for
join
t co
nstr
uctio
n)
•individualwritingoftextinsame
genr
e in
dra
ft
•consultationwithteachersand
peer
s ab
out
wri
ting
•editing,reworkingofwriting
•criticalevaluationofsuccess
Con
sulta
tion
with
tea
cher
and
pe
ers
may
occ
ur d
urin
g a
draf
t.
It m
ay a
lso
incl
ude
aspe
cts
of
editi
ng e
tc.
Pre
para
tion
Howdoweprepareforthe
join
t co
nstr
uctio
n of
a n
ew
text?
•buildupsubjectmatter
know
ledg
e th
roug
h re
sear
ch
•useguidelinequestions
to s
caffo
ld in
quir
y
Con
stru
ctio
n
Teac
her
guid
es t
he
stud
ents
in jo
intly
co
nstr
uctin
g a
new
tex
t in
th
e sa
me
genr
e.
Join
t C
onst
ruct
ion
Dev
elop
ing
Fiel
d K
now
ledg
eTe
xt
Whatarethefunctionsof
thestages?
Whataresomeofthe
languagefeatures?
Howdoweknowwhatthe
textisabout?
Whatistherelationship
betw
een
the
wri
ter
and
the
reader?
Te
aC
hIn
g T
he
eX
Po
sIT
or
y g
en
re
Oncethetexttypehasbeenselected,teachingoccursfollowingthefourinterrelatedstagesillustratedbelow.Thiscycleisusedthroughouttheyearsofschoolingto
supp
ort
stud
ents
to
syst
emat
ical
ly d
evel
op c
ontr
ol o
f inc
reas
ingl
y co
mpl
ex g
enre
pat
tern
s.
Consistency of Teacher Judgement 80 Consistency of Teacher Judgement
PLannIng an engLIsh InQuIryStudent engagement in learning is enhanced when planning in English is focussed around an inquiry into relevant aspects of text, language or literacy.
What is the English problem to be solved, question to be answered, significant task to be completed or issue to be explored through the interpretation or construction of particular texts?
This involves:
• establishingafocusofinvestigationintothelanguageusedtocreatethetextsto explain, analyse, argue, persuade and give opinions in precise and accurate ways
• exploringconnectionsbetweenthepurpose,texttype,subjectmatter,authorandaudience,modeandmedium in these texts
• introducingstudentstoaprocessthatallowsthemtotalkaboutthelanguageinthetextstheyareinterpreting and constructing.
What the teacher may do What the students may do
Negotiateasocialcontext(subjectmatterandaudience) for this unit with the students.
Suggestoptionsfromappropriatetexttype/swithinthe genre category.
Brainstorm topics of interest and possible audiences.
Participate in formulating a group decision.
Decide on an appropriate text type for presenting the information
Lead the development of an inquiry question that connects the text type and its purpose to the social context.
Participate in discussion to identify possible directions for study.
The teacher:
• createsataskthatenablesstudentstodemonstratewhattheyknowandcando
• decidesonexplicitcriteriatoguidestudentperformanceandteacherjudgementsofthespoken/signed,written or multimodal exposition
• providesafairandequitableopportunityforallstudentstodemonstratewhattheyknowandcando.
What the teacher may do What the students may do
Discuss the task requirements. Ask questions to clarify the task demands.
Specify criteria for the standards of learning achievement. Discuss what this may look like.
Indicate clear conditions for learning achievement.. Discuss areas for negotiation.
Scaffold the assessment requirements with explicit teaching and learning.
Developing Field KnowledgePurpose:toinvestigatetheconcept/topicandthesocialcontextofthenegotiatedtext/s.
This stage involves:
• establishingthestudents’priorknowledgeandunderstandingoftheconceptand social context to be explored in the expository text
• identifyingtheinformationtobeincluded–Whatinformationdowewanttofindout?
• planningexperiencesthatwillprovidetheinformation–Howwillwefindouttheinformation?
What the teacher does What the students do
Establishes the extent of the students’ current knowledge and understanding of the concept and build on it.
UsesaKWLtorecordinformation.
Participate in a discussion around the concept.
Think Pair Share in groups to initiate the discussion.
Before constructing a text we need to identify
• thefield/subjectmatter
• students’priorknowledge
• meaningfullearningexperiences
• howtoorganiseandrecordinformation.
Developing Field Knowledge
Consistency of Teacher Judgement Consistency of Teacher Judgement 81Information Kit 2009
DeconstructionThe purpose of this stage is to provide experiences of the text types being studied.Ithastwoparts–DeconstructionofContextandDeconstructionoftheText.
Deconstruction – Context of Culture & Context of SituationThis step provides an opportunity for students to become familiar with the text type, its social purpose, possible audiences, text structure and textual features, throughimmersioninthegenreandexploringmentor/sampletexts.
What the teacher does What the students do
Selects a range and balance of texts that are models of the genre to be studied.
Introducesamodel/softhegenretotheclassidentifyingaudienceandpurpose.
Read and discuss the texts.
Asks questions from the point of view of the writer:
• Whowouldwrite/designthiskindoftext?
• Whywouldsomeonewrite/designthistext?
• Whoistheintendedaudienceforthetext?
• Inwhatothersituationwouldyouneedtowrite/designthistext?
Answer questions in small or whole groups.
Asks questions from the point of view of a reader:
• Wheremightyousee/find/read/view/listentothiskindoftext?
• Whowouldbeinterestedinreading/viewing/listeningtothistext?
• Whatinformationwouldyouexpecttofindinthistext?
• Whatsortsofoccupationswouldinvolvereadingandwritingthistypeoftext?
• Whymightyouneedtoread/view/listentoorwrite/designasimilartext?
Answer questions in small or whole groups.
Provides sample texts with headings and text titles.
Provides pictures to support the titles for younger children.
Match headings with the text
Provides sample texts and audiences. Match sample texts with possible audiences
Context of Culture
Whatisthesocialpurposeofthisgenre?Whousesit?Why?
Context of Situation
Whatisthesubjectmatter?
Whoistakingpartinthecommunication?(RolesandRelationships)
Whatisthemodeandmediumofcommunication?
Deconstruction
Consistency of Teacher Judgement 82 Consistency of Teacher Judgement
Deconstruction – Deconstructing the TextThis step provides an opportunity for teachers and students to investigate the way the text is structured to achieve its purpose. Explicit teaching sessions includethewaythetextisorganised–Written:e.g.paragraphstructure,the use of headings, diagrams, graphs, page layout and distinctive language features of the genre; Multimodal: e.g. logos, symbols, storyboard, colours, framing, transitions, focal point, mood sound effects, body language, distances, speed and pace, editing
What the teacher does What the students do
Cloze:Blanksoutwordsthathaveaspecificfunction:topicsentenceineachparagraph, sentence beginnings or processes (verb groups).
Models the activity.
Listen and observe teacher modelling task.
Workindividually,inpairsorsmall groups to complete the cloze.
Sorting: Prepares cut up texts for students to reassemble.
Ordersparagraphsorsequenceimages,matchingtopicsentences,captions,dialogue. Reassembles blocks of text according to generic structure.
Models the activities with text strips or blocks.
Listen and observe teacher modelling task
Workindividually,inpairsorsmall groups to complete the sorting activity.
Providestwotexts-Discussing/Comparing
Asks the following questions or provides task cards:
• Whatisthetextabout?
• Howdoweknowwhatitisabout?
• Whatistherelationshipbetweenthewriter/designerandthereader/viewer/listener?
• Howcanwetell?
• Howisthetext/informationorganised?
• Howdothesentences/sequencesbegin?Isthereapattern?
• Howarethetextssimilar/dissimilar?
• Howisthetextsupported–diagrams,labels,headings,music,lighting,soundeffects?
Answer questions in the whole class.
Workindividually,inpairs,small groups to answer questions on task cards.
Modelslocatingand/oridentifying:
• languagefeatures–tense,conjunctions,processtypesandsequencing
• sentencebeginnings;topicsentences
• emotionsthroughfacialexpression;sound,useofplace.
Watchandlistentothemodelling.
Individual, pair, small group work on highlighting specific aspects of texts.
Text
Whatarethefunctionsofthestages?
Whataresomeofthelanguagefeatures?
Howdoweknowwhatthetextisabout?
Whatistherelationshipbetween the writer and the reader?
Deconstruction
Consistency of Teacher Judgement Consistency of Teacher Judgement 83Information Kit 2009
Joint ConstructionThisstagehastwosteps–PreparationandConstruction.Itenablesstudentstobuild a new text on the basis of shared experiences and knowledge of language features of the text type. The teacher scaffolds the process by modelling and reworking.
Preparation
This step allows students to build up their field knowledge and provides an opportunity for students to locate, extract, analyse and organise relevant information in a way that is appropriate to the genre.
What the teacher does What the students do
Leads the students in Defining the task by asking questions such as:
• Whatdowereallywanttofindout?
• Whatisourpurpose?
• Whatdoweneedtofindthisout?
• Whatarethekeyideas,thewords/imagesthatrepresentthetopic?
• Whatdoweneedtodo?
• Whatgenresareappropriatetothetopic?
• Whoistheaudience?
Consider these questions when working individually, in pairs or small groups to help them define the task.
Leads the students in Locating the information by asking questions such as:
• Wherecanwefindtheinformationwewant?
• Whatdowestillneedtofindout?
• Whatsourcesandequipmentcanweuse?
Consider these questions when working individually, in pairs or small groups to locate the information they need.
Brainstorm and record a list of resources and sources.
Create own set of resources.
Leads the students in Selecting the Information by asking questions such as:
• Whatinformationcanweuse/leaveout?
• Howrelevantistheinformationwehavefound?
• Howcredibleistheinformationwehavefound?
Consider these questions when working individually, in pairs or small groups to select the information they need.
Provides models of ways to organise the information appropriate to the genre. Use the organisers to collate information.Proformas
Retrieval charts
Storyboards
Tables
Notes
Flow chart
Construction of TextThis stage provides an opportunity for the teacher to scaffold the writing of the text through negotiation and interaction with students. At this stage the teacher can use ‘think alouds’ and questions to guide the students into understanding the text structure and language features as well as developing drafting, editing and proof reading skills. The teacher needs to be confident with the language features of the genre in order to guide the structure and wording of the text.
What the teacher does What the students do
Scaffolds the writing of the text by asking questions, thinking aloud, suggesting, modelling language features, drafting and editing.
Participate with the teacher in whole class or groups to write the text.
Discusses the presentation of the text - diagrams, maps, video, chart, brochure, booklet, blog, website, photo story.
Make suggestions for presentation.
Preparation
Howdoweprepareforthejoint construction of a new text?
• buildupsubjectmatterknowledge through research
• useguidelinequestionsto scaffold inquiry.
Joint Construction
Construction
Teacher guides the students in jointly constructing a new text in the same genre.
Joint Construction
Consistency of Teacher Judgement 84 Consistency of Teacher Judgement
Independent ConstructionThis stage has two steps, preparation and individual writing. It also includes critical literacy. In this stage the teacher’s role is vital in providing demonstrations, guidance and support as the students move through the steps that were modelled during the joint construction stage, either individually, in pairs or in groups depending on their confidence with writing. Students’ attempts and approximations of the genre are important at this stage.
PreparationIn this step the students locate, extract and organise relevant information.
What the teacher does What the students do
Demonstrates and guides strategies for starting a new topic.
• Brainstorming
• Clustering
• Conceptmapping–identifyingkeywords.
Questions concept mapping.
Select a topic,
- independently construct a text using same information collected for the joint construction
- with the same theme but a different subject matter
- within the same broad theme.
Use the strategies for locating, extracting and organising information.
Individual Writing of TextThis step involves students drafting, consulting, editing and publishing text.
What the teacher does What the students do
Is available to work on drafting, consulting and editing with students.
Uses learning statements and standards as a focus for the conversations.
Identifies steps needed to achieve the standards.
Keeps a checklist of student achievement and needs as an indication for possible whole class planned teaching/learningactivitiesduringthisstage.
Discuss drafts with the teacher, peers or other support staff.
Reflect on the construction of the text when editing, redrafting, and rewriting.
Models the editing process. Edit writing.
Suggests tools for publication and supports students in publishing their work.
Publish.
Derewianka, B. (1990). ExploringHowTextsWork.Newtown:PrimaryEnglishTeachingAssociation.
DSP literacy Project. (1989). The Report Genre. Sydney: Metropolitan East Disadvantaged Schools’ Program.
Murray,N.&Zammit,K.(1992).The Action Pack. Animals. Sydney: Metropolitan East Disadvantaged Schools’ Program.
Hunt,I.(2004).SuccessfulJointConstruction.Pen96.Newtown:PrimaryEnglishTeachingAssociation.
Critical Literacy
Students use the genre to challenge ideology, theory and practice.
Independent Construction of Text
Individual writing of text in same genre in draft
Consultation with teachers and peers about writing
Editing, reworking of writing
Critical evaluation of success
Preparation for independent writing of a text in the same genre. (as for joint construction)
Consistency of Teacher Judgement Consistency of Teacher Judgement 85Information Kit 2009
WorKIng aT The grammaTICaL LeVeL of The TeXT Explicitly teaching the grammar of the particular text type within the Expository genre assists students in improving their learning about how language works. In best practice in the teaching of English, the teacher and the student develop a language to talk about the language. In classroom interactions the teacher models the grammar to meet student learning needs
grammar: Whole of Text LevelWhole texts are comprised of clauses that are linked using a range of increasingly complex sentence structures and cohesive devices that suit the purpose and text type including:
•grammaticalpatterns and features e.g. theme position and sentence structures
•repeatedorrelatedsentencepatterns, phrases or words across several clauses
•conjunctionstojoinclauses
•patterns of and particular choice of words.
Clause A clause is the basic unit of meaning in Standard Australian English.
A clause:
• conveysamessage
• usuallycontainsaverborverbgroup
• usuallyprovidesinformationabout:
o what is happening
o who is taking part
o the circumstances surrounding the activity (when, where, how).
COHESIONRepeated words
Texts are held together by repeating words particularly nouns and verbs.
Related words
Texts are held together by the related words or word groups within a text.
Pronouns
Texts are held together by pronouns that refer back to nouns, noun groups or clauses e.g. The barn smelled of hay. It smelled of rope.
Conjunctions are used to join clauses:
• conjunctionsthatadd ideas and information including and, as well, also, or
• conjunctionsthatcompare or contrast ideas and information including but, also, like, yet
• conjunctionsthatindicate time or sequence time within a text including then, when, after, before, while, until, since, later, whenever
• conjunctionsthatshow the causeofanidea,actionorinformationincludingbecause,so,so…that,aslongas,if…then,incase
Consistency of Teacher Judgement 86 Consistency of Teacher Judgement
grammar: sentence and Clause LevelTypes of sentences: There are four basic types of sentences.STATEMENTS QUESTIONS COMMANDS EXCLAMATIONS
The type of sentence used is often determined by the text type. An author can choose a particular type of sentence. The type of sentence used can indicate the mood of the text.
Simple sentence: A simple sentence contains a single clause. The clause is an independent clause because it can stand alone and make sense by itself e.g.
Lester poked Clyde with a stick.DidClydegetmad?Get out of here!
Compound sentence: A compound sentence contains two or more independent clauses. Each clause in the compound sentence can stand alone and make sense by itself. The clauses may be linked together by conjunctions such as ‘and’, ‘but’ and ‘or’ e.g.
Clyde turned away and he would not speak.Lester could hide in the pond or he could find a new home. Hesetoutatduskbuthereallywantedtostay.
Complex sentence: Acomplexsentencecontainstwoormoreclauses.Oneclausecarriesthemainmessage(independentclause)andtheotherclause/s(dependentclause/s)elaboratethemessageinsomeway.Thedependentclause/srelyon the meaning in the independent clause and cannot stand alone.
Functional grammar works with chunks of meaning called clauses and clause complexes rather than sentences.
A CLAUSE is the largest grammatical unit.
ACLAUSE-COMPLEXistwoormoreclauseslogicallyconnected.
ASENTENCEisaunitthatcanbemadeupofoneormoreclauses.
grammar: Word group and Word Class LevelWORD GROUPS Word groups are the smaller groups of words that have a particular function in a clause:
• participant,process,attributeandcircumstance• noungroup,verbgroupandprepositionalphrase.
Noun groups
Noun Groups:
• provideinformationaboutpeople,places,thingsandideasthatareinvolvedinaclause• arebuiltonorformedaroundanoun• containaheadnounandattributestoaddmeaningordescriptionabouttheheadnoun• describetheparticipantsinaclause.
A noun group:
• canbeasinglenoune.g.Mary had a little lamb.• canincludeanarticle,pointingword,orpossessive(determiner)e.g.The boywaslazy.This little piggy went
to market. The king’s mencouldn’tputHumptytogetheragain.• canincludeoneormoreadjectivese.g.Maryhada little lamb. Ten fat sausages weresizzlinginapan.• canincludeoneormoreprepositionalphrasesthatdescribethenoune.g.The girl with the ragged clothes
was Cinderella.• canincludeoneormoreadjectivalclausesthatdescribethenoune.g.Therewasanoldladywho swallowed
a fly. This is the house that Jack built.
Consistency of Teacher Judgement Consistency of Teacher Judgement 87Information Kit 2009
The adjectival clauses often begin with who, whom, whose, which, that and where, which refers to the preceding noun group.
Sometimes the ‘wh’ or linking word (relative pronoun) is left out e.g. This is the house Jack built.
Participants:
• arethepeople,places,thingsorideasinaclause
• canbenouns,noungroups,pronouns.
Attributes:
• areusedtodescribeparticipants
• canbeadjectives,adjectivalphrasesandadjectivalclauses.
Verbs and verb groups
Processes:
• aredoingoraction,being,saying,orthinkingpartsofaclause
• canbeverbsorverbgroups(includingadverbs,modaladverbsandauxiliaryverbsormodals).
Examples of ProcessesThe girl will never run away.
The girl is unlikely to run away.
The girl might possibly run away.
The girl may run away.
The girl could possibly run away.
The girl will probably run away.
The girl will run away.
The girl should definitely run away.
The girl always has to run away.
Circumstances:
• arethingsthatsurroundtheeventinaclause(how,when,whereandwhy)
• canbeadverbs,adverbialphrasesandadverbialclauses.
WORD CLASSESWord Classes describe or name the word in a word group:
OpenwordClasses:noun,verb,adjective,adverb
ClosedWordClasses:pronoun,preposition,conjunctionandarticleordeterminer
Nouns are words that:
• namepeople,places,thingsandideas
• carryinformationaboutsingularorpluralnatureoftheparticipants.
Pronouns are words that:
• standintheplaceofanounornoungroup.
Adjectives are words that:
• addmeaningordescriptiontoanoun
• cancarryinformationaboutpossessive.
Adjectival phrase is a group of words that:
• beginwithaprepositionthataddsmeaningordescriptiontoanoun.
Adjectival clause is a group of words that:
• beginwitharelativepronoun,who,whom,whose,which,thatandwhere,thataddsmeaningordescriptiontoa noun.
Determiners are individual or a group of words that:
• aredependantonthenountheycomebefore
• determinewhichorwhoserelatedtothenoun
• maybeanarticle,pointingwordorpossessive(thislevelofdetailedterminologyisnotessentialforstudents,but is included for teachers to develop understanding)
- an article (which one): a, the, an
- apointingword(whichone/s)this,these,those,that
- possessive (who owns it): Mary’s, my, his, their, your.
Consistency of Teacher Judgement 88 Consistency of Teacher Judgement
Verbs are words that:
• aredoing,being,having,sayingorthinkingwords
• maystandalone(finiteverbs)e.g.Idance.
• mayneedotherwordstobecompletee.g.Iwanttodance.
• mustagreeinnumberwiththeheadnounthatisthesubjectofaclause.Singularnounhasasingularverband a plural subject has a plural verb.
- The boy is here.
- The boys are here.
- The horse with two red stirrups was running. The horses with two red stirrups were running.
• mustagreewiththeheadnouninperson:first,secondorthirdpersonnounwiththeappropriateverb
- I like ice-cream. (first person)
- Helikesice-cream.(thirdperson)
• carrytenseinformation
- past tense e.g. Dinosaurs lived a long time ago.
- present tense e.g. Dinosaur models are at Queensland Museum.
- future tense e.g. More displays will be coming to the museum.
- timeless present tense e.g. Dinosaurs are members of the reptile family.
Adaptedfrom:www.qsa.qld.edu.au/yrs1to10/kla/english/support_materials/open_trial/day_1_part_3_grammar.doc
English ResourcesTeaching the Exposition Genre P-3 Resources ‹
Years 4 & 5 Resources ‹Years 6 & 7 Resources ‹
Years 8 & 9 Resources ‹
Ye
ar
s 6
& 7
R
es
ou
rc
es
Consistency of Teacher Judgement Consistency of Teacher Judgement 89Information Kit 2009
years 6-7engLIsh foCus for 2009 expositions
Resources to support learning and teaching This resource package provides support materials for teachers ofEnglishinYears6and7.Thesematerialshavebeenpreparedto assist teachers plan, teach, assess and moderate in the Key Learning Area of English based on the following documents:
English Syllabus 1-10 Sub-strands •SpeakingandListening •WritingandShaping
English Essential Learnings - QCAR framework Organisers •SpeakingandListening •WritingandDesigning •LanguageElements •LiteraryandNon-literaryTexts
Please note:
The resources in the following pages of this kit are provided for teachers to:• useasmodelstosupportthedesignoftheirownlearningactivitiesandassessmenttasks• adaptthemtosuittheirparticularstudentgroup/sandlearningcontext• implementaspresented.
Requirements for 20091. All teachers of English in P-9 select a text type from the genre category of Expositions (seeFigure1,Page86)
that is developmentally appropriate for the phase of learning.
2. Teachers plan, teach, assess and make judgements about students’ achievement in the focus text type.
3. Teachers use this data to participate in moderation activities within and between schools.
Teachers of Years 6 and 7:
o identify a context (connected or English specific) that provides students with an opportunity to construct a text type for the purpose of explaining, analysing, arguing, persuading and giving opinions
o develop criteria that support the making of teacher judgements about the standard of achievement
o annotatestudentsampleofaspoken/signed,writtenormultimodalexpositorytext
o make judgements about students’ learning and development.
ConTenTs.. . . . . . . . . . . . . Page
Expository Genre ............................................ 90
Distinguishing features of text types within the Expository Genre ...................... 91
Mentor Texts ................................................ 103
Annotated Text Models ........................... 104
Annotated student work samples with accompanying criteria.................... 105
Analysing student texts ........................... 107
Focus of assessment ............................... 108
Using an Inquiry Approach ..................... 110
Teaching the Expository Genre ............ 111
Planning an English inquiry ..................... 112
Workingatthegrammatical level of the text ............................................. 117
Consistency of Teacher Judgement 90 Consistency of Teacher Judgement
eXPosITory genreTraditional, contemporary and everyday non-literary texts use language in precise and accurate ways to explain, analyse, argue, persuade and give opinions.
This genre category of Expositionsincludesawiderangeoftexttypeswhichcanbepresentedinspoken/signed,written, or multimodal modes.
Types of Expository texts include:
• Explanation–usedtoexplainscientificallyhoworwhythings(phenomena)orprocessesoccur
• Discussion–usedtolookatanissuefromarangeofperspectives,beforemakingajudgementorrecommendation
• Analytical Exposition–usedtosupportandreiterateapointofview(thesis)withlogicalargumentsandevidence
• Persuasive text–seekstoargueorpersuadeandintendedtoconvincereaderstoacceptparticularperspectives or points of view
• Reflective text –reflectsoneventsandexperiencesandmayalsobepersuasive.
Figure1indicatesthetexttypesthatstudentsinYears6and7canengagewith.AfulldiagramindicatingallthetexttypescoveredfromPto9isincludedintheEnglishOverviewintheintroductorysectionoftheCTJInformation Kit.
Traditional, contemporary and
everyday non-literarytexts use language in
precise and accurate ways to explain, analyse,
argue, persuadeand give opinions
Early years P-3 Middle Years
4-5
6-7
Middle Years 8-9
To Sen
ior Years
*
expl
anat
ion (s
, l, r, v
, w, d)
documentary (s, l, r, v, w
, d)
*inf
orm
al
debate (s, l)
*formal parliamentary debate (s, l, r, v, w)
*a
rgum
ent (
s, l, r,
v, w, d)
*exposition (r, v, w, d)
*l
ette
r to
the edito
r (r, v, w, d)
*letters to the editor (r, v, w, d) *editorial, review (r, v, w
, d)
*
doc
umen
tary film
(r, v) *film & radio
s: l: r: v: w: d:
speakinglisteningreadingviewingwritingdesigning
Figure 1
Consistency of Teacher Judgement Consistency of Teacher Judgement 91Information Kit 2009
distinguishing features of text types within the expository genre(Materials in this section are adapted from English in Years 1 to 10 Queensland syllabus materials, A guide to genres in English, Department of Education, Queensland, 1994)
The purpose of this material is to describe the distinguishing features of text types within the Expository genre. It is for teacher reference. It assists teachers to identify and select features of text types that their students need to learn.
argument (analytical exposition)
Important aspects
Argument is a tightly organised genre in which a point of view is supported by logical arguments and evidence. Appealing to the intellect rather than the emotions, it is still a persuasive text with the writer selecting and omitting information to support a position. Genres in this category often become the means for individuals and groups to sway the public on major issues affecting society. Factual and academic in tone, it is highly valued in secondary and tertiary education. Success in examinations in some subject areas can depend on the student’s experience of and expertise in this genre.
Relationship with other genres
• isdifferentfromdiscussionwherethewriterexploresallsidesofanissueandcomes to a decision, based on evidence
• usuallyrequiresresearchskills,includingnote-making,footnotingandreferencing• cancontainexplanationsanddescriptions• hasfeaturesincommonwithdiscussionandhortatoryexposition,suchastheuse
of supporting arguments• ismoresubduedintonethanhortatoryexposition• oftenhasabibliography• issometimescalledanalytical exposition• isthebasisformanyschoolassignmentsrequiringreasonedpresentationofan
argument
Con
text
Social Purposes • topersuadethatsomethingisthecase,byexplaining,analysingandinterpretingevents, issues and phenomena.
Aspects of social context
Argument is widely used for assessment purposes in Australian educational contexts, especially in the humanities. Although some originality is expected from the students, they generally research a body of opinion and evidence which they synthesise and evaluate. There is often a fine line between synthesising and plagiarising. Some individuals, groups and communities accept extensive, word-for-word quoting from source documents and others do not. Cultural groups also differ about what is considered relevant to an issue. The academic writing style can pose difficulties for students until they gain sufficient experience with it.
Subject Matter • isrelatedtoacurrentissue,eventorphenomenon,andresearchconnectedtoit
Roles
• writerasexpert• readerwhocouldbeanoviceoranexpert• studenttoteacher/lecturer/examiner.Thestudentdisplayshis/herknowledgeof
the subject and control of the genre for assessment purposes.
Relationships• aredistantandusuallyformal.Theexpertiseofthetargetreaderwillaffectthe
tenor, for example school text books are more reader-friendly than academic journals.
Mode • written• visual(multimodal)
Medium • academicandtechnicaljournals,schooltextbooks,scholarlypapers,magazines,newspapers, assignments for school or university
Sig
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Generic Structure
thesis- the introduction to the topic and the statement of the
position of the writer- the preview or outline of the arguments to follow
argument/s– thepoint the writer is making– theelaborationofthepointwithexplanation,moredetails,
evidence, examples
restatement - restating the writer’s position- can include a brief summary of the main arguments
Cohesion • conjunctions
– someareimplicit,somearerelatedtosequenceasinfinally, most are causal as in because
– insteadofconjunctions,effectivewritersoftenusenounssuch as reason, prepositional phrases such as because of that action and verbs such as cause
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Consistency of Teacher Judgement 92 Consistency of Teacher Judgement
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Vocabulary
• isusuallyneutralbutcanexpressthewriter’sattitudethroughvocabularychoicesfor example responsibility
• isoftentechnical• canincludeabstractterms• synonymsareoftenusedtoavoidrepetition
Grammar
Nominalisationandextended noun phrases
– arefeaturesofformaltextsasinThe admiration of a largegroupoffans…
Theme
– newinformationattheendofthesentencecanbepickedup in the Theme of the next as in Smoking contributes to throat and lung diseases. These health problems cost the community…
– Themesoftenrelatetotheitemsinthepreview,forexample in the example above, health could have been an issue previewed in the opening paragraph.
Participants
– usuallygenerichumanasinAustralians and non-human as in prejudice except where a specific Participant is involved as in Macbeth
– noauthorialI as inIthink…– authoritiesmaybecitedspecificallyasinThe Premier declares… or generally as in Expertsagree…
Processes– relational/being/having– mental/thinkingespeciallyinthethesisandits
restatements
Modality
– expressesthewriter’sattitude-usuallyauthoritativeandcertain as in This must cease
– passivevoicecanbeusedtoavoididentifyingtheauthority, and to sound formal and powerful as in The opinion has often been voiced
Timeless present tense – somepasttenseifrecountingfromhistoricalperspective
Paragraphing and punctuation
• topicsentences–relatetothethesisand/ortheprecedingparagraph• mostparagraphsdealwithonemainidea,whichcouldbeanentireargumentor
one part of it, depending on length and complexity.
Consistency of Teacher Judgement Consistency of Teacher Judgement 93Information Kit 2009
documentary film (Viewing)
Important aspects
The most common documentary films are usually begun by a television channel with a certain budget wanting to fill a particular timeslot for a particular audience. Although the finished product may seem to be factual, these and other factors mean that it is constructed from a particular angle or point of view. The viewer needs to be aware the text is constructed and not accept the documentary as absolutely factual.
Relationship with other genres
• isflexibleandcomplex• canbebasedonanexposition,adiscussion,arecount,oranygenreswhichsuitthe
subject matter and the maker’s processes• cancontainmanygenresincludingexplanations,descriptions,recounts,anecdotes,
interviews• istheaudiovisualequivalentofthefeaturearticle• involvesresearch,note-taking,interviewing
Con
text
Social Purposes• toexplain,analyse,exposeandexploreevents,phenomenaandissues• canalsoincludetoentertain
Aspects of social context
The social context strongly influences the range and scope of documentaries. Documentaries that are entertaining, educational or enlightening set excellent standards for the life-long movie watching habit that begins in childhood. Subjects and the content need to be appropriate for children, but they don’t always have to gloss over hardships and problems.
Subject Matter
• awiderangewhichincludestopicalissues,nature,people,events,trends,history,science
• canbeselectedforitstopicalinterest,universalappealtoanagegroup,theinterestof the filmmaker
• asitisavisualmedium,theavailabilityofvisualmaterialinfluencesthefinalshapeofthe documentary
Roles
• thedocumentary-maker/producer,though,asinfilmmaking,thisisusuallyacollaborative activity
• thepresenter/narrator• thepeopleinthedocumentaryassubjects,witnessesorexperts• theviewerasinformation-orentertainment-seeker
Relationships
• thetelevisionchannelordocumentary-makermakeschoicesbasedonthetargetaudience and how they are to be positioned in relationship to the documentary, for example educated, entertained
• someviewerswillacceptthemainmessagesofthedocumentary;otherviewerswillbe aware of its point of view and how it tries to influence the viewer
Mode
- visual- spoken- auditory- written, including title, credits, subtitles, written information, labels on diagrams
Medium - television, DVD, online, movie
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Consistency of Teacher Judgement 94 Consistency of Teacher Judgement
documentary film (Viewing) cont’d S
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Generic Structure
The generic structure is varied. Each documentary will have to be analysed individually toseewhatgenre/sthemakersusedandwhy.Thefollowingisanexampleofhowexposition might be used:
title - can indicate a point of view, as in Rainforest, our vanishing heritage
- can be eye-catching rather than informative as in Invisible enemies
*background - title sometimes follows this
thesis - oftengivenbypresenter/narratorasavoice-overortalkinghead
- can be implied in the visuals
arguments - in selected and sequenced visual material with or without voice-over and music
- in interviews- in images, such as computer graphics, maps, graphs,
diagrams
conclusion - canbearestatementofthepointofview,inimagesand/orspoken or written words
- canincludesummingupofevidence,inimagesand/orspokenor written words
- canincluderecommendation/s.
* An optional stage of the genre
Visual cohesion
• Repetition - of techniques such as the handheld camera- of images such as sea creature images in a Barrier Reef
documentary
• Conjunctions - the type of transition that often denotes time, for example a slow fade shows passing of time
- parallel editing or cutaways where two events are running parallel, and the film cuts from one to the other to show contrast
Visual language
Somefeaturesarementionedabove.Othersare:
• Technicalcodes
- lighting which can contribute to the atmosphere- different camera techniques such as time-lapse photography- camera angles, for example a low angle makes the subject
seem more imposing- selection and ordering of shots can give powerful messages- composition and type of shot such as close-up, medium or long
shot
• SymbolicCodes - titles and written information- their style such as graphics, type of print, background- placement, at the beginning or after a segment of film
See Constructing Realities: Media Curriculum Guide for Years 1 to 10 and Using visual texts in primary and secondary English classrooms for more details.
Nonverbal language
• lookingstraightatthecameragivesthepresenterauthority• smiling,andotherfacialexpressionsconveytheparticipant’sattitudes• othernonverballanguagesuchasfoldedarms,canalsoindicatetheparticipants’
attitudes• whereactorsareused,theirbodylanguageconveyscertainmeanings
Vocabulary• canbetechnical,informativeoreverydaydependingonthesubject• canbeemotiveorfactual,dependingonhowtherelationshipbetweentheviewerand
the image and the image-maker is to develop
Grammar
Mood - interrogative:questionsinvolvetheviewerasinWhatfuturedoyouwanttohave?
Modality - where the presenter expresses own opinions as in Ithink…- sometimes the origin of the opinion is hidden as inItseems…
Intonation and rhythm
• natural,unrehearsedconversationscontrastwiththemoreregularintonationandrhythm of the presenter’s script, even if it is written in a more spoken style
Pronunciation • varieswiththedifferentpeopleinthedocumentary.
Consistency of Teacher Judgement Consistency of Teacher Judgement 95Information Kit 2009
explanation
Important aspectsExplanations account for how and why things came to be as they are. A basic genre, explanation is found as part of a wide variety of texts and contexts.
Relationship with other genres
• canbepartofprocedures,complexreportgenresandlongerexpositorytexts• cancontaindescriptions• canalsobecalleddescribingaprocess• canbeaccompaniedbyvisualssuchasdiagramsorflowcharts
Con
text
Social Purpose • toexplainhowandwhy
Aspects of social context
Explanations are a widely-used genre in the community as well as across all learning areas in the school context, especially in science, the social sciences, health and physical education.
Subject Matter • thething being explained and the processes involved
Roles• thewriterasexpert• thereader,whocouldbealearneroranotherexpert,dependingonthecontext
Relationships
• distant,becauseitiswrittenandthereisnopersonalinteraction• degreeofformalitydependsontheaudienceandtheirexpertise,forexample,
explanations written for young children frequently adopt a friendly tone, avoiding technical language and addressing the reader as in Youcanseeinthediagram…
Mode • written• visual• awiderangeincludingencyclopaedias,textbooks
Medium • awiderangeincludingencyclopaedias,textbooks,onlinesites
Sig
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Generic structure
title
- in lower year levels, the title tends to be a question such as Howdovolcanoeshappen?Forolderstudentshow/whystatements are used, as in Howvolcanoesareformed
- in upper year levels, noun phrases are used as in The formation of volcanoes
a general statement
- which positions the reader: it can be a definition, such as Volcanoes are landforms which occur when molten materials break through the earth’s crust; it is sometimes more emotive as in Volcanic eruptions have buried whole towns.
a sequenced explanation
- a sequence of logical steps in a process
Cohesion • conjunctions- time/sequencesuchassecondly- causal such as Asaresult…
Vocabulary• usuallyfactual• canbetechnical,dependingontheaudienceandsubjectmatter.
Grammar
Participants - generally non-human and generalised such as volcanoes, rather than Krakatoa
Processes - manyMaterial/doingverbssuchasThey erupt
Timeless present tense
- unless the explanation is historical, the past tense is used
Theme - information at the end of the sentence often becomes the theme of the next as in Pressure causes the molten material to break through onto the surface. This lava flowcanextend…
- passive voice is sometimes necessary to use the appropriate Theme, for example if you are talking about the crater, rather than the lava, you would say The crater is formed by the lava not The lava formed a crater
Nominalisation - formal texts often contain nominalisations such as this formation and extended noun phrases such as the cup-shaped hollow crater which is formed
Visual language • diagrams,flowchartsandothervisualscancarryallorpartofthemessage.
Consistency of Teacher Judgement 96 Consistency of Teacher Judgement
Informal debateStudents who participate in debates have an opportunity to explore, listen, and enjoy learning. Debates give students additional opportunities to hear their classmates’ views and to express opinions regarding topics that matter to them. They also help students to make important decisions and become critical listeners. The informal debate helps students to work together to understand common problems.
Informal debate has a number of advantages:
• Debatingreflectsthelearningprocess.Debateestablishesextremes,allowingtheviewersandparticipantstoseetheareas in between more clearly.
• Debatingallowsstudentstoexploreideasandargumentsinanon-threateningatmosphere,becausepresentationalguidelines are provided.
• Debatingisaneffectivemethodofacquiringknowledge,asargumentsneedtobesupportedbyrelevant,accurate,andcomplete information.
• Studentswhodebateinformallylearntorecognizetheelementsofagoodargumentandtofurtherdeveloptheirabilities to speak confidently.
Before an Informal Debate
Some guidelines include the following:
• TeachersandstudentsdecideonatopicrelatedtomaterialbeingstudiedinEnglish.Brainstormingisonewaytogenerate ideas.
• Whenanumberofideashavebeendiscussedandatopichasbeenchosen,twogroupsofstudentsmaybeformed.Withineachgroup,individualstudentsorpairsmightberesponsibleforcertaintasks(e.g.developinganalogiesorrebuttals). Students who watch the debate on one occasion will have a chance to be the debaters next time.
• Drawupachecklistofguidelinesforpreferreddebatingpractice(e.g.asuggestedtimelimitforeachspeaker,theimportance of listening carefully to the other side’s arguments, the need for close cooperation within the group).
• Researchandlearnsomebasictypesofargumentsoftenusedindebate.Forexample:
o The Straw Person Argument - the practice of supporting a weak viewpoint that is opposite to your own for the purpose of revealing its weaknesses.
oArgumentusing“Definition”-thepracticeofpersuadinganaudiencethatyourdefinitionofaparticulartermisthecorrect or accepted one, and then basing your argument on that definition.
oAdmissionofUncertainty-givingup“alittle”whereitwillnotharmyourargumentinordertowinamoreconclusivepoint where it will benefit you the most.
o Clarifying through Analogy - describing a situation or event by comparing it to another situation or event which is immediately relevant to your audience.
The goal of informal debate should be to achieve the fullest possible explanation of both sides of an issue.
During an Informal Debate
Some guidelines for informal debate:
• Studentsjoingroupsofsixorlesspeopleandtake15-20minutestopreparearguments.Theyshouldchoosepresenters for each of the arguments. The presenters speak in turn, after each member on the other side makes a point.
• Studentsshouldbesurenottorepeatargumentspreviouslypresented,andensurethatarecorderismakingalistofall points being made.
• Debatersmustremembertofocusonthearguments,nottheparticipants,astheylistentothedebate.
• Studentsfrombothsidescontinuetheroundsofdebateuntilnonewargumentscanbemade.
Whenallargumentsfrombothsideshavebeenpresented,ateacher-leddiscussionshouldtakeplace.
Consistency of Teacher Judgement Consistency of Teacher Judgement 97Information Kit 2009
Some of the suggested topics for discussion are as follows:
• Ofwhatqualitywerethepresentedideas?
• Whichargumentsseemedmostconvincing?
• Whatideaswereraisedthatindividualsmaynothaveconsidered?
• Whichideasmayhavechangedcertainstudents’thinking?
Itisnotnecessary,andinmanycasesnotadvisable,todeclarea“winning”groupforaninformaldebate.However,iftheteacher and students decide, they can declare a winner, then the following way of establishing a winner could be followed:
• everyvalidandoriginalargumentmadebyeachgroupshouldreceiveamark
• nomarksaregainedforrepeatinganargument
• thegroupwiththegreatestnumberofmarkswins.
Teachers and students could negotiate on the criteria to establish a winner.
After the Informal Debate
Students may reflect on the debating activity in an individual manner. This might best be done in written form, because much discussion will already have taken place. Students might:
• comparewhattheylearnedduringthedebatetowhattheyknewbefore
• researchatopicofinterestthathasarisenduetohearingthedebate
• commentontheadvantagesordisadvantagesoftheinformaldebate
• writealettertoateacherorfriendexplainingtheconcernstheyhaveafterlisteningtothedebate.
English Language Arts A Curriculum Guide for the Middle Level http://www.sasked.gov.sk.ca/docs/mla/listen.html#debate
Consistency of Teacher Judgement 98 Consistency of Teacher Judgement
debate
Important aspects
Debate is a formal way to come to a decision using rules and protocols established by an organisation, such as parliament, or by other conventions. It is mediated by a chairperson. The essence of debate is that speakers, within set limits, have the opportunity to speak for or against a proposal, trying as they do so to convince others to accept the argument of a particular point of view before a decision is made.
Relationship with other genres
• buildsoninformalspokendiscussionwhichdoesnotalwaysleadtoadecision• canleadtocompetitivedebating• issimilartopublicandpersuasivespeechesinitspersuasivetechniques• canbeafeatureofformalmeetings
Con
text
Social Purposes • toexpressopinion,topersuadeotherstoapointofview,tocometoadecision,canalso include to entertain
Aspects of social context
Debate, a form of public persuasive speaking, is part of a culturally valued tradition of decision making. It is widely used in schools and as part of conflict resolution. Successful speakers have good rhetorical skills and can use the genre for their own purposes. Its formal context can exclude groups who have not learnt how to participate in it.
Subject Matter • issuesaffectingtheorganisation/groupconcerned• businessoftheorganisation/group
Roles• arewelldefined• speakersareadvocatesforapointofview• chairpersonhastheguidinghand
Relationships
• areformalforthechairpersonwhohaspowertochoosewhospeakswithintherules of the organisation, and to ensure that the rules are kept, and that votes are taken according to approved conventions
• speakerschoosetobefriendlyormoreformalaccordingtowhatsuitstheirpurposes and a particular audience
Mode • isspoken• canbewritten,transcribed
Medium• inHansard,interviews• usuallyface-to-facecommunicationingroupssuchastheclassroom,parliament• canbevideoconferencing,teleconferencing,online
Sig
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• selectionofspeaker• speakersupportsoropposesproposal• vote/decisionThe first two stages are repeated until all who want to speak have spoken, or until the chairperson or the regulations governing debate calls a halt.Includes:• useofrelatedwords.Atechniqueistoparaphraseanotherspeaker’swordsusing
synonyms with negative connotations.• useofrepetitionofownandothers’wordsandphrasesforemphasis• canbeconventionalinformaldebates,forexample,addressingamemberof
Parliament as the honourable member• canbefactualbuttendstobemainlyemotiveasitisusedtosupportthepointof
view of the speaker
Mood
Modality
• interrogative:rhetoricalquestionsareafeatureofpersuasive speaking as in Whatdowewantforourchildren’sfuture?
• imperativeasinVote for Dave, your local candidate• expressesstrongobligationasinWemust act now• anexperiencedspeaker’slanguagesoundsmorewritten
than spoken, with longer sentences, embedded clauses and nominalisations (secondary students)
GrammarIntonations and Rhythm
• areusedforrhetoricalpurposesasinrhythmicalpatterns accompanied by table thumping for emphasis
• exaggerationoftheseisafeatureofpublicspeaking
Nonverballanguage • includesfacialexpressions,gestureandstance,oftenexaggerated for effect.
Consistency of Teacher Judgement Consistency of Teacher Judgement 99Information Kit 2009
Letters to the editor (Persuasive exposition)
Important aspects
Alettertotheeditorisabusinesslettersentmainlytonewspapersandnewsmagazines.Most editors reject letters that include inappropriate language or personal attacks on individuals or organisations. Many editors will permit the publication of anonymous letters where details of the name and address are not printed although they are made available to the publication. It is an offence to submit a letter under a false name.
Relationship with other genres
• usesbusinessletterformat• usesthegreeting:DearSir/Madamor Dear Editor• apersuasivetextwiththewriterselectinginformationtosupportaposition
Con
text
Social Purpose• topersuadeortoinfluencethereaders’opinionsaboutissuesofconcerntothe
readership
Aspects of social context
Thebriefexpression(200-250/500words)ofanopinion,acomplaint,anargumentorinformation is submitted for publication. Letters to the editor in many publications may be sent through conventional or electronic mail. Letters can also be sent to entertainment andtechnicalmagazines.Modernforumsforletterstotheeditoraretheelectronicmedia especially on the internet. Increasingly they are sent to radio and television stations to be read on news broadcasts and talk radio.
Subject Matter• oftenaboutpersonalities,events,issuesorhappeningsincurrentaffairsinthe
community, the nation or the world
Roles• writertoeditorandunknownreadersofanewspaper• readerasopinionseeker
Relationships• usuallyformal.Thewriterhasthepowertopresentaforcefulpointofviewandthe
reader has the power to reject it or respond from a different point of view.
Mode - written
Medium - newspapers,newsmagazine,periodical,internet,television,radio
Sig
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greeting - DearSir/Madam;DearEditor
introduction - thesis
- purpose/pointofviewoftheletter;maymakereferencetoaprevious publication
argument/s - to support this opinion (and to persuade the reader to the
writer’s point of view)
conclusion (optional)
- restatement of thesis plus a recommendation or suggestion (optional)
signature - name and address supplied
Cohesion
• conjunctions:usedtolinkpointswhenarguingapointofview - temporal conjunctions order points in the argument e.g. firstly, secondly, finally - causal conditional conjunctions link points in a complex sentence e.g. because,
since, if, so, though, unless - instead of conjunctions, effective writers often use nouns e.g. the reason, the
cause
Vocabulary
• relatedtotopicorconcernexpressedbythewriter• oftenemotive,usingpersonalandsubjectivelanguage,e.g. continued neglect of our
homeless youth by uncaring politicians• canbemoreeffectiveifitisneutralandobjectivee.g.Experienceincompetitionsisa
necessary requirement for the development of sporting ability.• synonyms/antonymsusedtocreatelexicalcohesione.g.politicians, leaders,
authorities; advantage, disadvantage
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Consistency of Teacher Judgement 100 Consistency of Teacher Judgement
Sig
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Grammar
Participants - first person pronoun I, me, is used to indicate a subjective opinion
- use of the second person pronoun you or first person plural we may be used as a form of persuasion e.g. If you commit yourselftothiscause… It is time we all collaborated in an effort toachieve…
- use of the third person allows the text to be more neutral and objective e.g. The members of the government need to make up theirminds…
- nominalisation, used to name issues, reasons and extended participants (noun phrases), makes the text more compact and ‘written’ e.g. This brutal killing of whales in the protected waters aroundAntarctica…
Processes - mental/thinkingverbse.g. think, believe, agree indicate a particular point of view
- present tense is used to express an opinion about a current issue or concern
- modality:expressesthewriter’sattitude–usuallyauthoritativeand certain as in This behaviour muststop;Wecouldpossibly lose; Perhaps our leaders need to rethink; There is absolutely no excuse...
Paragraphing & punctuation
• mostparagraphsdealwithonemainideaaspartoftheargumenttoinfluencethereaders’ views
• topicsentencesexpressthemainideaandsupportthedevelopmentofacoherenttext
• aletterpublishedinamagazineusesconventionalpunctuation.
Consistency of Teacher Judgement Consistency of Teacher Judgement 101Information Kit 2009
Television documentary (documentary film)
Important aspects
Television documentaries are usually initiated by a television channel with a certain budget wanting to fill a particular timeslot for a particular audience. Although the finished product may seem to be factual, these and other factors mean that it is constructed from a particular angle or point of view. The viewer needs to be aware of distortions and omissions and not accept the documentary as absolutely factual.
Relationship with other genres
• isflexibleandcomplex
• canbebasedonanexposition,adiscussion,arecount,oranygenreswhichsuitthesubjectmatter and the maker’s processes
• cancontainmanygenresincludingexplanations,descriptions,recounts,anecdotes,interviews
• istheaudiovisualequivalentofthefeaturearticle
• involvesresearch,note-taking,interviewing
• hasfilmandradiovariants
Con
text
Social Purposes• toexplain,analyse,exposeandexploreevents,phenomenaandissues
• canalsoincludetoentertain
Aspects of social context
The social context strongly influences the range and scope of documentaries. As the commercial television channels’ income from advertising is largely dependent on ratings, their documentaries have to entertain as well as inform. They often choose controversial topics to increasetheiraudience.Non-commercialchannelsdonothavetoattractadvertisers,buttheirbudgets are smaller. Independent documentary makers have to sell their idea to a channel, and this usually involves compromises.
Subject matter
• awiderangewhichincludestopicalissues,nature,people,events,trends,history,science
• canbeselectedforitstopicalinterest,controversy,universalappeal,theinterestofthefilmmaker
• asitisavisualmedium,theavailabilityofvisualmaterialinfluencesthefinalshapeofthedocumentary
Roles
• thedocumentary-maker/producer,though,asinfilmmaking,thisisusuallyacollaborativeactivity
• thepresenter/narrator
• thepeopleinthedocumentaryassubjects,witnessesorexperts
• theviewerasinformation-orentertainment-seeker
Relationships
• thetelevisionchannelordocumentary-makermakeschoicesbasedonthetargetaudienceand how they are to be positioned in relationship to the documentary, for example sympathetic, hostile, titillated
• someviewerswillacceptthemainmessagesandbasicpremiseofthedocumentaryandcriticise it within this framework; some will read it differently, because of their different experiences and beliefs; other viewers will be aware of its gaps, silences and inconsistencies and how it tries to influence the viewer
• peopleinthedocumentarycanhavetheirmessagemanipulatedbythequestionsasked,byediting, by conflicting visuals
Mode
- visual
- spoken
- auditory
- written, including title, credits, subtitles, written information, labels on diagrams
Medium - television, videotape, computer.
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Consistency of Teacher Judgement 102 Consistency of Teacher Judgement
Television documentary (documentary film) cont’dS
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Generic structure
- isvaried.Eachwillhavetobeanalysedindividuallytoseewhatgenre/sthemakersusedandwhy. The following is an example of how exposition might be used.
title- can indicate thesis, as in Rainforest, our vanishing heritage
- can be eye-catching rather than informative as in Invisible enemies
background * - title sometimes follows this
thesis- oftengivenbypresenter/narratorasavoice-overortalkinghead
- can be implied in the visuals
arguments
- in selected and sequenced visual material with or without voice-over and music
- in interviews
- in images, such as computer graphics, maps, graphs, diagrams
conclusion
- canbearestatementofthethesis,inimagesand/orspokenorwritten words
- canincludesummingupofevidence,inimagesand/orspokenorwritten words
- canincluderecommendation/s* An optional stage of the genre
Visual cohesion
Repetition• - of techniques such as the handheld camera
- of images such as railway images in a travel documentaryConjunctions• - juxtaposition of shots can imply the relationship between them, such
as contrast, cause and effect
- the type of transition often denotes time, for example a slow fade shows passing of time
- parallel editing or cutaways where two events are running parallel, and the film cuts from one to the other to show contrast
Visual language
Somefeaturesarementionedabove.Othersare:Technical codes• - lighting which can contribute to the atmosphere
- different camera techniques such as time-lapse photography
- camera angles, for example, a low angle makes the subject seem more imposing
- selection and ordering of shots can give powerful messages
- types of transitions such as dissolves, to indicate that text has been omitted in an interview
- composition and type of shot such as close-up, medium or long shotSymbolic Codes• - visual presentation of people indicates point of view, for example
looking into the camera can signify authority; formality of dress such as shorts and a T-shirt compared with a suit, and location of the interview such as a kitchen compared with an office, can also influence credibility
- titles and written information
- their style such as graphics, type of print, background
- placement, at the beginning or after a segment of filmSee Constructing Realities: Media Curriculum Guide for Years 1 to 10 and Using visual texts in primary and secondary English classrooms for more details.
Nonverbal language
looking straight at the camera gives the presenter authority•smiling, and other facial expressions convey the participant’s attitudes•other nonverbal language such as folded arms, also can indicate the participants’ attitudes•where actors are used, their body language conveys certain meanings•
Vocabularycan be technical, depending on the subject•can be emotive or factual, depending on whether the tenor is to appear neutral or not•can include languages other than English; sometimes subtitled or translated•
Consistency of Teacher Judgement Consistency of Teacher Judgement 103Information Kit 2009
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Mood interrogative:rhetoricalquestionsinvolvetheviewerasinWhat−futureisthereforourchildren?
Modality where there is speculation as in − This will cause…OrevaluationasinThis mustbe…
where the presenter expresses own opinions as in− Ithink…
sometimes the origin of the opinion is hidden as in− Itseems…Theme can be important in signalling the introduction of an argument, for −
example Anotherreason/problem…
what is emphasised and in focus in a shot is the important part −of the visual message, that is, the visual equivalent of Theme. The soundtrack can highlight this element too.
Intonation and rhythm
natural, unrehearsed conversations contrast with the more regular intonation and rhythm •of the presenter’s script, even if it is written in a more spoken style
Pronunciationvaries with the different people in the documentary•dialects vary.•
menTor TeXTsMentor texts are published texts. They are quality examples of the kind of writing and designing being required of students. As authentic texts they demonstrate writing for an authentic purpose and intended audiences and serve to show the students how to construct the text type well.
The students are introduced to the text as readers. They are then helped to identify the writing skills and strategies the author is using to achieve a particular purpose within particular stages of the text.
This engagement with the mentor text is highly-focused and short and does not need to deal with the whole text at a particular ‘reading’. The use of mentor texts demonstrates for students the power of the connection between reading and writing.
Reference:DorfmanL.R.&CappelliR.(2007)Mentor Texts. Portland, Maine: Stenhouse Publishers.
Consistency of Teacher Judgement 104 Consistency of Teacher Judgement
annoTaTed TeXT modeLsIf students are to write in a particular genre successfully, they need to become familiar with its purpose and features through immersion in the genre by exploring sample texts.
The teacher, as a writer, composes a text which is similar to the one to be written later as a joint construction by the class, and then independently by the students. This text is a model of criteria at an A standard.
In the Modelling Phase when students are being exposed to examples of the selected genre and text types, the teacher is able to plan explicitly and use the metalanguage, the language for talking about language and texts, with students. This explicit teaching develops students’ understanding of the genre category and the particular texttype–itspurpose,structure,textorganisation,languagefeaturesandthecraftingofwritingtoinfluencereaders.
year 6/7 modelled Text: an argument
An Unfair Advantage
Drug taking is a disgraceful way of cheating in sport and it is a practice that can endanger the life of a competitor. Performance-enhancing drugs are not necessary for athletes to reach the pinnacle of their sportandwintheadmirationofthepublic.However,acompetitor who uses them to get an unfair advantage risks serious ill-health and even death.
There are great numbers of gifted, dedicated and drug-free athletes who reach the pinnacle of their sport as canbeseenintheseOlympics.MichaelPhelpsandUsain Bolt, have not needed drugs to get an edge over their competitors. They have excelled and won without cheating and destroying the dream of the athletes who raced against them to win gold, to stand and see their flag raised, and hear the national anthem played.
Athletes are often role models we can respect and admire.TheswimmerGrantHackettissomeonemanyAustralians have looked up to because he is talented and has worked very hard to achieve three medals at threeOlympicGames.WouldGrantstillinspirepeopleifhecheatedbytakingdrugs?CanBenJohnson,theCanadian100m sprinter who clearly cheated to win an Olympicgoldmedaleverbearolemodel?
The unfair advantage gained by taking drugs can be linked to many reported examples of athletes suffering long term side effects or even dying, after using performance enhancing drugs. Statistics from government analytical laboratories show that over 100 cyclists have died from heart attacks caused from usingEPO,ahormonethatincreasesaerobiccapacity.
Governments and large sporting groups should not tolerate drugs in sport. They must provide more money to create a more advanced and effective testing process leading up to competitions to detect athletes using drugs to gain an unfair advantage. Cheating brings disgrace on the athlete and negatively affects the image of the sport. The danger to the health of the athlete changes any unfair advantage into a life-threatening disadvantage.
Adapted from a student text by Brayden
Cohesion: causal conjunction as in because; conditional conjunction as in if ; noun–pronounreferenceasin athletes…their,;we…manyAustralians;GrantHackett…heParagraphing: topic sentences relate to the thesis; most paragraphs deal with a main idea as part of the argumentVocabulary: is mainly neutral and objective but expresses the writer’s attitude as in disgraceful, dedicated and drug-freeTechnicalterm:EPOSynonyms: to reduce repetition as in competitor, athleteGrammar:extendednoungroups/noun phrases to pack in more information are features of the more formal text as in the admiration of the public; statistics from government analytical laboratories; more advanced and effective testing processParticipants (noun groups): are usually generic human as in athletes, cyclists except where a specific Participant is referred to as in Grant Hackett;The writer does not use I (personal voice). The impersonal voice is used to express objective opinion as in The unfair advantage gained by taking drugs, the danger to the health of the athleteAuthorities cited generally as in Statistics from government analytical laboratoriesProcesses (verb groups): The verb ‘to be’ as in is, areVerb form: Present tense to express an opinion about current issues as in win, show, (pl), uses, increases (s); The past tense is used for actions in the past as in has worked, cheated, have diedModality (degree of obligation): expressesthewriter’sattitude—usually authoritative and certain as in should (not) tolerate; must provide
Thesis–introductiontothetopic&thestatement of the position of the writer
Preview or outline of arguments to follow
Argument 1-
Point being made
Elaboration of the point
Argument 2-
Point being made
Elaboration of the point
Argument 3-
Point being made
Elaboration of the point
Conclusion:
Call for action (optional)
Restatement of writer’s position
Generic Structure Text Model Language Features
Consistency of Teacher Judgement Consistency of Teacher Judgement 105Information Kit 2009
annoTaTed sTudenT WorK samPLes WITh aCComPanyIng CrITerIa
year 7 student sample text: Letter to the editor
DearSir/Madam
Congratulations on your editorial about the need for climate change to be a high priority for our leaders at the local, state and national levels.
The changes in weather patterns are having a very significant impact on the climate across the globe. This impact will definitely increase if the authorities in our suburbs, cities and country continue to do little to reduce fossil fuel emissions. If these emissions continue to produce more air pollution they will reduce available water, affect patterns of rainfall, and increase bushfires and storms.
You pointed out that these devastating climatic conditions are something we have to take full responsibilityfor.Weneedourelectedleadersto take climate change seriously at all levels of government. The Australian Government has to collaborate with big business and with households to address the economic, social and environmental issues linked to climate change.
Otherlevelsofgovernmenthavetoworkwiththe people of Queensland to reduce the amount of energy used. The State Government can collaborate with householders to reduce the amount of energy used for heating and air-conditioning.Ourlocalgovernmentshavetostoppeople from making too much rubbish and get them to recycle more.
I believe the politicians have to think clearly about what responsible decisions they can make to deal with climate change. They have to work with the people of Australian to put the plans into action.
Concerned student, Brisbane (name supplied)
Textual Features
Cohesion: synonyms as in leaders, authorities, levels of government, the politicians set up links throughout the text to create a coherent text
Topic sentences: a key sentence sums up the main idea of each paragraph. Topic sentences develop a clear line of argument
Vocabulary: Is usually neutral/objectivebutalsoexpresses the writer’s opinion and appeals to concerned readers as in congratulations, high priority, significant impact, devastating climatic conditions, collaborate, responsible decisions
Grammar
Modality: writer selects modal verbs; uses bold text to enhance meaning and toappearauthoritative&certain as in will definitely increase, has to collaborate, havetowork/stop/think
Generic Structure
Use of the conventions of a formal business letter
Formal greeting
Introduction: outlines thetopic&conveysthe writer’s position. Reference to previous letter or article
Body of letter: Separate paragraphs develop the argument logically
Conclusion: summarises opinion &includesacalltoaction
Signature supplied
Teacher’s annotations >
Teacher’s annotations >
Student’s text >
Consistency of Teacher Judgement 106 Consistency of Teacher Judgement
Task specific descriptors
Ass
essa
ble
elem
ents
Kno
wle
dge
and
Und
erst
andi
ngC
onst
ruct
ing
Ref
lect
ing
Stu
dent
s kn
ow a
nd u
nder
stan
d th
at a
lett
er t
o th
e ed
itor
argu
es
a pa
rtic
ular
poi
nt o
f vie
w a
bout
a
curr
ent
new
s is
sue.
The
y se
ek
to in
fluen
ce a
wid
er c
omm
unity
au
dien
ce r
epre
sent
ed b
y th
e re
ader
ship
of p
rint
and
onl
ine
new
s.
Stu
dent
s co
nstr
uct
a le
tter
to
the
edito
r ab
out
a cu
rren
t ne
ws
issu
e us
ing:
•agenericstructurethatincludesastatementofwriter’spointofview;
argu
men
ts in
par
agra
phs
to s
uppo
rt t
his
opin
ion
and
pers
uade
the
re
ader
; a c
oncl
usio
n as
a r
esta
tem
ent
of t
he p
oint
of v
iew
•cohesivedevicestosignalrelationshipsbetweenideasandsequence
the
argu
men
ts e
.g. a
s a
resu
lt, u
nlik
e, b
ecau
se•evaluativelanguagetoexpressopinionsandrepresentthesubject
mat
ter
in p
artic
ular
way
s•neutral/objectivevocabularytoestablishrelationships,expressopinions
and
pers
uade
oth
ers
•mental/thinkingverbstoexpressanopinion
•modalitytoindicatedegreeofcertainty.
Stu
dent
s re
flect
on
the
effe
ctiv
enes
s of
the
ir
lang
uage
cho
ices
and
way
s of
impr
ovin
g th
eir
use
of E
nglis
h th
roug
hout
the
con
stru
ctio
n of
th
e te
xt.
Descriptions of evidence of the standard of work
The
stud
ent:
•developsmoreelaborated
idea
s ab
out
the
subj
ect
mat
ter
and
incl
ude
sele
cted
det
ails
to
supp
ort
a po
sitio
n•establishesanauthoritative
role
and
pos
ition
s th
eir
audi
ence
thr
ough
lang
uage
ch
oice
s
The
stud
ent:
•outlinesthetopicandgivesthewriter’sopinion;developslogical
argu
men
ts; r
esta
tes
the
posi
tion
and
incl
udes
a c
all t
o ac
tion
•usesdependentandindependentclausestoextendandelaborateideas
and
info
rmat
ion
•useslanguagefeaturestoappealtocertaingroups
•usespunctuationtoenhancemeaning
•usesauthoritativesourcestospellunknownwords
The
stud
ent:
•deliberatelymakeschangesand
mod
ifica
tions
to
the
text
dur
ing
the
wri
ting
proc
ess
to m
ake
it m
ore
effe
ctiv
e •reflectsonhowchangesand
mod
ifica
tions
mad
e to
the
tex
t ha
ve
exte
nded
mea
ning
for
the
inte
nded
au
dien
ce
•selectssubjectmatterabout
an is
sue
of c
once
rn t
o th
e re
ader
ship
•presentsanargumentto
supp
ort
thei
r op
inio
n ab
out
the
issu
e
•introducestheirposition,providesdetailsandfurtherevidenceand
rest
ates
the
pos
ition
•usestextconnectivesbetweensentencestoshowrelationships
betw
een
idea
s e.
g. h
owev
er, t
here
fore
, fin
ally
•usesconjunctionswithinsentencestoshowcauseandeffect,
com
pari
son
and
cont
rast
e.g
. as
a re
sult,
unl
ike,
bec
ause
•useslanguagefeaturestoestablishrelationshipsandpresentsubject
mat
ter
from
a p
artic
ular
per
spec
tive
•usespunctuation(fullstop,capitalletters,commas,apostrophes,
quot
atio
n m
arks
and
bra
cket
s) t
o si
gnal
mea
ning
•usescorrectspellingforfamiliarandtopicrelatedwords
•useswritingprocessesofplanning,
draf
ting,
rev
isin
g, e
ditin
g, p
roof
read
ing,
pu
blis
hing
and
ref
lect
ing
in t
he
cons
truc
tion
of t
he t
ext
•reflectsonhowthechangesand
mod
ifica
tions
mad
e to
the
tex
t to
ach
ieve
th
e pu
rpos
e of
dis
cuss
ion
•choosesanissueofconcern
and
iden
tifie
s so
me
mai
n id
eas
rela
ted
to t
he t
opic
•makeslanguagechoicesto
supp
ort
thei
r po
int
of v
iew
.
•usesasequencedtextstructurethatincludesanintroduction,abody
and
a co
nclu
sion
•organisestextintoparagraphscontainingrelatedinformation
•usessomeappropriatelanguagefeatures
•usessomepunctuationcorrectly
•usescorrectspellingforfamiliarwords.
•attemptstoidentifysomeofthewriting
proc
esse
s us
e du
ring
the
con
stru
ctio
n of
th
e te
xt•reflectsonwhatchangeshavebeenmade
to t
he t
ext
Yea
r 7
Jun
ctur
e En
glis
h Ex
posi
tory
Tex
t (P
ersu
asiv
e Ex
posi
tion
)S
tude
nt n
ame:
STA
ND
AR
DS
Evid
ence
of
aVeryHigh
stan
dard
Evid
ence
of a
Highstandard
Evid
ence
of
a S
ound
st
anda
rd
Evid
ence
of
Bel
ow
stan
dard
Evid
ence
of
WellBelow
stan
dard
Consistency of Teacher Judgement Consistency of Teacher Judgement 107Information Kit 2009
guiding Questions for analysing student texts in years 6 and 7The Framework of Guiding Questions has been provided to assist teachers with their understanding of, and language for, analysing students’ texts. They are to help teachers annotate student work samples and to see where and how learning is demonstrated.
MEANING MAKER/ TEXT USER
CODE BREAKER TEXT ANALYST
1. Whatdoesthetextshow the student knows, believesordoes?
Text Types2. Howhasthestudentshownalink
between the purpose of the text and texttypechoice?
3. Howhasthestudentorganizedthetext?– replicatedtypicalgenericstructure– usedmodelledstructureindependently
Subject matter4. Whatsubjectmatterhasthestudentdeveloped?
Howhasthestudentorganisedideas?– logicalsequenceofmainideas– useofparagraphseachcontaininga
main ideaHowhasthestudentdevelopedthesubjectmatter(typeandcomplexity)?– vocabularychoicesmadetodescribe
the subject matter– noungroups–descriptiveand
evaluative– verbgroups–typeandvocabulary
choice – inclusionofaddeddetailorargument
of each main idea
5. Whattextualresourceshasthestudentusedtodevelopthesubjectmatter(typeandcomplexity)?
– vocabularychoicesmadetodescribethesubjectmatter– noungroups–descriptiveandevaluative– noungroupswithadjectiveoradjectivalphrases– verbgroups–typeandvocabularychoice– verbgroupswithadverbs– useofadverbialphrases
6. Howdoeschoiceofnoun and verb groups the student has used represent the subject matter in particular ways (prioritising certain information)?
– similarordifferentrepresentations
– developing+iveor–iverepresentations
– representationofapointof view
Roles and Relationships7. Whatrelationshiphasthestudentdevelopedwiththereader/viewer?
– equal/unequal(Power)– close/distant,formal/informal
(Distance)– knowledgeorexpertiseofthetopic
(Affect)
8. Whattypeofsentenceshasthestudentused?(statements, questions, commands, exclamations and associated punctuation)
Whatwordchoiceshasthestudentusedtodeveloparelationshipwithaudience?
– vocabularychoices–evaluativewords(e.g.meangossip);intensifying words (e.g. very)
– modality–strengthenorweakenverbs(e.g.mustgo,should go)
9. Howhasthestudentusedsentence type, vocabulary choiceandmodality?
– topositionreaders– developcertain
relationships– expressattitudes
Mode and Medium10.Whatmodeoflanguagedidthe
student use (written, spoken, visual ormultimodal)?
Whatmediumhasbeenusedbythestudent?
11.Howdidthestudentlinkideasinthetext?– useofparagraphs,topicssentences– tenseofsentences(past,present,future)– simplecompoundandcomplexsentences– conjunctionstolinkclausesandorganizetext–addingon,
comparing and contrast, time cause and effect, conditions– patternsofrelatednoungroupsandverbgroups– typesofpronounsandpronounreferencing– topicsentences(keyidea)atthebeginningofparagraphs– keypartofasentenceinthemeposition(atthebeginning
of the sentence)
(Textual Resources)12.Whatstrategieshavebeenusedtospell?– soundsymbolrelationships(e.g.singlevoweland
consonant sounds, blends, diagraphs, long vowels, silent letter) and visual letter patterns
– basewordandtenseorpluralendings– syllablesandprefixesandsuffixes– meaning/spellingrelationships:derivationofwords(e.g.tri-cycle),meaningaspectofwords(e.g.magic/magician,child/children)compoundwords,homonymsandsynonyms
AdaptedfromtheStateofQueensland(QueenslandStudiesAuthority)OpenTrialConference(2005)
Consistency of Teacher Judgement 108 Consistency of Teacher Judgement
The focus of assessment in english in years 6 and 7The focus of assessment is on the learning statements appropriate for the construction of an Expository text fromtheWaysofWorkingandKnowledgeandUnderstandingcomponentsoftheYear7JunctureoftheEnglish Essential Learnings. The core learning outcomes of the English syllabus are indicated alongside the corresponding learning statements.
Ways of Working By the end of Year 7, when constructing expository texts, students are able to:• identifyanddemonstratetherelationshipbetweenaudience,subjectmatter,purposeandtexttype
• recogniseandselectvocabulary
• constructnon-literarytextstoexpressmeaningsandmessages,toidentifycausesandeffects,andtostatepositions supported by evidence
• reflectonlearning,applynewunderstandingsandidentifyfutureapplications.
Knowledge & Understanding Speaking involves using oral and gestural elements to construct texts that achieve purposes across wider community contexts.• Thepurposeofspeakingandlisteningincludesadvancingopinions,discussing,persuadingotherstoapointof
view, influencing transactions, and establishing and maintaining relationships. C4.1.1; 4.1.5
• Statements,questionsandcommandscanuselanguagethatpositionsandrepresentsideasandinformation.CR 4.1.1
• Wordsandphrasing,syntax,cohesion,repetition,pronunciation,pause,pace,pitchandvolumeestablishmood,signalrelationships,createeffectandaremonitoredbylisteners.OP4.1.2;4.1.3;4.1.5;4.1.6
• Nonverbalelements,includingfacialexpressions,gesturesandbodylanguage,establishmood,signalrelationships,createeffectandaremonitoredbylisteners.OP4.1.3;4.1.6
• Inpresentations,speakersmakemeaningclearbyorganisingsubjectmatter,identifyingtheirroleandselectingrelevantresources.CU4.1.3;4.1.4;OP4.1.3
• Speakersandlistenersuseanumberofstrategiestomakemeaning,includingidentifyingpurpose,activatingprior knowledge, responding, questioning, identifying main ideas, monitoring, summarising and reflecting. CU 4.1.1;4.1.2–4.1.8
Writing and designing involve using language elements to construct non-literary texts for audiences across wider community contexts.• Thepurposeofwritinganddesigningincludesevokingemotion,persuadingandinforming.CU4.3.1
• Writersanddesignersestablishroles,makeassumptionsabouttheiraudienceandpositionthemthroughlanguage choices. CU 4.3.1; CR 4.3
• Wordsandphrases,symbols,imagesandaudioaffectmeaningandpositionanaudience.OP4.3.2;CR4.3
• Textusersmakechoicesaboutgrammarandpunctuation,toestablishmeaning.OP4.3.2;4.3.3;4.3.4;4.3.6
• Knowledgeofwordoriginsandsoundandvisualpatterns,includingbasewords,prefixesandsuffixes,syntaxandsemantics,isusedbywritersanddesignerswhenspelling.OP4.3.5
• Writersanddesignersrefertoauthoritativesourcesanduseanumberofactivewritingstrategies,includingplanning, drafting, revising, editing, proofreading, publishing and reflecting
Consistency of Teacher Judgement Consistency of Teacher Judgement 109Information Kit 2009
Language Elements: Interpreting and constructing texts involve selecting and controlling choices about grammar, punctuation, vocabulary, audio and visual elements, in print-based, electronic and face-to-face modes across wider community contexts.• Paragraphssequenceinformationandarguments,andincludetopicsentencesthatemphasiseapointorargument.OP4.2.1;4.3.1
• Dependentclausesrequireindependentclausestomakemeaninginasentence.OP4.1.1;4.2.1;4.3.4
• Pronoun–nounagreement,subject–verbagreementandmaintainingtensesupportcohesionacrossaparagraph.OP4.1.1
• Cohesivedevicesandothertextconnectiveswithinandbetweensentencessignalrelationshipsbetweenideas,includingcause-and-effectandcomparisonandcontrast.OP4.1.4;4.2.1;4.3.4
• Noungroupsandverbgroupsareusedtoprovidespecificdescriptionsofsubjectmatter,expressdegreesofcertaintyanduncertainty,anddevelopcharacterisation,settingandplot.CU4.2.3;4.3.3;OP4.1.2;4.1.5;4.2.2; 4.2.3; 4.2.4; 4.3.3; 4.3.4
• High-frequencywordsarereplacedbymorecomplexformsofvocabularyandgivemorespecificdescriptions.OP4.1.2;4.1.5;4.2.2;4.2.3;4.2.4;4.3.2;4.3.3
• Evaluativelanguage,includingadjectives,canappealtocertaingroups,expressopinions,andrepresentpeople,characters,places,eventsandthingsindifferentways.OP4.1.5;4.2.2;4.3.2
• Punctuation,includingquotationmarksandbrackets,signalsmeaning.OP4.3.6
• Vocabularyischosentoestablishrelationships,persuadeothers,describeideasanddemonstrateknowledge.OP4.1.2;4.2.4;4.3.2;CR4.2.1;4.3
• Auditory,spoken,visualandnonverbalelementsaddmeaning,interest,immediacyandauthoritytomultimediatexts.OP4.1.3;4.1.6;4.2.5;4.3.5
Literary and Non-literary texts: Evaluating literary and non-literary texts involves understanding the purpose, audience, subject matter and text structure.• Textspresentsubjectmatterfromaparticularperspective.CR4.1.1;4.1.2;4.1.3;4.2.1;4.2.2;4.2.3;4.3
• Non-literarytextsevaluate,inform,presentargumentsandpersuade.CU4.1.1;4.1.5;4.2.1;4.3.1
• Argumentshaveaparticularstructure,includinganintroductionthatidentifiesaposition,abodywithdetailsandfurtherevidence,andaconclusionthatrestatestheposition.OP4.1.1;4.2.1;4.3.1
• Mainideas,issuesandeventsareselectedandorganisedtosustainapointofviewandtoprojectalevelofauthority that matches a purpose and an intended audience. CU 4.1.2; 4.1.3; 4.1.4; 4.1.8; 4.3.2; CR 4.1.2; 4.1.3; 4.2.1; 4.3
Consistency of Teacher Judgement 110 Consistency of Teacher Judgement
usIng an InQuIry aPProaCh In inquiry-based learning environments, students are engaged in activities that help them actively pose questions, investigate, solve problems, and draw conclusions about the world around them.
Taking ownership of the inquiry process allows students to become independent thinkers and to be engaged in meaningful activities that address and explore the questions they have posed.
Questioning is at the core of inquiry learning and drives the teaching and learning process.
An inquiry approach to learning is a process that includes students:
• formulatingaproblemorquestion
• searchingthroughand/orcollectinginformationtoaddressaproblemorquestion
• makingsenseoftheinformation
• developinganunderstandingof,apointofviewabout,orananswertoaquestion.
Through an inquiry approach students have the opportunity to:
• buildontheirexistingknowledgeandskills
• selecttopicsofinterest
• exploreavarietyofresources(i.e.,books,maps,primarysourcedocuments,websites,videos,audios,photographs)
• selectthebestwaytocommunicatetheirfindings
• sharewithreal-worldaudiences
• beevaluatedonbothprocessandproduct
• evaluatethemselves,theirpeers,theirresourcesandtheprocess.
an engLIsh InQuIry A quality inquiry learning sequence in English is based around a key or guiding question. Students explore the key question, and some supporting questions if appropriate, through a range of texts and language in different contexts. Students who engage in an English inquiry into a text type within the Expository Genre could investigate and discuss connections between:
How the text is made • Questionscanbeaboutauthor,text,images,words,formatandlayout.
The structure of the text• Questionscanbeabouttexttype,genre,structuresandfeatures,languagestyleandchoice,andgrammar.
How the text relates to life• Questionscanbeaboutmakingconnectionswithexperience,ideasandissues,perspectivesonideasand
issues.
How the author makes choices• Questionscanbeabouttextsasconstruction,linguisticchoice,representation,culturalcontext.
How we might read the text• Questionscanbeabouthowpeoplefromdifferentgroupscouldreadthetext,includinginvitedreadingsand
multiple perspectives.
The literary techniques and devices operating in the text• Questionscanbeaboutlanguage,images,pointofviewand/orlayout.
How texts relate to each other• Questionscanbeabouthowothertextsmaydealwiththesametopic.
The importance of inquiry learning is that students learn how to continue learning, how to be lifelong learners.
Consistency of Teacher Judgement Consistency of Teacher Judgement 111Information Kit 2009
TEA
CH
ING
AN
D L
EAR
NIN
G C
YC
LE
Dec
onst
ruct
ion
Bef
ore
cons
truc
ting
a te
xt w
e ne
ed t
o id
entif
y:
•thefield/subjectmatter
•students’priorknowledge
•meaningfullearningexperiences
•howtoorganiseandrecord
info
rmat
ion.
Con
text
of
Cul
ture
Whatisthesocialpurposeofthis
genre?Whousesit?Why?
Con
text
of
Sit
uati
on
Whatisthesubjectmatter?
Whoistakingpartinthe
communication?(Rolesand
Rel
atio
nshi
ps)
Whatisthemodeandmediumof
communication?
Dev
elop
ing
Con
trol
of
Gen
re
Inde
pend
ent
Con
stru
ctio
n of
Tex
t
Cri
tica
l Lit
erac
y
Stu
dent
s us
e th
e ge
nre
to c
halle
nge
ideo
logy
, the
ory
and
prac
tice.
Pre
para
tion
for
inde
pend
ent
wri
ting
of a
tex
t in
the
sam
e ge
nre
(as
for
join
t co
nstr
uctio
n)
•individualwritingoftextinsame
genr
e in
dra
ft
•consultationwithteachersand
peer
s ab
out
wri
ting
•editing,reworkingofwriting
•criticalevaluationofsuccess
Con
sulta
tion
with
tea
cher
and
pe
ers
may
occ
ur d
urin
g a
draf
t.
It m
ay a
lso
incl
ude
aspe
cts
of
editi
ng e
tc.
Pre
para
tion
Howdoweprepareforthe
join
t co
nstr
uctio
n of
a n
ew
text?
•buildupsubjectmatter
know
ledg
e th
roug
h re
sear
ch
•useguidelinequestions
to s
caffo
ld in
quir
y
Con
stru
ctio
n
Teac
her
guid
es t
he
stud
ents
in jo
intly
co
nstr
uctin
g a
new
tex
t in
th
e sa
me
genr
e.
Join
t C
onst
ruct
ion
Dev
elop
ing
Fiel
d K
now
ledg
eTe
xt
Whatarethefunctionsof
thestages?
Whataresomeofthe
languagefeatures?
Howdoweknowwhatthe
textisabout?
Whatistherelationship
betw
een
the
wri
ter
and
the
reader?
Te
aC
hIn
g T
he
eX
Po
sIT
or
y g
en
re
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Consistency of Teacher Judgement 112 Consistency of Teacher Judgement
PLannIng an engLIsh InQuIryStudent engagement in learning is enhanced when planning in English is focussed around an inquiry into relevant aspects of text, language or literacy.
What is the English problem to be solved, question to be answered, significant task to be completed or issue to be explored through the interpretation or construction of particular texts?
This involves:
• establishingafocusofinvestigationintothelanguageusedtocreatethetextsto explain, analyse, argue, persuade and give opinions in precise and accurate ways
• exploringconnectionsbetweenthepurpose,texttype,subjectmatter,authorandaudience,modeandmedium in these texts
• introducingstudentstoaprocessthatallowsthemtotalkaboutthelanguageinthetextstheyareinterpreting and constructing.
What the teacher may do What the students may do
Negotiateasocialcontext(subjectmatterandaudience) for this unit with the students.
Suggestoptionsfromappropriatetexttype/swithinthe genre category.
Brainstorm topics of interest and possible audiences.
Participate in formulating a group decision.
Decide on an appropriate text type for presenting the information
Lead the development of an inquiry question that connects the text type and its purpose to the social context.
Participate in discussion to identify possible directions for study.
The teacher:
• createsataskthatenablesstudentstodemonstratewhattheyknowandcando
• decidesonexplicitcriteriatoguidestudentperformanceandteacherjudgementsofthespoken/signed,written or multimodal exposition
• providesafairandequitableopportunityforallstudentstodemonstratewhattheyknowandcando.
What the teacher may do What the students may do
Discuss the task requirements. Ask questions to clarify the task demands.
Specify criteria for the standards of learning achievement. Discuss what this may look like.
Indicate clear conditions for learning achievement.. Discuss areas for negotiation.
Scaffold the assessment requirements with explicit teaching and learning.
Developing Field KnowledgePurpose:toinvestigatetheconcept/topicandthesocialcontextofthenegotiatedtext/s.
This stage involves:
• establishingthestudents’priorknowledgeandunderstandingoftheconceptand social context to be explored in the expository text
• identifyingtheinformationtobeincluded–Whatinformationdowewanttofindout?
• planningexperiencesthatwillprovidetheinformation–Howwillwefindouttheinformation?
What the teacher does What the students do
Establishes the extent of the students’ current knowledge and understanding of the concept and build on it.
UsesaKWLtorecordinformation.
Participate in a discussion around the concept.
Think Pair Share in groups to initiate the discussion.
Before constructing a text we need to identify
• thefield/subjectmatter
• students’priorknowledge
• meaningfullearningexperiences
• howtoorganiseandrecordinformation.
Developing Field Knowledge
Consistency of Teacher Judgement Consistency of Teacher Judgement 113Information Kit 2009
DeconstructionThe purpose of this stage is to provide experiences of the text types being studied.Ithastwoparts–DeconstructionofContextandDeconstructionoftheText.
Deconstruction – Context of Culture & Context of SituationThis step provides an opportunity for students to become familiar with the text type, its social purpose, possible audiences, text structure and textual features, throughimmersioninthegenreandexploringmentor/sampletexts.
What the teacher does What the students do
Selects a range and balance of texts that are models of the genre to be studied.
Introducesamodel/softhegenretotheclassidentifyingaudienceandpurpose.
Read and discuss the texts.
Asks questions from the point of view of the writer:
• Whowouldwrite/designthiskindoftext?
• Whywouldsomeonewrite/designthistext?
• Whoistheintendedaudienceforthetext?
• Inwhatothersituationwouldyouneedtowrite/designthistext?
Answer questions in small or whole groups.
Asks questions from the point of view of a reader:
• Wheremightyousee/find/read/view/listentothiskindoftext?
• Whowouldbeinterestedinreading/viewing/listeningtothistext?
• Whatinformationwouldyouexpecttofindinthistext?
• Whatsortsofoccupationswouldinvolvereadingandwritingthistypeoftext?
• Whymightyouneedtoread/view/listentoorwrite/designasimilartext?
Answer questions in small or whole groups.
Provides sample texts with headings and text titles.
Provides pictures to support the titles for younger children.
Match headings with the text
Provides sample texts and audiences. Match sample texts with possible audiences
Context of Culture
Whatisthesocialpurposeofthisgenre?Whousesit?Why?
Context of Situation
Whatisthesubjectmatter?
Whoistakingpartinthecommunication?(RolesandRelationships)
Whatisthemodeandmediumofcommunication?
Deconstruction
Consistency of Teacher Judgement 114 Consistency of Teacher Judgement
Deconstruction – Deconstructing the TextThis step provides an opportunity for teachers and students to investigate the way the text is structured to achieve its purpose. Explicit teaching sessions includethewaythetextisorganised–Written:e.g.paragraphstructure,the use of headings, diagrams, graphs, page layout and distinctive language features of the genre; Multimodal: e.g. logos, symbols, storyboard, colours, framing, transitions, focal point, mood sound effects, body language, distances, speed and pace, editing
What the teacher does What the students do
Cloze:Blanksoutwordsthathaveaspecificfunction:topicsentenceineachparagraph, sentence beginnings or processes (verb groups).
Models the activity.
Listen and observe teacher modelling task.
Workindividually,inpairsorsmall groups to complete the cloze.
Sorting: Prepares cut up texts for students to reassemble.
Ordersparagraphsorsequenceimages,matchingtopicsentences,captions,dialogue. Reassembles blocks of text according to generic structure.
Models the activities with text strips or blocks.
Listen and observe teacher modelling task
Workindividually,inpairsorsmall groups to complete the sorting activity.
Providestwotexts-Discussing/Comparing
Asks the following questions or provides task cards:
• Whatisthetextabout?
• Howdoweknowwhatitisabout?
• Whatistherelationshipbetweenthewriter/designerandthereader/viewer/listener?
• Howcanwetell?
• Howisthetext/informationorganised?
• Howdothesentences/sequencesbegin?Isthereapattern?
• Howarethetextssimilar/dissimilar?
• Howisthetextsupported–diagrams,labels,headings,music,lighting,soundeffects?
Answer questions in the whole class.
Workindividually,inpairs,small groups to answer questions on task cards.
Modelslocatingand/oridentifying:
• languagefeatures–tense,conjunctions,processtypesandsequencing
• sentencebeginnings;topicsentences
• emotionsthroughfacialexpression;sound,useofplace.
Watchandlistentothemodelling.
Individual, pair, small group work on highlighting specific aspects of texts.
Text
Whatarethefunctionsofthestages?
Whataresomeofthelanguagefeatures?
Howdoweknowwhatthetextisabout?
Whatistherelationshipbetween the writer and the reader?
Deconstruction
Consistency of Teacher Judgement Consistency of Teacher Judgement 115Information Kit 2009
Joint ConstructionThisstagehastwosteps–PreparationandConstruction.Itenablesstudentstobuild a new text on the basis of shared experiences and knowledge of language features of the text type. The teacher scaffolds the process by modelling and reworking.
Preparation
This step allows students to build up their field knowledge and provides an opportunity for students to locate, extract, analyse and organise relevant information in a way that is appropriate to the genre.
What the teacher does What the students do
Leads the students in Defining the task by asking questions such as:
• Whatdowereallywanttofindout?
• Whatisourpurpose?
• Whatdoweneedtofindthisout?
• Whatarethekeyideas,thewords/imagesthatrepresentthetopic?
• Whatdoweneedtodo?
• Whatgenresareappropriatetothetopic?
• Whoistheaudience?
Consider these questions when working individually, in pairs or small groups to help them define the task.
Leads the students in Locating the information by asking questions such as:
• Wherecanwefindtheinformationwewant?
• Whatdowestillneedtofindout?
• Whatsourcesandequipmentcanweuse?
Consider these questions when working individually, in pairs or small groups to locate the information they need.
Brainstorm and record a list of resources and sources.
Create own set of resources.
Leads the students in Selecting the Information by asking questions such as:
• Whatinformationcanweuse/leaveout?
• Howrelevantistheinformationwehavefound?
• Howcredibleistheinformationwehavefound?
Consider these questions when working individually, in pairs or small groups to select the information they need.
Provides models of ways to organise the information appropriate to the genre. Use the organisers to collate information.Proformas
Retrieval charts
Storyboards
Tables
Notes
Flow chart
Construction of TextThis stage provides an opportunity for the teacher to scaffold the writing of the text through negotiation and interaction with students. At this stage the teacher can use ‘think alouds’ and questions to guide the students into understanding the text structure and language features as well as developing drafting, editing and proof reading skills. The teacher needs to be confident with the language features of the genre in order to guide the structure and wording of the text.
What the teacher does What the students do
Scaffolds the writing of the text by asking questions, thinking aloud, suggesting, modelling language features, drafting and editing.
Participate with the teacher in whole class or groups to write the text.
Discusses the presentation of the text - diagrams, maps, video, chart, brochure, booklet, blog, website, photo story.
Make suggestions for presentation.
Preparation
Howdoweprepareforthejoint construction of a new text?
• buildupsubjectmatterknowledge through research
• useguidelinequestionsto scaffold inquiry.
Joint Construction
Construction
Teacher guides the students in jointly constructing a new text in the same genre.
Joint Construction
Consistency of Teacher Judgement 116 Consistency of Teacher Judgement
Independent ConstructionThis stage has two steps, preparation and individual writing. It also includes critical literacy. In this stage the teacher’s role is vital in providing demonstrations, guidance and support as the students move through the steps that were modelled during the joint construction stage, either individually, in pairs or in groups depending on their confidence with writing. Students’ attempts and approximations of the genre are important at this stage.
PreparationIn this step the students locate, extract and organise relevant information.
What the teacher does What the students do
Demonstrates and guides strategies for starting a new topic.
• Brainstorming
• Clustering
• Conceptmapping–identifyingkeywords.
Questions concept mapping.
Select a topic,
- independently construct a text using same information collected for the joint construction
- with the same theme but a different subject matter
- within the same broad theme.
Use the strategies for locating, extracting and organising information.
Individual Writing of TextThis step involves students drafting, consulting, editing and publishing text.
What the teacher does What the students do
Is available to work on drafting, consulting and editing with students.
Uses learning statements and standards as a focus for the conversations.
Identifies steps needed to achieve the standards.
Keeps a checklist of student achievement and needs as an indication for possible whole class planned teaching/learningactivitiesduringthisstage.
Discuss drafts with the teacher, peers or other support staff.
Reflect on the construction of the text when editing, redrafting, and rewriting.
Models the editing process. Edit writing.
Suggests tools for publication and supports students in publishing their work.
Publish.
Derewianka, B. (1990). ExploringHowTextsWork.Newtown:PrimaryEnglishTeachingAssociation.
DSP literacy Project. (1989). The Report Genre. Sydney: Metropolitan East Disadvantaged Schools’ Program.
Murray,N.&Zammit,K.(1992).The Action Pack. Animals. Sydney: Metropolitan East Disadvantaged Schools’ Program.
Hunt,I.(2004).SuccessfulJointConstruction.Pen96.Newtown:PrimaryEnglishTeachingAssociation.
Critical Literacy
Students use the genre to challenge ideology, theory and practice.
Independent Construction of Text
Individual writing of text in same genre in draft
Consultation with teachers and peers about writing
Editing, reworking of writing
Critical evaluation of success
Preparation for independent writing of a text in the same genre. (as for joint construction)
Consistency of Teacher Judgement Consistency of Teacher Judgement 117Information Kit 2009
WorKIng aT The grammaTICaL LeVeL of The TeXT Explicitly teaching the grammar of the particular text type within the Expository genre assists students in improving their learning about how language works. In best practice in the teaching of English, the teacher and the student develop a language to talk about the language. In classroom interactions the teacher models the grammar to meet student learning needs
grammar: Whole of Text LevelWhole texts are comprised of clauses that are linked using a range of increasingly complex sentence structures and cohesive devices that suit the purpose and text type including:•grammaticalpatterns and features e.g. theme position and sentence structures •repeatedorrelatedsentencepatterns, phrases or words across several clauses•conjunctionstojoinclauses
•patterns of and particular choice of words.
Clause A clause is the basic unit of meaning in Standard Australian English. A clause: • conveysamessage• usuallycontainsaverborverbgroup• usuallyprovidesinformationabout: o what is happening o who is taking part o the circumstances surrounding the activity (when, where, how).
Theme Position The theme comes first in a clause. It is the predominant part. Theme position and patterns of theme reveal the key messages of a text.Rheme is the remainder of the clause. e.g.
The blue car raced around the mountain.Around the mountain raced the blue car.Racing around the mountain was the blue car.
COHESIONRepeated wordsTexts are held together by repeating words particularly nouns and verbs.Related wordsTexts are held together by the related words or word groups within a text. PronounsTexts are held together by pronouns that refer back to nouns, noun groups or clauses e.g. The barn smelled of hay. It smelled of rope. EllipsisTexts can be held together by words that are left out but whose meanings are understood. e.g. Jim ran across the road but Jessica walked (across the road).Conjunctions are used to join clauses: • conjunctionsthatadd ideas and information including and, as well, also, or • conjunctionsthatcompare or contrast ideas and information including but, also, like, yet• conjunctionsthatindicate time or sequence time within a text including then, when, after, before, while, until,
since, later, whenever• conjunctionsthatshow the causeofanidea,actionorinformationincludingbecause,so,so…that,aslongas,if…then,incase
NOMINALISTION The process of forming nouns from words of other classes (eg ‘invention’ from ‘invent’, ‘honesty’ from ‘honest’) to make a text more compact and ‘written-like’.
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grammar: sentence and Clause LevelTypes of sentences: There are four basic types of sentences.STATEMENTS QUESTIONS COMMANDS EXCLAMATIONS
The type of sentence used is often determined by the text type. An author can choose a particular type of sentence. The type of sentence used can indicate the mood of the text.
Simple sentence: A simple sentence contains a single clause. The clause is an independent clause because it can stand alone and make sense by itself e.g.
Lester poked Clyde with a stick.DidClydegetmad?Get out of here!
Compound sentence: A compound sentence contains two or more independent clauses. Each clause in the compound sentence can stand alone and make sense by itself. The clauses may be linked together by conjunctions such as ‘and’, ‘but’ and ‘or’ e.g.
Clyde turned away and he would not speak.Lester could hide in the pond or he could find a new home. Hesetoutatduskbuthereallywantedtostay.
Complex sentence: Acomplexsentencecontainstwoormoreclauses.Oneclausecarriesthemainmessage(independentclause)andtheotherclause/s(dependentclause/s)elaboratethemessageinsomeway.Thedependentclause/srelyon the meaning in the independent clause and cannot stand alone.
In a complex sentence the dependent clause can be rank shifted to give greater emphasis to that clause. e.g.
Lester did not sleep a wink because he was rigid with fright.
If he had not been so naughty, Lester would have been home for the night.
ExclamationsThe type of sentence used is often determined by the text type. An author can choose a particular type of sentence. The type of sentence used can indicate the mood of the text.
Functional grammar works with chunks of meaning called clauses and clause complexes rather than sentences.
A CLAUSE is the largest grammatical unit.
ACLAUSE-COMPLEXistwoormoreclauseslogicallyconnected.
ASENTENCEisaunitthatcanbemadeupofoneormoreclauses.
Consistency of Teacher Judgement Consistency of Teacher Judgement 119Information Kit 2009
grammar: Word group and Word Class LevelWORD GROUPS Word groups are the smaller groups of words that have a particular function in a clause:
• participant,process,attributeandcircumstance
• noungroup,verbgroupandprepositionalphrase.
Noun groups
Noun Groups:
• provideinformationaboutpeople,places,thingsandideasthatareinvolvedinaclause
• arebuiltonorformedaroundanoun
• containaheadnounandattributestoaddmeaningordescriptionabouttheheadnoun
• describetheparticipantsinaclause.
A noun group:
• canbeasinglenoune.g.Mary had a little lamb.
• canincludeanarticle,pointingword,orpossessive(determiner)e.g.The boywaslazy.This little piggy went to market. The king’s mencouldn’tputHumptytogetheragain.
• canincludeoneormoreadjectivese.g.Maryhada little lamb. Ten fat sausages weresizzlinginapan.
• canincludeoneormoreprepositionalphrasesthatdescribethenoune.g.The girl with the ragged clothes was Cinderella.
• canincludeoneormoreadjectivalclausesthatdescribethenoune.g.Therewasanoldladywho swallowed a fly. This is the house that Jack built.
Participants:
• arethepeople,places,thingsorideasinaclause
• canbenouns, noun groups, pronouns.
Attributes:
• areusedtodescribeparticipants
• canbeadjectives, adjectival phrases and adjectival clauses.
Verbs and verb groups
Processes:
• aredoingoraction,being,saying,orthinkingpartsofaclause
• canbeverbs or verb groups (including adverbs, modal adverbs and auxiliary verbs or modals).
Modality indicates level of:
• usualnesse.g.often,sometimes,always,never
• certaintye.g.possibly,probably,maybe
• obligatione.g.must,should,will,ought.
Examples of ProcessesThe girl will never run away.
The girl is unlikely to run away.
The girl might possibly run away.
The girl may run away.
The girl could possibly run away.
The girl will probably run away.
The girl will run away.
The girl should definitely run away.
The girl always has to run away.
Circumstances:
• arethingsthatsurroundtheeventinaclause(how,when,whereandwhy)
• canbeadverbs, adverbial phrases and adverbial clauses.
Consistency of Teacher Judgement 120 Consistency of Teacher Judgement
WORD CLASSESWord Classes describe or name the word in a word group:
OpenwordClasses:noun,verb,adjective,adverb
ClosedWordClasses:pronoun,preposition,conjunctionandarticleordeterminer
Nouns are words that:
• namepeople,places,thingsandideas
• carryinformationaboutsingularorpluralnatureoftheparticipants.
Pronouns are words that:
• standintheplaceofanounornoungroup.
Adjectives are words that:
• addmeaningordescriptiontoanoun
• cancarryinformationaboutpossessive.
Adjectival phrase is a group of words that:
• beginwithaprepositionthataddsmeaningordescriptiontoanoun.
Adjectival clause is a group of words that:
• beginwitharelativepronoun,who,whom,whose,which,thatandwhere,thataddsmeaningordescriptiontoa noun.
Determiners are individual or a group of words that:
• aredependantonthenountheycomebefore
• determinewhichorwhoserelatedtothenoun
• maybeanarticle,pointingwordorpossessive
- an article (which one): a, the, an
- apointingword(whichone/s)this,these,those,that
- possessive (who owns it): Mary’s, my, his, their, your.
Verbs are words that:
• aredoing,being,having,sayingorthinkingwords
• maystandalone(finiteverbs)e.g.Idance.
• mayneedotherwordstobecompletee.g.Iwanttodance.
• mustagreeinnumberwiththeheadnounthatisthesubjectofaclause.Singularnounhasasingularverband a plural subject has a plural verb.
- The boy is here.
- The boys are here.
- The horse with two red stirrups was running. The horses with two red stirrups were running.
• mustagreewiththeheadnouninperson:first,secondorthirdpersonnounwiththeappropriateverb
- I like ice-cream. (first person)
- Helikesice-cream.(thirdperson)
• carrytenseinformation
- past tense e.g. Dinosaurs lived a long time ago.
- present tense e.g. Dinosaur models are at Queensland Museum.
- future tense e.g. More displays will be coming to the museum.
- timeless present tense e.g. Dinosaurs are members of the reptile family.
Adaptedfrom:www.qsa.qld.edu.au/yrs1to10/kla/english/support_materials/open_trial/day_1_part_3_grammar.doc
English ResourcesTeaching the Exposition Genre P-3 Resources ‹
Years 4 & 5 Resources ‹Years 6 & 7 Resources ‹
Years 8 & 9 Resources ‹
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Consistency of Teacher Judgement Consistency of Teacher Judgement 121Information Kit 2009
years 8-9engLIsh foCus for 2009 expositions
Resources to support learning and teaching This resource package provides support materials for teachers of English in Years 8 and 9. These materials have been prepared to assist teachers plan, teach, assess and moderate in the Key Learning Area of English based on the following documents:
English Syllabus 1-10 Sub-strands •SpeakingandListening •WritingandShaping
English Essential Learnings - QCAR framework Organisers •SpeakingandListening •WritingandDesigning •LanguageElements •LiteraryandNon-literaryTexts
Requirements for Years 8 & 9 Teachers of Englisho Identify a context (connected or English specific) that provides students with an opportunity to construct a text
type for the purpose of explaining, analysing, arguing, persuading and giving opinions.
o Develop criteria that support the making of teacher judgements about the standard of achievement.
o Annotatestudentsampleofaspoken/signed,writtenormultimodalexpositorytext.
o Make judgements about each student’s learning and development.
The resources in the following pages of this kit are provided for Years 8 & 9 teachers to:
• useasmodelstosupportthedesignoftheirownlearningactivitiesandassessmenttasks
• adapttosuittheirparticularstudentgroup/sandlearningcontext
• implementaspresented.
ConTenTs.. . . . . . . . . . . . . Page
Focus of assessment ............................... 122
Expository Genre ......................................... 124
Distinguishing features of text types within the Expository Genre ................... 125
Annotated Text Models ........................... 140
Annotated student work samples with accompanying criteria ............................. 141
Guiding questions for Analysing student texts ................................................. 143
Using an Inquiry Approach ..................... 144
Planning an English inquiry ..................... 145
Teaching the Expository Genre ............146
Workingatthegrammaticallevelof the text ........................................................... 152
Consistency of Teacher Judgement 122 Consistency of Teacher Judgement
The focus of assessment in english in years 8 and 9The focus of assessment is on the learning statements appropriate for the construction of an Expository text fromtheWaysofWorkingandKnowledgeandUnderstandingcomponentsoftheYear9JunctureoftheEnglish Essential Learnings. The core learning outcomes of the English syllabus are indicated alongside the corresponding learning statements.
Ways of Working By the end of Year 9, when constructing expository texts, students are able to:• demonstrateandanalysetherelationshipbetweenaudience,subjectmatter,purposeandtexttype
• constructnon-literarytextsbyplanningandorganisingsubjectmatteraccordingtospecifictextstructureandreferring to other texts
• reflectonlearning,applynewunderstandingsandjustifyfutureapplications.
Knowledge & Understanding Speaking involves using oral and gestural elements to construct texts that achieve purposes across local, national and global contexts. • Thepurposeofspeakingandlisteningincludesexaminingissues,evaluatingopinions,convincingothers,and
managing relationships and transactions. CU 5.1.1
• Speakersmakeassumptionsaboutlistenerstopositionandpromoteapointofview,andtoplanandpresentsubject matter. CR 5.1.1
• Spokentextshavearangeofstructuresandcanbedeliveredinanumberofmediums.CU5.1.3;OP5.1.1
• Statements,questions(includingrhetoricalquestions)andcommandscanbeusedtoidentifythemainissuesof a topic and sustain a point of view.
• Inpresentations,speakersmakemeaningclearbyorganisingsubjectmatter,andbyselectingresourcesthatsupport the role they have taken as the speaker and the relationship they wish to establish with the audience. OP5.1.2
• Speakersandlistenersuseanumberofstrategiestomakemeaning,includingidentifyingpurpose,activatingprior knowledge, responding, questioning, identifying main ideas, monitoring, summarising and reflecting.
Writing and designing involve using language elements to construct non-literary texts for audiences across local, national and global contexts.• Thepurposeofwritinganddesigningincludesparodying,analysingandarguing.CU5.3.1
• Writersanddesignersestablishandmaintainrolesandrelationshipsbyrecognisingthebeliefsandculturalbackground of their audience, and by making specific language choices. CU 5.3.2; CR 5.3.1, 5.3.2
• Wordsandphrases,symbols,imagesandaudioaffectmeaningandestablishandmaintainrolesandrelationships to influence an audience. CU 5.3.2
• Textusersmakechoicesaboutgrammarandpunctuation,toaffectmeaning.OP5.3.4,5.3.6
• Writersanddesignersdrawontheirknowledgeofwordorigins,soundandvisualpatterns,syntaxandsemanticstospell.OP5.3.7
• Writersanddesignersrefertoauthoritativesourcesanduseanumberofactivewritingstrategies,includingplanning, drafting, revising, editing, proofreading, publishing and reflecting.
Consistency of Teacher Judgement Consistency of Teacher Judgement 123Information Kit 2009
Language Elements: Interpreting and constructing texts involve manipulating grammar, punctuation, vocabulary, audio and visual elements, in print-based, electronic and face-to-face modes across local, national and global contexts.• Paragraphsbuildandsustaincohesionanddevelopacentralidea.Op5.2.1;OP5.3.2
• Activevoiceandpassivevoicechangethesubjectandthefocusinasentence.AspectsofOP5.2.2
• Relationshipsbetweenideasintextsaresignalledbyconnectivestosequenceandcontrastideas,showcauseandeffect,andclarifyoraddinformation.OP5.2.1;OP5.3.5;OP5.1.1;OP5.1.3
• Adjectivesandadverbsareusedtoexpressattitudesandmakejudgmentsand/orevokeemotions.OP5.2.2;5.3.4;OP5.1.2;OP5.1.3
• Modalauxiliaryverbsareselectedtoconveydegreesofcertainty,probabilityorobligationtosuitthetexttype.OP5.2.2;OP5.3.4;OP5.1.1;OP5.1.3
• Nominalisation(turningverbsintonouns)canbeusedtocompressideasandinformation,andtoaddformalitytoatext.AspectsofOP5.2.2
• Punctuation,includingcolonsandsemicolons,signalsmeaning.OP5.2.1;OP5.3.6
• Vocabularyischosentoestablishrolesandrelationshipswithanaudience,includingthedemonstrationofpersonal authority and credibility. CU 5.2.3; CR 5.2.2; CR 5.3.2
• Auditory,spoken,visualandnonverbalelements,includingtheuseofsoundfades,dissolves,cuts,hyperlinks,cameraanglesandshottypes,canbecombinedtopositionanaudience.AspectsofOP5.3.8;OP5.2.2;OP5.1.2;OP5.1.4
Literary and Non-literary texts: Manipulating literary and non-literary texts involves analysing the purpose, audience, subject matter and text structure.• Audiencescanbepositionedtoviewcharactersandideasinparticularwaysandtheseviewscanbe
questioned. CR 5.1.1; CR 5.1.2; CR 5.2.2; CR 5.3.2
• Textscanreflectanauthor’spointofview,beliefsandculturalunderstandings.CR5.1.1;CR5.1.2;CR5.2.1;CR 5.3.1
• Comparison,contrast,exaggerationandjuxtapositionareusedtocreateemotionalresponses.AspectsofOP5.1.1;OP5.1.3;OP5.2.1;OP5.3.3
• Non-literarytextsanalyse,inform,argueandpersuade.AspectsofCU5.2.3;CU5.1.1
• Non-literarytextscanfocusonamajorpointthatissupportedbyelaboration.AspectsofOP5.1.1,OP5.1.3,OP5.2.1&OP5.3.1
• Reasoning,pointsofviewandjudgmentsaresupportedbyevidencethatcanrefertoauthoritativesources.
• Non-literarytextscanconcludewithrecommendations,restatingthemainargumentsorsummarisingaposition.
Consistency of Teacher Judgement 124 Consistency of Teacher Judgement
eXPosITory genreTraditional, contemporary and everyday non-literary texts use language in precise and accurate ways to explain, analyse, argue, persuade and give opinions.
This genre category of Expositionsincludesawiderangeoftexttypeswhichcanbepresentedinspoken/signed,written, or multimodal modes.
Types of Expository texts include:
• Explanation–usedtoexplainscientificallyhoworwhythings(phenomena)orprocessesoccur
• Discussion–usedtolookatanissuefromarangeofperspectives,beforemakingajudgementorrecommendation
• Analytical Exposition–usedtosupportandreiterateapointofview(thesis)withlogicalargumentsandevidence
• Persuasive text–seekstoargueorpersuadeandintendedtoconvincereaderstoacceptparticularperspectives or points of view
• Reflective text –reflectsoneventsandexperiencesandmayalsobepersuasive.
Figure 1 indicates the text types that students in Years 8 and 9 can engage with. A full diagram indicating all thetexttypescoveredfromPto9isincludedintheEnglishOverviewintheintroductorysectionoftheCTJInformation Kit.
Traditional, contemporary and
everyday non-literarytexts use language in
precise and accurate ways to explain, analyse,
argue, persuadeand give opinions
Early years P-3 Middle Years
4-5
6-7
Middle Years 8-9
To Sen
ior Years
*
expl
anat
ion (s
, l, r, v
, w, d)
documentary (s, l, r, v, w
, d)
*inf
orm
al
debate (s, l)
*formal parliamentary debate (s, l, r, v, w)
*a
rgum
ent (
s, l, r,
v, w, d)
*exposition (r, v, w, d)
*l
ette
r to
the edito
r (r, v, w, d)
*letters to the editor (r, v, w, d) *editorial, review (r, v, w
, d)
*
doc
umen
tary film
(r, v) *film & radio
s: l: r: v: w: d:
speakinglisteningreadingviewingwritingdesigning
Figure 1
Consistency of Teacher Judgement Consistency of Teacher Judgement 125Information Kit 2009
distinguishing features of text types within the expository genre(Materials in this section are adapted from English in Years 1 to 10 Queensland syllabus materials, A guide to genres in English, Department of Education, Queensland, 1994)
The purpose of this material is to describe the distinguishing features of text types within the Expository genre. It is for Teacher Reference. It assists teachers to identify and select features of text types that their students need to learn.
analytical exposition
Important aspects
Analytical exposition is a tightly organised genre in which a point of view is supported by logical arguments and evidence. Appealing to the intellect rather than the emotions, it is still a persuasive text with the writer selecting and omitting information to support a position. Genres in this category often become the means for individuals and groups to sway the public on major issues affecting society. Factual and academic in tone, it is highly valued in secondary and tertiary education. Success in examinations in some subject areas can depend on the student’s experience of and expertise in this genre.
Relationship with other genres
• isdifferentfromdiscussionwherethewriterexploresallsidesofanissueandcomes to a decision, based on evidence
• usuallyrequiresresearchskills,includingnote-making,footnotingandreferencing• cancontainexplanationsanddescriptions• hasfeaturesincommonwithdiscussionandhortatoryexposition,suchastheuse
of supporting arguments• ismoresubduedintonethanhortatoryexposition• oftenhasabibliography• issometimescalledanalytical exposition• isthebasisformanyschoolassignmentsrequiringreasonedpresentationofan
argument
Con
text
Social Purpose • topersuadethatsomethingisthecase,byexplaining,analysingandinterpretingevents, issues and phenomena.
Aspects of social context
Analytical exposition is widely used for assessment purposes in Australian educational contexts, especially in the humanities. Although some originality is expected from the students, they generally research a body of opinion and evidence which they synthesise and evaluate. There is often a fine line between synthesising and plagiarising. Some individuals, groups and communities accept extensive, word-for-word quoting from source documents and others do not. Cultural groups also differ about what is considered relevant to an issue. The academic writing style can pose difficulties for students until they gain sufficient experience with it.
Subject Matter • isrelatedtoacurrentissue,eventorphenomenon,andresearchconnectedtoit
Roles
• writerasexpert• readerwhocouldbeanoviceoranexpert• studenttoteacher/lecturer/examiner.Thestudentdisplayshis/herknowledgeof
the subject and control of the genre for assessment purposes.
Relationships• aredistantandusuallyformal.Theexpertiseofthetargetreaderwillaffectthe
tenor, for example school text books are more reader-friendly than academic journals.
Mode • written• visual(multimodal)
Medium • academicandtechnicaljournals,schooltextbooks,scholarlypapers,magazines,newspapers, assignments for school or university
Sig
nific
ant
text
ual f
eatu
res
Generic Structure
thesis- the introduction to the topic and the statement of the
position of the writer- the preview or outline of the arguments to follow
argument/s– thepoint the writer is making– theelaborationofthepointwithexplanation,moredetails,
evidence, examples
restatement - restating the writer’s position- can include a brief summary of the main arguments
Cohesion • conjunctions
– someareimplicit,somearerelatedtosequenceasinfinally, most are causal as in because
– insteadofconjunctions,effectivewritersoftenusenounssuch as reason, prepositional phrases such as because of that action and verbs such as cause
Consistency of Teacher Judgement 126 Consistency of Teacher Judgement
Sig
nific
ant
text
ual f
eatu
res
Vocabulary
• isusuallyneutralbutcanexpressthewriter’sattitudethroughvocabularychoicesfor example responsibility
• isoftentechnical• canincludeabstractterms• synonymsareoftenusedtoavoidrepetition
Grammar
Nominalisationandextended noun phrases
– arefeaturesofformaltextsasinThe admiration of a largegroupoffans…
Theme
– newinformationattheendofthesentencecanbepickedup in the Theme of the next as in Smoking contributes to throat and lung diseases. These health problems cost the community…
– Themesoftenrelatetotheitemsinthepreview,forexample in the example above, health could have been an issue previewed in the opening paragraph.
Participants
– usuallygenerichumanasinAustralians and non-human as in prejudice except where a specific Participant is involved as in Macbeth
– noauthorialI as inIthink…– authoritiesmaybecitedspecificallyasinThe Premier declares… or generally as in Expertsagree…
Processes– relational/being/having– mental/thinkingespeciallyinthethesisandits
restatements
Modality
– expressesthewriter’sattitude-usuallyauthoritativeandcertain as in This must cease
– passivevoicecanbeusedtoavoididentifyingtheauthority, and to sound formal and powerful as in The opinion has often been voiced
Timeless present tense – somepasttenseifrecountingfromhistoricalperspective
Paragraphing and punctuation
• topicsentences–relatetothethesisand/ortheprecedingparagraph• mostparagraphsdealwithonemainidea,whichcouldbeanentireargumentor
one part of it, depending on length and complexity.
Consistency of Teacher Judgement Consistency of Teacher Judgement 127Information Kit 2009
debate
Important aspects
Debate is a formal way to come to a decision using rules and protocols established by an organisation, such as parliament, or by other conventions. It is mediated by a chairperson. The essence of debate is that speakers, within set limits, have the opportunity to speak for or against a proposal, trying as they do so to convince others to accept the argument of a particular point of view before a decision is made.
Relationship with other genres
• buildsoninformalspokendiscussionwhichdoesnotalwaysleadtoadecision• canleadtocompetitivedebating• issimilartopublicandpersuasivespeechesinitspersuasivetechniques• canbeafeatureofformalmeetings
Con
text
Social Purposes • toexpressopinion,topersuadeotherstoapointofview,tocometoadecision,can also include to entertain
Aspects of social context
Debate, a form of public persuasive speaking, is part of a culturally valued tradition of decision making. It is widely used in schools and as part of conflict resolution. Successful speakers have good rhetorical skills and can use the genre for their own purposes. Its formal context can exclude groups who have not learnt how to participate in it.
Subject Matter • issuesaffectingtheorganisation/groupconcerned• businessoftheorganisation/group
Roles• arewelldefined• speakersareadvocatesforapointofview• chairpersonhastheguidinghand
Relationships
• areformalforthechairpersonwhohaspowertochoosewhospeakswithintherules of the organisation, and to ensure that the rules are kept, and that votes are taken according to approved conventions
• speakerschoosetobefriendlyormoreformalaccordingtowhatsuitstheirpurposes and a particular audience
Mode • isspoken• canbewritten,transcribed
Medium• inHansard,interviews• usuallyface-to-facecommunicationingroupssuchastheclassroom,parliament• canbevideoconferencing,teleconferencing,online
Sig
nific
ant
text
ual f
eatu
res
Generic Structure
• selectionofspeaker• speakersupportsoropposesproposal• vote/decisionThe first two stages are repeated until all who want to speak have spoken, or until the chairperson or the regulations governing debate calls a halt.
Includes:• useofrelatedwords.Atechniqueistoparaphraseanotherspeaker’swords
using synonyms with negative connotations.• useofrepetitionofownandothers’wordsandphrasesforemphasis
• canbeconventionalinformaldebates,forexample,addressingamemberofParliament as the honourable member
• canbefactualbuttendstobemainlyemotiveasitisusedtosupportthepointofview of the speaker
Mood
Modality
• interrogative:rhetoricalquestionsareafeatureofpersuasivespeaking as in Whatdowewantforourchildren’sfuture?
• imperativeasinVote for Dave, your local candidate• expressesstrongobligationasinWemust act now• anexperiencedspeaker’slanguagesoundsmorewritten
than spoken, with longer sentences, embedded clauses and nominalisations (secondary students)
Grammar
Intonations and Rhythm
• areusedforrhetoricalpurposesasinrhythmicalpatternsaccompanied by table thumping for emphasis
• exaggerationoftheseisafeatureofpublicspeaking
Nonverballanguage
• includesfacialexpressions,gestureandstance,oftenexaggeratedfor effect.
Consistency of Teacher Judgement 128 Consistency of Teacher Judgement
documentary film (Viewing)
Important aspects
The most common documentary films are usually begun by a television channel with a certain budget wanting to fill a particular timeslot for a particular audience. Although the finished product may seem to be factual, these and other factors mean that it is constructed from a particular angle or point of view. The viewer needs to be aware the text is constructed and not accept the documentary as absolutely factual.
Relationship with other genres
• isflexibleandcomplex• canbebasedonanexposition,adiscussion,arecount,oranygenreswhichsuitthe
subject matter and the maker’s processes• cancontainmanygenresincludingexplanations,descriptions,recounts,anecdotes,
interviews• istheaudiovisualequivalentofthefeaturearticle• involvesresearch,note-taking,interviewing
Con
text
Social Purpose• toexplain,analyse,exposeandexploreevents,phenomenaandissues• canalsoincludetoentertain
Aspects of social context
The social context strongly influences the range and scope of documentaries. Documentaries that are entertaining, educational or enlightening set excellent standards for the life-long movie watching habit that begins in childhood. Subjects and the content need to be appropriate for children, but they don’t always have to gloss over hardships and problems.
Subject Matter
• awiderangewhichincludestopicalissues,nature,people,events,trends,history,science
• canbeselectedforitstopicalinterest,universalappealtoanagegroup,theinterestof the filmmaker
• asitisavisualmedium,theavailabilityofvisualmaterialinfluencesthefinalshapeofthe documentary
Con
text
Roles
• thedocumentary-maker/producer,though,asinfilmmaking,thisisusuallyacollaborative activity
• thepresenter/narrator• thepeopleinthedocumentaryassubjects,witnessesorexperts• theviewerasinformation-orentertainment-seeker
Relationships
• thetelevisionchannelordocumentary-makermakeschoicesbasedonthetargetaudience and how they are to be positioned in relationship to the documentary, for example educated, entertained
• someviewerswillacceptthemainmessagesofthedocumentary;otherviewerswillbe aware of its point of view and how it tries to influence the viewer
Mode
- visual- spoken- auditory- written, including title, credits, subtitles, written information, labels on diagrams
Medium - television, DVD, online, movie
continued overpage
Consistency of Teacher Judgement Consistency of Teacher Judgement 129Information Kit 2009
Sig
nific
ant
text
ual f
eatu
res
Generic Structure
The generic structure is varied. Each documentary will have to be analysed individually toseewhatgenre/sthemakersusedandwhy.Thefollowingisanexampleofhowexposition might be used:
title - can indicate a point of view, as in Rainforest, our vanishing heritage
- can be eye-catching rather than informative as in Invisible enemies
*background - title sometimes follows this
thesis - oftengivenbypresenter/narratorasavoice-overortalkinghead
- can be implied in the visuals
arguments - in selected and sequenced visual material with or without voice-over and music
- in interviews- in images, such as computer graphics, maps, graphs,
diagrams
conclusion - canbearestatementofthepointofview,inimagesand/orspoken or written words
- canincludesummingupofevidence,inimagesand/orspokenor written words
- canincluderecommendation/s.
* An optional stage of the genre
Visual cohesion
• Repetition - of techniques such as the handheld camera- of images such as sea creature images in a Barrier Reef
documentary
• Conjunction - the type of transition that often denotes time, for example a slow fade shows passing of time
- parallel editing or cutaways where two events are running parallel, and the film cuts from one to the other to show contrast
Visual language
Somefeaturesarementionedabove.Othersare:
• Technicalcodes
- lighting which can contribute to the atmosphere- different camera techniques such as time-lapse photography- camera angles, for example a low angle makes the subject
seem more imposing- selection and ordering of shots can give powerful messages- composition and type of shot such as close-up, medium or long
shot
• SymbolicCodes - titles and written information- theirstylesuchasgraphics,typeofprint,background…- placement, at the beginning or after a segment of film
See Constructing Realities: Media Curriculum Guide for Years 1 to 10 and Using visual texts in primary and secondary English classrooms for more details.
Sig
nific
ant
text
ual f
eatu
res
Nonverbal language
• lookingstraightatthecameragivesthepresenterauthority• smiling,andotherfacialexpressionsconveytheparticipant’sattitudes• othernonverballanguagesuchasfoldedarms,canalsoindicatetheparticipants’
attitudes• whereactorsareused,theirbodylanguageconveyscertainmeanings
Vocabulary• canbetechnical,informativeoreverydaydependingonthesubject• canbeemotiveorfactual,dependingonhowtherelationshipbetweentheviewerand
the image and the image-maker is to develop
Grammar
Mood - interrogative:questionsinvolvetheviewerasinWhatfuturedoyouwanttohave?
Modality - where the presenter expresses own opinions as in Ithink…- sometimes the origin of the opinion is hidden as inItseems…
Intonation and rhythm
• natural,unrehearsedconversationscontrastwiththemoreregularintonationandrhythm of the presenter’s script, even if it is written in a more spoken style
Pronunciation • varieswiththedifferentpeopleinthedocumentary.
Consistency of Teacher Judgement 130 Consistency of Teacher Judgement
editorial
Important aspects
The editorial is the forum where the newspaper shows what line it takes on a current issue. The alternative term, leader, indicates that it is seen as influencing public opinion. It can have a socialising effect, often the generally accepted view of that readership, and sometimes challenging such views. Like most persuasive texts, the genre is flexible, as good writers manipulate the structure to suit their purpose.
Relationship with other genres
• isusuallyahortatoryexposition,takingastandonanissueandsupportingit• canbebasedonawrittendiscussion,exploringanissuebeforecomingtoa
conclusion• canbesimilartonon-narrativeliterarytypegenres,reflectingonthebroader
implications of a current event• islikethefeaturearticleinthewayitcommentsonthenews• haslanguagefeaturesincommonwithotherpersuasivetexts,forexamplemodality
and an authoritative tenor• usuallyhasanewsreportoracurrentissueasitsstimulus
Con
text
Social Purpose • toanalyseaneventorissue,andtopersuadereaderstothatpointofview
Aspects of social context
People who want to be well informed about current news and issues also like to know about public reaction to them. The editorial plays an important role in shaping and reflecting public opinion. The language used in editorials can be quite literary in more formal newspapers.
Subject Matter • acurrentissueorevent
Roles • writerasleaderofpublicopinion• informedreadersofthenewspaper
RelationshipsThewriterassumesthatreadersareinformedabouttheissueorevent.He/shesetsout to reinforce the views of those who agree with the editorial viewpoint and to change the minds of those who do not. The position of editor gives status and credibility to the views expressed.
Mode • written
Medium • newspaper
Sig
nific
ant
text
ual f
eatu
re
Generic structure
The generic structure of editorials varies. It is usually based on hortatory exposition.
headline - an eye-catching identification of the issue
thesis - the stand the writer takes on the issue
arguments - points are made and elaborated on, sometimes with supporting evidence
recommendations - can be a call to action
Vocabulary • usuallyfactual• canbeformalinnationalnewspapers,orinformalinthelocalfreenewspaper
Grammar
Participants - rarely does the writer use I, though we is often used to include the reader
- can be extended noun phrases and often nominalisations as in the need for attentive political management in the development of the Japan - Australia partnership
Processes - relational/being/having,especiallywithnominalisationsasinSuch rationalisations are…
- verbal/sayingasinThe Prime Minister states…- mental/thinkingasinThe electorate knows…
Mood - some rhetorical questions such as But where do we draw the line?
- someexclamations,sometimesironicsuchasWhatawelcome to their new home!
Modality - ranges from being definite as in we must…tolessdefiniteasinperhaps….
- substitutes: suchasitstandstoreasonthat….andthinkingpeoplerecognisethat…are often used for I think to sound assertive and more authoritative
Paragraphing • diagrams,flowchartsandothervisualscancarryallorpartofthemessage.
Visual language
• BoldTypeface - used for the headline and, in less formal newspapers, to highlight an important point in the text
• Layout - usually vertical columns- often positioned at the top left of the page, a position showing
its importance- usually boxed, with the box including the masthead.
Consistency of Teacher Judgement Consistency of Teacher Judgement 131Information Kit 2009
hortatory exposition
Important aspects Hortatoryexpositionisahighlypersuasivegenrethroughwhichthewriterwouldliketoeffect change. It is selective in the arguments chosen and emotive in its language.
Relationship with other genres
• ismorepersonalandemotiveintonethananalyticalexposition• issimilartodebates,sermonsandpoliticalspeechesinitsfrequentuseofspoken
persuasive techniques• issimilartodiscussionandanalyticalexpositionasintheuseofsupporting
arguments• isusedinarangeofmediasuchasmagazinesandnewspapers• isfoundinletterstotheeditorandeditorials
Con
text
Social Purpose • topersuadesomeoneoragroupofpeopletodosomething,byselectivelyexplainingand analysing events, issues and phenomena
Aspects of social context
A genre which sounds more spoken than written, hortatory exposition is widely used throughout the community. It is an important genre as it is one of the few avenues in which people can have their say to a wide audience, such as a letter to the editor or a submission about new policies to a politician.
Subject Matter • isoftenacontroversialtopic
Roles • writerasadvocateforchange• readeraspotentialsupporter
Relationships
The writer wants the readers to empathise with the emotions that inspired the writing, and support the explicit call to action. The spoken language features lessen the apparent distance that separates writers from their audience. Also affecting the interpersonal language or the tenor is the fact that there is often a specific addressee in mind, for example the Prime Minister.
Mode - written
Medium - newspapers,magazines,booksofscriptedsermons
Generic Structure
thesis - the writer’s position on the issue
arguments - the point the writer is making with some relevant supporting evidence
recommendations - can be a call to action
Cohesion • conjunction-causalasinbecause
Vocabulary• expressesfeelingsandattitudes• morespokenthanwritteninstyleasevidencedbytheuseofcolloquialisms• canbemetaphorical,forexampleaminoritygroupinsocietymaybereferredtoin
terms associated with children as in needing looking after
Grammar
Participants - usually generic human as in Australians, and non-human as in prejudice except where a specific Participant is involved as in the Lord Mayor
- I, the writer, we, the writer and sympathetic reader, and you couldbethereaderand/orthepeoplewiththepowertochange things
Processes - relational/being/having- mental/thinking/feeling,especiallyinthethesisandthe
recommendation
Modality - expresses the writer’s attitude which is usually authoritative and certain as in Wemustputastopto…,Thestreetscapewill be retained
- although not as much as in analytical exposition, the passive voice can be used to sound authoritative, especially in recommendations such as It is recommended that council bylaws be amended to ensure compliance by the public; so too can phrases like Experts agree
Timeless present tense
- as in The Government responds to these challenges some past tense is used if recounting
Consistency of Teacher Judgement 132 Consistency of Teacher Judgement
Letters to the editor (Persuasive exposition)
Important aspects
Alettertotheeditorisabusinesslettersentmainlytonewspapersandnewsmagazines.Most editors reject letters that include inappropriate language or personal attacks on individuals or organisations. Many editors will permit the publication of anonymous letters where details of the name and address are not printed although they are made available to the publication. It is an offence to submit a letter under a false name.
Relationship with other genres
• usesbusinessletterformat• usesthegreeting:DearSir/Madamor Dear Editor• apersuasivetextwiththewriterselectinginformationtosupportaposition
Con
text
Social Purpose• topersuadeortoinfluencethereaders’opinionsaboutissuesofconcerntothe
readership
Aspects of social context
Thebriefexpression(200-250/500words)ofanopinion,acomplaint,anargumentorinformation is submitted for publication. Letters to the editor in many publications may be sent through conventional or electronic mail. Letters can also be sent to entertainment andtechnicalmagazines.Modernforumsforletterstotheeditoraretheelectronicmedia especially on the internet. Increasingly they are sent to radio and television stations to be read on news broadcasts and talk radio.
Subject Matter• oftenaboutpersonalities,events,issuesorhappeningsincurrentaffairsinthe
community, the nation or the world
Roles• writertoeditorandunknownreadersofanewspaper• readerasopinionseeker
Relationships• usuallyformal.Thewriterhasthepowertopresentaforcefulpointofviewandthe
reader has the power to reject it or respond from a different point of view.
Mode - written
Medium - newspapers,newsmagazine,periodical,internet,television,radio
Sig
nific
ant
text
ual f
eatu
res
Generic structure
greeting - DearSir/Madam;DearEditor
introduction - thesis
- purpose/pointofviewoftheletter;maymakereferencetoaprevious publication
argument/s - to support this opinion (and to persuade the reader to the
writer’s point of view)
conclusion (optional)
- restatement of thesis plus a recommendation or suggestion (optional)
signature - name and address supplied
Cohesion
• conjunctions:usedtolinkpointswhenarguingapointofview - temporal conjunctions order points in the argument e.g. firstly, secondly, finally - causal conditional conjunctions link points in a complex sentence e.g. because,
since, if, so, though, unless - instead of conjunctions, effective writers often use nouns e.g. the reason, the
cause
Vocabulary
• relatedtotopicorconcernexpressedbythewriter• oftenemotive,usingpersonalandsubjectivelanguage,e.g. continued neglect of our
homeless youth by uncaring politicians• canbemoreeffectiveifitisneutralandobjectivee.g.Experienceincompetitionsisa
necessary requirement for the development of sporting ability.• synonyms/antonymsusedtocreatelexicalcohesione.g.politicians, leaders,
authorities; advantage, disadvantage
continued overpage
Consistency of Teacher Judgement Consistency of Teacher Judgement 133Information Kit 2009
Sig
nific
ant
text
ual f
eatu
res
Grammar
Participants - first person pronoun I, me, is used to indicate a subjective opinion
- use of the second person pronoun you or first person plural we may be used as a form of persuasion e.g. If you commit yourselftothiscause… It is time we all collaborated in an effort toachieve…
- use of the third person allows the text to be more neutral and objective e.g. The members of the government need to make up theirminds…
- nominalisation, used to name issues, reasons and extended participants (noun phrases), makes the text more compact and ‘written’ e.g. This brutal killing of whales in the protected waters aroundAntarctica…
Processes - mental/thinkingverbse.g. think, believe, agree indicate a particular point of view
- present tense is used to express an opinion about a current issue or concern
- modality:expressesthewriter’sattitude–usuallyauthoritativeand certain as in This behaviour muststop;Wecouldpossibly lose; Perhaps our leaders need to rethink; There is absolutely no excuse
Paragraphing & punctuation
• mostparagraphsdealwithonemainideaaspartoftheargumenttoinfluencethereaders’ views
• topicsentencesexpressthemainideaandsupportthedevelopmentofacoherenttext
• aletterpublishedinamagazineusesconventionalpunctuation.
Consistency of Teacher Judgement 134 Consistency of Teacher Judgement
review (spoken and written)
Important aspects
A very flexible genre, review focuses on evaluation of the arts, helping its audience decide whattheywillsee/read/listento.Influentialreviewerscanbeverypowerful:theycansellnewspapers and make or break a play on Broadway. Reviews can also have a socialising effect.Whenreadaftertheevent,thereviewenablestheaudiencetocomparetheirjudgment to an expert’s opinion. Although reviews are based on personal response, they are also products of a specific cultural environment and other cultures may have different attitudes to the genre.
Relationship with other genres
• isapersonalresponsetoexperiencingthearts,forexamplethroughbooks,plays,films and television
• isbasedonotherschoolgenressuchaslearninglogsandbookreportswhichidentifyelements to critique such as plot, character and theme
• differsfromlearninglogsandbookreportsinitslackofcomprehensiveness,forexample, describes part of the plot and critiques some elements
• requires,foraninformedresponse,aknowledgeofthegenrebeingreviewedanditsrole and significance in the culture of origin
• buildsonbooktalkandotherevaluationsofliteraryandmassmediagenres• cancontaindescription,anecdote,selectiverecount• hassimilaritieswithadvertisingflyersandpreviewsoffilms,plays,andbooks• inotherclassificationsystemsiscalledaresponseorappraisalgenre
Con
text
Social Purposes• toanalyseandevaluate• canalsoincludetopersuade,toentertainandtoinform
Aspects of social context
Reviews can be informal when a group of friends chat about the latest book or film, or formalwherearespectedreviewerspeaks/writesinthemedia.Theaspectsthatarecommented on can range from the sex appeal of the actors to a feminist view of the plot.Whatisconsideredsignificantenoughtobecritiqueddependsonhistorical,culturaland personal factors. In the educational context, students develop critical skills which will heighten their enjoyment and help to make them critically literate in their own and other cultures’ arts.
Subject Matter• thecontentofwhatisbeingreviewed,suchasthebook,play,film• analysesofstructureandtechniquesuchascharacterisation,cameraangles
Roles
• reviewerasexpertorpeer,forexample,achattyreviewinDollymagazinewhichassumes a shared viewpoint and interests
• reviewerasinformationgiver,forexample,bookreviewsinaprofessionaljournal• listener/reader/vieweraspotentialaudiencefortheitemreviewed
Relationships
• oftencloseandfriendlybecauseofthepersonaltenorofmostreviewswiththeirassumption of shared understandings and interests of their readership. Some are quite formal and academic in tenor where the readership prefers this approach. Readers can, of course, disagree with reviews and some reviewers can be deliberately controversial.
Mode • written,visualorspoken
Medium• awiderangeincludingface-to-faceinteraction,pamphlets,newspapers,magazines,
radio, television
continued overpage
Consistency of Teacher Judgement Consistency of Teacher Judgement 135Information Kit 2009
Spoken ReviewS
igni
fican
t te
xtua
l fea
ture
s of
spo
ken
revi
ew
Generic structure
introduction of speaker *
- in radio or television, can be written on the screen with the title of the show
details of work *- details of publisher, producer and actors can be discussed
throughout the review or mentioned together at the beginning or at the end
identification- identifies and evaluates what is to be reviewed, relating it to
other works of the same author, director or type, for example science fiction
summary- selective summary of content gives an idea of the plot of the book/filmwithoutgivingtoomuchaway
significant aspects of work *
- reviewer chooses what to analyse and evaluate, such as setting, theme, humour, sound, camera work
evaluation of work *
- reviewer’s summarised opinion of the value of the work. This is sometimes omitted as the rest of the text has made the reviewer’s attitude clear.
- often standardised as in 6outof10;2stars
* An optional stage of the genre
Cohesion
• useofwordsrelatedtothecontent,theanalysisandtheevaluation• inface-to-facesituations,referencewordsareoftenusedtorefertothingsnot
identified in the conversation itself: they are part of the shared knowledge of the people involved, for example like that other one
Vocabulary
• isusuallyinformal,especiallyinfacetofacesituationsandunscriptedreviews• canbeformaland/ortechnical,dependingontheaudience• isevaluative-wordsindicatethereviewer’sattitude• figurativelanguagesuchassimileormetaphorisoftenused• isoftenwitty
Grammar
Participants - specificcharacterssuchasTracyMoffat,DianFossey,NedKelly- I and you are used, especially on television where reviews are
visible
Mood - interrogative.Questionsinvolvetheviewer/listener.Canyouimagineafilmwhereamajorcharacterdoesn’tsayaword?
Modality - is found especially in evaluating: You’ll be exposed to sign language, which is probably why I found it challenging.
Present tense - except for references to historical and biographical details
Intonation and rhythm
• mostparagraphsdealwithonemainidea,aspartoftheargumenttoinfluencethereaders’ views
• topicsentencesexpressthemainideaandsupportthedevelopmentofacoherenttext
• aletterpublishedinamagazineusesconventionalpunctuation
Nonverbal language• infacetofacesituations,gesturesandbodylanguagereflectthespeakers’attitudes
to the subject matter and to the other speakers
Visual language • filmreviewsontelevisioncancontainillustrativefilmclips
continued overpage
Consistency of Teacher Judgement 136 Consistency of Teacher Judgement
Written ReviewS
igni
fican
t te
xtua
l fea
ture
s of
spo
ken
revi
ew
Generic structure
title- usually eye-catching, can be humorous or a play on words, for
example Wildlife,wilddeath for Gorillas in the Mist
byline * - reviewer’s name
details of work *- details of publisher, producer, actors can be spread throughout
the review or grouped at the beginning or at the end
identification- identifies and evaluates what is to be reviewed, relating it to
other works of the same author, director or type, for example science fiction
summary- selective summary of content gives an idea of the plot of the book/filmwithoutgivingtoomuchaway
significant aspects of work *
- reviewer chooses what to analyse and evaluate, for example setting, theme, humour, sound, camera work
evaluation of work *
- author’s summarised opinion of the value of the work. This is sometimes omitted as the rest of the review has made the reviewer’s attitude clear.
- often standardised as in 6outof10;2stars
* An optional stage of the genre
Cohesion • useofwordsrelatedtothecontent,theanalysisandtheevaluation
Vocabulary
• canbeinformal,ifthisisappropriatefortargetaudience• canbeformaland/ortechnicaldependingontheaudience• evaluativewordsindicatethereviewer’sattitude• figurativelanguagesuchassimileormetaphorisoftenused
Grammar
Informal reviews often have the friendly, chatty features of spoken language. Formal written reviews have different features.
Participants - Iisusedinfrequently.Hidingtheauthororspeakermakesthereview sound formal but this does not mean it is factual.
- sometimes you is used, but often there is a third person reference, for example the audience, the matinee crowd
- participants are often expressed as extended noun phrases to incorporate a lot of information - the idealistic, but underage Archie,whohopestoenlist…
Circumstances - of manner, time and place
Nominalisation - sounds formal - the suggestion of resonances
Modality - not as much as in less formal reviews
Present Tense - except for references to historical and biographical details
Paragraphing and punctuation
• innewspapers,aparagraphisoftenonelongsentencewithembeddedclausesandlong nominal phrases
Visual language
• canbeillustratedbyaphotograph/drawing• thesameformatisusedforeachreviewinthesamenewspaper/magazine
Please note:Spoken reviews tend to be more informal than written, as is the case with most genres, andthefeaturesofeachhavebeendescribedaccordingly.However,readersneedtobear in mind that a spoken review scripted to be read on the radio can have written features,whileareviewwrittenforateenagemagazinecanhavemorespokenfeatures.
Consistency of Teacher Judgement Consistency of Teacher Judgement 137Information Kit 2009
Television documentary (documentary film)
Important aspects
Television documentaries are usually initiated by a television channel with a certain budget wanting to fill a particular timeslot for a particular audience. Although the finished product may seem to be factual, these and other factors mean that it is constructed from a particular angle or point of view. The viewer needs to be aware of distortions and omissions and not accept the documentary as absolutely factual.
Relationship with other genres
• isflexibleandcomplex
• canbebasedonanexposition,adiscussion,arecount,oranygenreswhichsuitthesubjectmatter and the maker’s processes
• cancontainmanygenresincludingexplanations,descriptions,recounts,anecdotes,interviews
• istheaudiovisualequivalentofthefeaturearticle
• involvesresearch,note-taking,interviewing
• hasfilmandradiovariants
Con
text
Social Purposes• toexplain,analyse,exposeandexploreevents,phenomenaandissues
• canalsoincludetoentertain
Aspects of social context
The social context strongly influences the range and scope of documentaries. As the commercial television channels’ income from advertising is largely dependent on ratings, their documentaries have to entertain as well as inform. They often choose controversial topics to increasetheiraudience.Non-commercialchannelsdonothavetoattractadvertisers,buttheirbudgets are smaller. Independent documentary makers have to sell their idea to a channel, and this usually involves compromises.
Subject matter
• awiderangewhichincludestopicalissues,nature,people,events,trends,history,science
• canbeselectedforitstopicalinterest,controversy,universalappeal,theinterestofthefilmmaker
• asitisavisualmedium,theavailabilityofvisualmaterialinfluencesthefinalshapeofthedocumentary
Roles
• thedocumentary-maker/producer,though,asinfilmmaking,thisisusuallyacollaborativeactivity
• thepresenter/narrator
• thepeopleinthedocumentaryassubjects,witnessesorexperts
• theviewerasinformation-orentertainment-seeker
Relationships
• thetelevisionchannelordocumentary-makermakeschoicesbasedonthetargetaudienceand how they are to be positioned in relationship to the documentary, for example sympathetic, hostile, titillated
• someviewerswillacceptthemainmessagesandbasicpremiseofthedocumentaryandcriticise it within this framework; some will read it differently, because of their different experiences and beliefs; other viewers will be aware of its gaps, silences and inconsistencies and how it tries to influence the viewer
• peopleinthedocumentarycanhavetheirmessagemanipulatedbythequestionsasked,byediting, by conflicting visuals
Mode
- visual
- spoken
- auditory
- written, including title, credits, subtitles, written information, labels on diagrams
Medium - television, videotape, computer
continued overpage
Consistency of Teacher Judgement 138 Consistency of Teacher Judgement
Television documentary (documentary film) cont’dS
igni
fican
t te
xtua
l fea
ture
s
Generic structure
- isvaried.Eachwillhavetobeanalysedindividuallytoseewhatgenre/sthemakersusedandwhy. The following is an example of how exposition might be used.
title- can indicate thesis, as in Rainforest, our vanishing heritage
- can be eye-catching rather than informative as in Invisible enemies
background * - title sometimes follows this
thesis- oftengivenbypresenter/narratorasavoice-overortalkinghead
- can be implied in the visuals
arguments
- in selected and sequenced visual material with or without voice-over and music
- in interviews
- in images, such as computer graphics, maps, graphs, diagrams
conclusion
- canbearestatementofthethesis,inimagesand/orspokenorwritten words
- canincludesummingupofevidence,inimagesand/orspokenorwritten words
- canincluderecommendation/s* An optional stage of the genre
Visual cohesion
Repetition• - of techniques such as the handheld camera
- of images such as railway images in a travel documentaryConjunctions• - juxtaposition of shots can imply the relationship between them, such
as contrast, cause and effect
- the type of transition often denotes time, for example a slow fade shows passing of time
- parallel editing or cutaways where two events are running parallel, and the film cuts from one to the other to show contrast
Visual language
Somefeaturesarementionedabove.Othersare:Technical codes• - lighting which can contribute to the atmosphere
- different camera techniques such as time-lapse photography
- camera angles, for example, a low angle makes the subject seem more imposing
- selection and ordering of shots can give powerful messages
- types of transitions such as dissolves, to indicate that text has been omitted in an interview
- composition and type of shot such as close-up, medium or long shotSymbolic Codes• - visual presentation of people indicates point of view, for example
looking into the camera can signify authority; formality of dress such as shorts and a T-shirt compared with a suit, and location of the interview such as a kitchen compared with an office, can also influence credibility
- titles and written information
- their style such as graphics, type of print, background
- placement, at the beginning or after a segment of filmSee Constructing Realities: Media Curriculum Guide for Years 1 to 10 and Using visual texts in primary and secondary English classrooms for more details.
continued overpage
Consistency of Teacher Judgement Consistency of Teacher Judgement 139Information Kit 2009
Sig
nific
ant
text
ual f
eatu
res
Nonverbal language
looking straight at the camera gives the presenter authority•smiling, and other facial expressions convey the participant’s attitudes•other nonverbal language such as folded arms, also can indicate the participants’ attitudes•where actors are used, their body language conveys certain meanings•
Vocabularycan be technical, depending on the subject•can be emotive or factual, depending on whether the tenor is to appear neutral or not•can include languages other than English, sometimes subtitled or translated•
Grammar
Mood interrogative:rhetoricalquestionsinvolvetheviewerasinWhat−futureisthereforourchildren?
Modality where there is speculation as in − This will cause…OrevaluationasinThis mustbe…
where the presenter expresses own opinions as in− Ithink…
sometimes the origin of the opinion is hidden as in− Itseems…Theme can be important in signalling the introduction of an argument, for −
example Anotherreason/problem…
what is emphasised and in focus in a shot is the important part −of the visual message, that is, the visual equivalent of Theme. The soundtrack can highlight this element too.
Intonation and rhythm
natural, unrehearsed conversations contrast with the more regular intonation and rhythm •of the presenter’s script, even if it is written in a more spoken style
Pronunciationvaries with the different people in the documentary•dialects vary.•
Consistency of Teacher Judgement 140 Consistency of Teacher Judgement
annoTaTed TeXT modeLsIf students are to write in a particular genre successfully, they need to become familiar with its purpose and features through immersion in the genre by exploring sample texts.
The teacher, as a writer, composes a text which is similar to the one to be written later as a joint construction by the class, and then independently by the students. This text is a model of criteria at an A standard.
In the Modelling Phase when students are being exposed to examples of the selected genre and text types, the teacher is able to plan explicitly and use the metalanguage, the language for talking about language and texts, with students. This explicit teaching develops students’ understanding of the genre category and the particular texttype–itspurpose,structure,textorganisation,languagefeaturesandthecraftingofwritingtoinfluencereaders.
year 8/9: a review
CourageisoneofanumberofsignificantthemesinHarperLee’snovel,To Kill a Mockingbird. The story is interspersed with demonstrations of courage by a number of characters including the courage of One-shotFinch; the courage of a dying Mrs Dubose; Atticus’ courage involving his defence of Tom Robinson; and the courage of Jem facing reality at a young age.
A type of physical courage is demonstrated by Atticus as his thirty year old namesakeOne-ShotFinch.Withthecommunitycoweringbehindlockeddoors, he emerges into the midst of the mad dog scene and shoots the animal. This demonstration of natural-born talent in a crisis makes Atticus aheroinJem’seyes.Hisadmirationgrowsforafatherwhoriskedhislifeto protect family and neighbours but Atticus wants him to value another type of courage.
ThiscourageisthatofthemorphineaddictMrsHenryLafayetteDubose.Atticus attributes real courage to her, contrasting it with the courage of a man with a gun in his hand. The dying woman rids herself of her addiction. According to her views she prefers to die free, controlled by nothing or nobody. In a world where winning is rare, Mrs Dubose won, against great odds. This makes her the bravest person Atticus knew.
The above example of real courage is shown in Atticus’ decision to defend Tom. Despite the warnings he receives he goes ahead and defends a nigger in a rape case. In his definition of Mrs Dubose’s courage, It’s when you know you’re licked before you begin, but you begin anyway and you see it through no matter what, he defines his own (124) Simply because we were licked a hundred years before we started is no reason for us not to try to win (84).
Atticus does try to win, providing enough evidence to have his client acquitted. So that Tom Robinson would receive the fair trial any man deserves,AtticusbreaksoneofthestrictestsocialcodesofMaycomb.Heknowshewillnotwinrightfromthebeginning.No-onehadevertrustedthe word of a black man against that of a white man, but he has to clear his conscience before anything else. Because he takes this moral position he, his children and his family will continually face slander, insults, and even physicalviolencefromtheirfellowcitizens.Atthejail,heandhissonbothmust draw on great courage to defend Tom against the mob.
Jem,theboyenthralledbytheactionheroOne-ShotFinchshootingamaddog, is idolised by Scout and Dill for his own bravery in touching a wall of the reclusive Boo Radley’s house. More is required of him as the novel develops.Hemustputupwiththenamesandlabelsattachedtohimandhis sister because of their father’s defence of the alleged rapist.
Even more of a challenge is his need, out of love, to protect his sister from a would-be killer, even though he is being overcome by an attacker much stronger than he. It is this same loyal courage that Jem demonstrates when he defies his father and stands by him in the jail scene, as the white community expresses the racial hatred that would not recognise the innocence of a black man. The attitudes that lie beneath the social code of Maycomb have to stand and an innocent man has to die.
This courage, which Atticus and Mrs Dubose possess, that Jem develop, the doing what is right despite the pain, is central to the novel, defining what courage is and what it is not. In To kill a mockingbird these characters have the moral courage to stand by what they believe in.
Audience positioned to view characters in a particular way through choices of subject matter.-
The theme of ‘courage’, developed in the novel through the interplay of plot and character, is explored.
Paragraphs build and sustain cohesion and develop the central idea
Topic sentences signpost logical development of ideas
Uses extended phrases and dependent clauses at the beginning of sentences to link ideas across paragraphs and sentences as in Withthecommunity cowering behind locked doors; So that Tom Robinson would receive the fair trial any man deserves
Grammar
Nounandverbgroupsexpressattitudes and make judgements as in with the community cowering behind locked doors; providing enough evidence; strictest social codes, enthralled, idolised; innocent man
Modal auxiliary verbs selected to convey degrees of certainty to suit the text type as in would receive, will win will face, must draw, must put up with
Verb groups convey time through correct tense
NominalisationusedtocompressIdeas, simplify sentence structure, and add formality to the text as in demonstration, admiration, decision, evidence, the innocence
Punctuation signals meaning
States a point of view; preview is given of examples of courage to be analysed
Series of arguments analyse different types of courage. Examples include elaboration andcomment/evaluation
The thesis is restated and the significance of moral courage is underlined.
Generic Structure Text Model Language Features
Consistency of Teacher Judgement Consistency of Teacher Judgement 141Information Kit 2009
annoTaTed sTudenT WorK samPLes WITh aCComPanyIng CrITerIa
year 8: a review/an analytical expositionContext for assessment: Students have explored a variety of text types and writing conventions that position an audience to have particular opinions or ideas about a product. In this assessment students analyse a web advertisement and the key components that contribute to the successful production of the advertisement. They also identify and analyse the ways this advertisement uses linguistic and visual modes to influence audiences. The focus of the Review is on a product that will be advertised in the school yearbook. (Source of text: Queensland Studies Authority Assessment Bank 2009)
When appearance is everything
The advertisement being reviewed is the “lighter choices”webpageontheMcDonald’swebsite.Thisreview will consider how suitable the advertisement is for our school yearbook.
Thisadvertisementusesavarietyof“healthyfood”images and text. Clever, emotive and persuasive language convinces the audience of the company’s point of view. There are descriptive words and phrases thatpeoplethinkofaspositive,suchas“delicious”,“lean”,“lighter”,“mouth-watering”,and“fewerthan10gramsoffat.”Thesewordsarepresentedindifferentfontsandsizesinanattractivedesign.
Thefontsizeandcolourscreateatextthatiseasyto read, while looking classy on a background of blue and black. The text has been positioned to draw the reader’s attention from the images of food to the information. The main symbols within the advertisement are images of a slim, young woman; a redandwhiteHeartFoundationtick;andthewords“lighterchoices”inalarge,fancyfont.
The advertisement targets girls in their late teens. The image shows a slim, young woman lying on lush green grass, smiling with her boyfriend beside her. This image portrays a stereotypical carefree life and provides a clue to the target audience.
The message is convincing: if you eat from the “healthy choices”menuitwillbringyouacarefree,happy,healthy and desirable lifestyle. Images of the young couple and healthy fresh foods convey this visually.
Onthesurface,theemotivelanguage,imagesused,and the layout make this an effective and persuasive text that would complement our school’s yearbook ifstylewastheonlydecidingfactor.However,whenexamining the nutrition facts provided by McDonald’s, Ifoundthateventhoughthe“lighterchoices”foodswere lower in fats, there were many other ingredients such as artificial flavours, colours and preservatives. This contradicts the healthy eating information outlined ontheQueenslandGovernment’s“EatWell,BeActive”website.
In summary, the false claims and the use of a stereotype are misleading. McDonald’s is a well-known, fast-food chain used by many of our students, but I do not believe it would be helpful to promote their products in our yearbook.
For these reasons I recommend that you do not include this advertisement in our school yearbook.
Textual Features
Cohesion: Paragraphs sustain cohesion and develop a central idea
Vocabulary: is formal as is appropriate to the role of the reviewer and the target audience–theeditoroftheSchool Yearbook, but not technical
Adjectives express attitudes and make judgements as in emotive and persuasive language, company’s point of view, stereotypical life, target audience, persuasive text
Grammar
Processes: Modality as in think, will, I do not believe expresses some kind of personal judgement on the message by the writer.
Active and passive voice allow for choice of the subject focus in sentences as in There are descriptivewords…Thesewords;Thefontsizeandcolourscreate…thetexthasbeenposition
Attitudinal Lexis: Evaluative words indicate the reviewer’s attitude as in suitable, targets, stereotypical carefree life, only factor, examining, contradicts, false claims, misleading
Generic Structure
An eye catching title with a suggestion of a play on words
Introduction: identifies what is to be reviewed and the focus for the position
Body of the argument: selective summary of the linguistic and visual content of the exposition in paragraphs 2 and 3
Chooses aspects for analysis:
Paragraph 4 -role of stereotypes in ‘hooking’ a particular target audience;
Paragraph 5 -the content message ‘selling’ a desirable lifestyle;
Paragraph6-thecontradiction between the message of the title and the values of healthy living.
Conclusion
Evaluation of work: author’s summarised opinion of the value of the work
Recommendation
Consistency of Teacher Judgement 142 Consistency of Teacher Judgement
Task specific descriptors
Ass
essa
ble
elem
ents
Kno
wle
dge
and
Und
erst
andi
ngC
onst
ruct
ing
Ref
lect
ing
Stu
dent
s kn
ow a
nd u
nder
stan
d th
at a
n an
alyt
ical
exp
ositi
on is
a
high
ly o
rgan
ised
gen
re in
whi
ch
the
poin
t of
vie
w is
sup
port
ed b
y lo
gica
l arg
umen
ts a
nd e
vide
nce.
Th
ey s
eek
to p
ositi
on a
wid
er
com
mun
ity a
udie
nce
by a
naly
sing
an
d in
terp
retin
g an
issu
e.
Stu
dent
s co
nstr
uct
an a
naly
tical
exp
ositi
on o
f a w
eb a
dver
tisem
ent
usin
g:
•agenericstructurethatidentifiesapositioninanintroduction;develops
a bo
dy w
ith d
etai
ls a
nd a
naly
sis
and
rest
ates
the
pos
ition
in a
con
clus
ion
•paragraphstosustaincohesionanddevelopacentralideas
•activeandpassivevoicethatchangethesubjectandthefocusinthe
sent
ence
•adjectivesandadverbstoexpressattitudes,makejudgementsand/or
evok
e em
otio
ns•modalauxiliaryverbstoconveydegreesofcertainty,probabilityor
oblig
atio
n •nomalisationtocompressideasandtoaddformalitytothetext
•vocabularychosentoestablishrolesandrelationshipswithanaudience
incl
udin
g th
e de
mon
stra
tion
of p
erso
nal a
utho
rity
and
cre
dibi
lity
Stu
dent
s re
flect
on
thei
r la
ngua
ge c
hoic
es
and
how
the
y ca
n ap
ply
thei
r le
arni
ng
thro
ugho
ut t
he c
onst
ruct
ion
of t
he t
ext.
Descriptions of evidence of the standard of work
The
stud
ent:
•selectsandelaborateson
com
plex
idea
s an
d is
sues
pr
esen
ted
in t
he t
ext
The
stud
ent:
•sequencesparagraphstodevelopalogicalargument
•chooseslanguagefeatureswhichallowmorecomplexideastobe
com
pres
sed
with
in c
laus
es (l
exic
al d
ensi
ty),
resu
lting
in a
mor
e fo
rmal
te
xt
•usespunctuationtoenhancemeaning
•usesconventionalspellingformorecomplexwords
The
stud
ent
:•usesarangeofwritingstrategiesto
enha
nce
the
mea
ning
of t
he t
ext
for
the
inte
nded
aud
ienc
e•deliberatelymakeschangesand
mod
ifica
tions
to
the
text
to
mak
e it
mor
e ef
fect
ive
•exploresideasandissues
pres
ente
d in
the
sel
ecte
d te
xt
•makesinferencesanddraws
conc
lusi
ons
abou
t ho
w t
he
text
pos
ition
s th
e in
tend
ed
audi
ence
and
sup
port
s th
is
with
evi
denc
e fr
om t
he t
ext
•plansandorganisessubjectmatteraccordingtothespecifictext
stru
ctur
e an
d in
clud
es a
rec
omm
enda
tion
in t
he c
oncl
usio
n•usesparagraphsbeginningwithatopicsentencetodevelopeach
aspe
ct o
f the
arg
umen
t •chooseslanguagefeaturestoestablishrelationshipsandpresent
subj
ect
mat
ter
from
a p
artic
ular
per
spec
tive
•usespunctuation(includingcolonsandsemicolons)tosignalmeaning
•usesderivationalpatternsofwordstospellmultisyllabicwords
(nor
mal
isat
ions
)
•usesstrategiesofplanning,drafting,
revi
sing
, edi
ting,
pro
ofre
adin
g, p
ublis
hing
an
d re
flect
ing
duri
ng t
he w
ritin
g pr
oces
s•makeschangesandmodificationstothe
text
•identifiesthemainideas
and
issu
es p
rese
nted
in t
he
sele
cted
tex
t
•drawsconclusionsabouthow
the
text
pos
ition
s th
e in
tend
ed
audi
ence
and
sup
port
s th
is
with
som
e e
vide
nce
from
the
te
xt.
•usesasequencedtextstructurethatincludesanintroduction,abody
and
a co
nclu
sion
•organisestextintoparagraphscontainingrelatedinformation
•usessomeappropriatelanguagefeatures
•usessomepunctuationcorrectly
•usescorrectspellingforfamiliarandsomeunfamiliarwords.
•usessomewritingstrategiesduringthe
wri
ting
proc
ess.
Yea
r 9
Jun
ctur
e En
glis
h Ex
posi
tory
Tex
t (A
Rev
iew
)S
tude
nt n
ame:
STA
ND
AR
DS
Evid
ence
of
aVeryHigh
stan
dard
Evid
ence
of a
Highstandard
Evid
ence
of
a S
ound
st
anda
rd
Evid
ence
of
Bel
ow
stan
dard
Evid
ence
of
WellBelow
stan
dard
Consistency of Teacher Judgement Consistency of Teacher Judgement 143Information Kit 2009
guiding Questions for analysing student texts in years 8 and 9The Framework of Guiding Questions has been provided to assist teachers with their understanding of, and language for, analysing students’ texts. They are to help teachers annotate student work samples and to see where and how learning is demonstrated.
MEANING MAKER/ TEXT USER
CODE BREAKER TEXT ANALYST
1. Whatknowledge,valuesandpracticesareevidentinthistext?
Text Types
2. Whatisthepurposeofthistext?Doesthetexttypeachievethesocialpurpose?
3. Hasthestudentusedthestagesof the text type to achieve the purpose?
4. Howdoesthestructureofthestudent’stextpositionreaders/viewers or prioritise certain knowledge, valuesandpractices?
Subject matter
5. Is the subject matter appropriate for the text type, the purposeandaudience?
6. Howdoesthechoiceofnounandverb groups work to develop the subjectmatter?Whatsentencestructures are used to develop the subject matter
–simple,compound,complex,dependent clauses in theme position?
7. Howdotheselectednounandverbgroupsappealto/position/inviteparticular meanings, particular knowledge, values and practices about thetopic?
Roles and Relationships
8. Whatrelationshipistherebetweenthewriter/shaperandthereader/viewer?
–equal/unequal(Power)
–close/distant,formal/informal (Distance)
–knowledgeorexpertiseofthetopic (Affect)
9. Howdosentencetypes(grammatical mood), vocabulary or modality construct the relationships?
–sentencetypesusedinthetext(statement, question, command, exclamation)
–vocabularychoices(emotive,evaluative, figurative words)
–modality(always,sometimes)and modals (should, never)
10.Howareknowledge,valuesandpractices represented through grammaticalmoodchoices?
–sentencetypestoconstructtherelationships
–vocabularychoicetodevelopcertain types of relationships with the reader and invite particular meanings
–modalsandadverbstoinfluencethereader or viewer in particular ways
Mode and Medium
11.Whatmodeoflanguagehasbeen chosen: written, spoken, visualormultimodal?Arethesemodesusedeffectively?
12.Howareideaslinkedthroughoutthetext?(languagechoicesandpatterns of use)
–themeposition(atthebeginningof the clause)
–cohesion:repeatedandrelated words, pronouns and conjunctions
–nominalisation
–activeorpassivevoice
13.Howdothepatternsoflanguagechoicespositionreaders/viewerstomake particular meanings and draw particularconclusionsfromthetext?
AdaptedfromtheStateofQueensland(QueenslandStudiesAuthority)OpenTrialConference(2005)
Consistency of Teacher Judgement 144 Consistency of Teacher Judgement
usIng an InQuIry aPProaCh In inquiry-based learning environments, students are engaged in activities that help them actively pose questions, investigate, solve problems, and draw conclusions about the world around them.
Taking ownership of the inquiry process allows students to become independent thinkers and to be engaged in meaningful activities that address and explore the questions they have posed.
Questioning is at the core of inquiry learning and drives the teaching and learning process.
An inquiry approach to learning is a process that includes students:
• formulatingaproblemorquestion
• searchingthroughand/orcollectinginformationtoaddressaproblemorquestion
• makingsenseoftheinformation
• developinganunderstandingof,apointofviewabout,orananswertoaquestion.
Through an inquiry approach students have the opportunity to:
• buildontheirexistingknowledgeandskills
• selecttopicsofinterest
• exploreavarietyofresources(i.e.,books,maps,primarysourcedocuments,websites,videos,audios,photographs)
• selectthebestwaytocommunicatetheirfindings
• sharewithreal-worldaudiences
• beevaluatedonbothprocessandproduct
• evaluatethemselves,theirpeers,theirresourcesandtheprocess.
an engLIsh InQuIry A quality inquiry learning sequence in English is based around a key or guiding question. Students explore the key question, and some supporting questions if appropriate, through a range of texts and language in different contexts. Students who engage in an English inquiry into a text type within the Expository Genre could investigate and discuss connections between:
How the text is made • Questionscanbeaboutauthor,text,images,words,formatandlayout.
The structure of the text• Questionscanbeabouttexttype,genre,structuresandfeatures,languagestyleandchoice,andgrammar.
How the text relates to life• Questionscanbeaboutmakingconnectionswithexperience,ideasandissues,perspectivesonideasand
issues.
How the author makes choices• Questionscanbeabouttextsasconstruction,linguisticchoice,representation,culturalcontext.
How we might read the text• Questionscanbeabouthowpeoplefromdifferentgroupscouldreadthetext,includinginvitedreadingsand
multiple perspectives.
The literary techniques and devices operating in the text• Questionscanbeaboutlanguage,images,pointofviewand/orlayout.
How texts relate to each other• Questionscanbeabouthowothertextsmaydealwiththesametopic.
The importance of inquiry learning is that students learn how to continue learning, how to be lifelong learners.
Consistency of Teacher Judgement Consistency of Teacher Judgement 145Information Kit 2009
PLannIng an engLIsh InQuIry
Student engagement in learning is enhanced when planning in English is focussed around an inquiry into relevant aspects of text, language or literacy.
What is the English problem to be solved, question to be answered, significant task to be completed or issue to be explored through the interpretation or construction of particular texts?
This involves:
• establishingafocusofinvestigationintothelanguageusedtocreatethetextsto explain, analyse, argue, persuade and give opinions in precise and accurate ways
• exploringconnectionsbetweenthepurpose,texttype,subjectmatter,authorandaudience,modeandmedium in these texts
• introducingstudentstoaprocessthatallowsthemtotalkaboutthelanguageinthetextstheyareinterpreting and constructing.
What the teacher may do What the students may do
Negotiateasocialcontext(subjectmatterandaudience) for this unit with the students.
Suggestoptionsfromappropriatetexttype/swithinthe genre category.
Brainstorm topics of interest and possible audiences.
Participate in formulating a group decision.
Decide on an appropriate text type for presenting the information
Lead the development of an inquiry question that connects the text type and its purpose to the social context.
Participate in discussion to identify possible directions for study.
The teacher:
• createsataskthatenablesstudentstodemonstratewhattheyknowandcando
• decidesonexplicitcriteriatoguidestudentperformanceandteacherjudgementsofthespoken/signed,written or multimodal exposition
• providesafairandequitableopportunityforallstudentstodemonstratewhattheyknowandcando.
What the teacher may do What the students may do
Discuss the task requirements. Ask questions to clarify the task demands.
Specify criteria for the standards of learning achievement.
Discuss what this may look like.
Indicate clear conditions for learning achievement.. Discuss areas for negotiation.
Scaffold the assessment requirements with explicit teaching and learning.
Consistency of Teacher Judgement 146 Consistency of Teacher Judgement
TeaChIng The eXPosITory genre{Note:ThefollowingisrepresentedschematicallyonPage147ofthisresource}
Developing Field KnowledgePurpose:toinvestigatetheconcept/topicandthesocialcontextofthenegotiatedtext/s.
This stage involves:
• establishingthestudents’priorknowledgeandunderstandingoftheconceptand social context to be explored in the expository text
• identifyingtheinformationtobeincluded–Whatinformationdowewanttofindout?
• planningexperiencesthatwillprovidetheinformation–Howwillwefindouttheinformation?
What the teacher does What the students do
Establishes the extent of the students’ current knowledge and understanding of the concept and build on it.
UsesaKWLtorecordinformation.
Participate in a discussion around the concept.
Think Pair Share in groups to initiate the discussion.
DeconstructionThe purpose of this stage is to provide experiences of the text types being studied.Ithastwoparts–DeconstructionofContextandDeconstructionoftheText.
Deconstruction – Context of Culture & Context of SituationThis step provides an opportunity for students to become familiar with the text type, its social purpose, possible audiences, text structure and textual features, throughimmersioninthegenreandexploringmentor/sampletexts.
What the teacher does What the students do
Selects a range and balance of texts that are models of the genre to be studied.
Introducesamodel/softhegenretotheclassidentifyingaudienceandpurpose.
Read and discuss the texts.
Asks questions from the point of view of the writer:
• Whowouldwrite/designthiskindoftext?
• Whywouldsomeonewrite/designthistext?
• Whoistheintendedaudienceforthetext?
• Inwhatothersituationwouldyouneedtowrite/designthistext?
Answer questions in small or whole groups.
Context of Culture
Whatisthesocialpurposeofthisgenre?Whousesit?Why?
Context of Situation
Whatisthesubjectmatter?
Whoistakingpartinthecommunication?(RolesandRelationships)
Whatisthemodeandmediumofcommunication?
Deconstruction
Before constructing a text we need to identify
• thefield/subjectmatter
• students’priorknowledge
• meaningfullearningexperiences
• howtoorganiseandrecordinformation.
Developing Field Knowledge
Consistency of Teacher Judgement Consistency of Teacher Judgement 147Information Kit 2009
Asks questions from the point of view of a reader:
• Wheremightyousee/find/read/view/listentothiskindoftext?
• Whowouldbeinterestedinreading/viewing/listeningtothistext?
• Whatinformationwouldyouexpecttofindinthistext?
• Whatsortsofoccupationswouldinvolvereadingandwritingthistypeoftext?
• Whymightyouneedtoread/view/listentoorwrite/designasimilartext?
Answer questions in small or whole groups.
Provides sample texts with headings and text titles.
Provides pictures to support the titles for younger children.
Match headings with the text
Provides sample texts and audiences. Match sample texts with possible audiences
Deconstruction – Deconstructing the TextThis step provides an opportunity for teachers and students to investigate the way the text is structured to achieve its purpose. Explicit teaching sessions includethewaythetextisorganised–Written:e.g.paragraphstructure,the use of headings, diagrams, graphs, page layout and distinctive language features of the genre; Multimodal: e.g. logos, symbols, storyboard, colours, framing, transitions, focal point, mood sound effects, body language, distances, speed and pace, editing
What the teacher does What the students do
Cloze:Blanksoutwordsthathaveaspecificfunction:topicsentenceineachparagraph, sentence beginnings or processes (verb groups).
Models the activity.
Listen and observe teacher modelling task.
Workindividually,inpairsorsmall groups to complete the cloze.
Sorting: Prepares cut up texts for students to reassemble.
Ordersparagraphsorsequenceimages,matchingtopicsentences,captions,dialogue. Reassembles blocks of text according to generic structure.
Models the activities with text strips or blocks.
Listen and observe teacher modelling task
Workindividually,inpairsorsmall groups to complete the sorting activity.
Text
Whatarethefunctionsofthestages?
Whataresomeofthelanguagefeatures?
Howdoweknowwhatthetextisabout?
Whatistherelationshipbetween the writer and the reader?
Deconstruction
Consistency of Teacher Judgement 148 Consistency of Teacher Judgement
Providestwotexts-Discussing/Comparing
Asks the following questions or provides task cards:
• Whatisthetextabout?
• Howdoweknowwhatitisabout?
• Whatistherelationshipbetweenthewriter/designerandthereader/viewer/listener?
• Howcanwetell?
• Howisthetext/informationorganised?
• Howdothesentences/sequencesbegin?Isthereapattern?
• Howarethetextssimilar/dissimilar?
• Howisthetextsupported–diagrams,labels,headings,music,lighting,soundeffects?
Answer questions in the whole class.
Workindividually,inpairs,small groups to answer questions on task cards.
Modelslocatingand/oridentifying:
• languagefeatures–tense,conjunctions,processtypesandsequencing
• sentencebeginnings;topicsentences
• emotionsthroughfacialexpression;sound,useofplace.
Watchandlistentothemodelling.
Individual, pair, small group work on highlighting specific aspects of texts.
Joint ConstructionThisstagehastwosteps–PreparationandConstruction.Itenablesstudentstobuild a new text on the basis of shared experiences and knowledge of language features of the text type. The teacher scaffolds the process by modelling and reworking.
Preparation
This step allows students to build up their field knowledge and provides an opportunity for students to locate, extract, analyse and organise relevant information in a way that is appropriate to the genre.
What the teacher does What the students do
Leads the students in Defining the task by asking questions such as:
• Whatdowereallywanttofindout?
• Whatisourpurpose?
• Whatdoweneedtofindthisout?
• Whatarethekeyideas,thewords/imagesthatrepresentthetopic?
• Whatdoweneedtodo?
• Whatgenresareappropriatetothetopic?
• Whoistheaudience?
Consider these questions when working individually, in pairs or small groups to help them define the task.
Leads the students in Locating the information by asking questions such as:
• Wherecanwefindtheinformationwewant?
• Whatdowestillneedtofindout?
• Whatsourcesandequipmentcanweuse?
Consider these questions when working individually, in pairs or small groups to locate the information they need.
Brainstorm and record a list of resources and sources.
Create own set of resources.
Preparation
Howdoweprepareforthejoint construction of a new text?
• buildupsubjectmatterknowledge through research
• useguidelinequestionsto scaffold inquiry.
Joint Construction
Consistency of Teacher Judgement Consistency of Teacher Judgement 149Information Kit 2009
Construction
Teacher guides the students in jointly constructing a new text in the same genre.
Joint Construction
Leads the students in Selecting the Information by asking questions such as:
• Whatinformationcanweuse/leaveout?
• Howrelevantistheinformationwehavefound?
• Howcredibleistheinformationwehavefound?
Consider these questions when working individually, in pairs or small groups to select the information they need.
Provides models of ways to organise the information appropriate to the genre. Use the organisers to collate information.Proformas
Retrieval charts
Storyboards
Tables
Notes
Flow chart
Construction of TextThis stage provides an opportunity for the teacher to scaffold the writing of the text through negotiation and interaction with students. At this stage the teacher can use ‘think alouds’ and questions to guide the students into understanding the text structure and language features as well as developing drafting, editing and proof reading skills. The teacher needs to be confident with the language features of the genre in order to guide the structure and wording of the text.
What the teacher does What the students do
Scaffolds the writing of the text by asking questions, thinking aloud, suggesting, modelling language features, drafting and editing.
Participate with the teacher in whole class or groups to write the text.
Discusses the presentation of the text - diagrams, maps, video, chart, brochure, booklet, blog, website, photo story.
Make suggestions for presentation.
Independent ConstructionThis stage has two steps, preparation and individual writing. It also includes critical literacy. In this stage the teacher’s role is vital in providing demonstrations, guidance and support as the students move through the steps that were modelled during the joint construction stage, either individually, in pairs or in groups depending on their confidence with writing. Students’ attempts and approximations of the genre are important at this stage.
PreparationIn this step the students locate, extract and organise relevant information.
What the teacher does What the students do
Demonstrates and guides strategies for starting a new topic.
• Brainstorming
• Clustering
• Conceptmapping–identifyingkeywords.
Questions concept mapping.
Select a topic,
- independently construct a text using same information collected for the joint construction
- with the same theme but a different subject matter
- within the same broad theme.
Use the strategies for locating, extracting and organising information.
Critical Literacy
Students use the genre to challenge ideology, theory and practice.
Independent Construction of Text
Individual writing of text in same genre in draft
Consultation with teachers and peers about writing
Editing, reworking of writing
Critical evaluation of success
Preparation for independent writing of a text in the same genre. (as for joint construction)
Consistency of Teacher Judgement 150 Consistency of Teacher Judgement
Individual Writing of TextThis step involves students drafting, consulting, editing and publishing text.
What the teacher does What the students do
Is available to work on drafting, consulting and editing with students.
Uses learning statements and standards as a focus for the conversations.
Identifies steps needed to achieve the standards.
Keeps a checklist of student achievement and needs as an indication for possible whole class planned teaching/learningactivitiesduringthisstage.
Discuss drafts with the teacher, peers or other support staff.
Reflect on the construction of the text when editing, redrafting, and rewriting.
Models the editing process. Edit writing.
Suggests tools for publication and supports students in publishing their work.
Publish.
Derewianka, B. (1990). ExploringHowTextsWork.Newtown:PrimaryEnglishTeachingAssociation.
DSP literacy Project. (1989). The Report Genre. Sydney: Metropolitan East Disadvantaged Schools’ Program.
Murray,N.&Zammit,K.(1992).The Action Pack. Animals. Sydney: Metropolitan East Disadvantaged Schools’ Program.
Hunt,I.(2004).SuccessfulJointConstruction.Pen96.Newtown:PrimaryEnglishTeachingAssociation.
Consistency of Teacher Judgement Consistency of Teacher Judgement 151Information Kit 2009
TEA
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Whatisthesocialpurposeofthis
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Con
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Whatisthesubjectmatter?
Whoistakingpartinthe
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Rel
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elop
ing
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the
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•individualwritingoftextinsame
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Howdoweprepareforthe
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•buildupsubjectmatter
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Oncethetexttypehasbeenselected,teachingoccursfollowingthefourinterrelatedstagesillustratedbelow.Thiscycleisusedthroughouttheyearsofschoolingto
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Consistency of Teacher Judgement 152 Consistency of Teacher Judgement
WorKIng aT The grammaTICaL LeVeL of The TeXT Explicitly teaching the grammar of the particular text type within the Expository genre assists students in improving their learning about how language works. In best practice in the teaching of English, the teacher and the student develop a language to talk about the language. In classroom interactions the teacher models the grammar to meet student learning needs
grammar: Whole of Text LevelWhole texts are comprised of clauses that are linked using a range of increasingly complex sentence structures and cohesive devices that suit the purpose and text type including:•grammaticalpatterns and features e.g. theme position and sentence structures •repeatedorrelatedsentencepatterns, phrases or words across several clauses•conjunctionstojoinclauses
•patterns of and particular choice of words.
Clause A clause is the basic unit of meaning in Standard Australian English. A clause: • conveysamessage• usuallycontainsaverborverbgroup• usuallyprovidesinformationabout: o what is happening o who is taking part o the circumstances surrounding the activity (when, where, how).
Theme Position The theme comes first in a clause. It is the predominant part. Theme position and patterns of theme reveal the key messages of a text.Rheme is the remainder of the clause. e.g.
The blue car raced around the mountain.Around the mountain raced the blue car.Racing around the mountain was the blue car.
COHESIONRepeated wordsTexts are held together by repeating words particularly nouns and verbs.Related wordsTexts are held together by the related words or word groups within a text. PronounsTexts are held together by pronouns that refer back to nouns, noun groups or clauses e.g. The barn smelled of hay. It smelled of rope. EllipsisTexts can be held together by words that are left out but whose meanings are understood. e.g. Jim ran across the road but Jessica walked (across the road).Conjunctions are used to join clauses: • conjunctionsthatadd ideas and information including and, as well, also, or • conjunctionsthatcompare or contrast ideas and information including but, also, like, yet• conjunctionsthatindicate time or sequence time within a text including then, when, after, before, while, until,
since, later, whenever• conjunctionsthatshow the causeofanidea,actionorinformationincludingbecause,so,so…that,aslongas,if…then,incase
NOMINALISTION The process of forming nouns from words of other classes (eg ‘invention’ from ‘invent’, ‘honesty’ from ‘honest’) to make a text more compact and ‘written-like’.
Consistency of Teacher Judgement Consistency of Teacher Judgement 153Information Kit 2009
grammar: sentence and Clause LevelTypes of sentences: There are four basic types of sentences.STATEMENTS QUESTIONS COMMANDS EXCLAMATIONS
The type of sentence used is often determined by the text type. An author can choose a particular type of sentence. The type of sentence used can indicate the mood of the text.
Simple sentence: A simple sentence contains a single clause. The clause is an independent clause because it can stand alone and make sense by itself e.g.
Lester poked Clyde with a stick.DidClydegetmad?Get out of here!
Compound sentence: A compound sentence contains two or more independent clauses. Each clause in the compound sentence can stand alone and make sense by itself. The clauses may be linked together by conjunctions such as ‘and’, ‘but’ and ‘or’ e.g.
Clyde turned away and he would not speak.Lester could hide in the pond or he could find a new home. Hesetoutatduskbuthereallywantedtostay.
Complex sentence: Acomplexsentencecontainstwoormoreclauses.Oneclausecarriesthemainmessage(independentclause)andtheotherclause/s(dependentclause/s)elaboratethemessageinsomeway.Thedependentclause/srelyon the meaning in the independent clause and cannot stand alone.
In a complex sentence the dependent clause can be rank shifted to give greater emphasis to that clause. e.g.
Lester did not sleep a wink because he was rigid with fright.
If he had not been so naughty, Lester would have been home for the night.
ExclamationsThe type of sentence used is often determined by the text type. An author can choose a particular type of sentence. The type of sentence used can indicate the mood of the text.
Functional grammar works with chunks of meaning called clauses and clause complexes rather than sentences.
A CLAUSE is the largest grammatical unit.
ACLAUSE-COMPLEXistwoormoreclauseslogicallyconnected.
ASENTENCEisaunitthatcanbemadeupofoneormoreclauses.
Consistency of Teacher Judgement 154 Consistency of Teacher Judgement
grammar: Word group and Word Class LevelWORD GROUPS Word groups are the smaller groups of words that have a particular function in a clause:
• participant,process,attributeandcircumstance
• noungroup,verbgroupandprepositionalphrase.
Noun groups
Noun Groups:
• provideinformationaboutpeople,places,thingsandideasthatareinvolvedinaclause
• arebuiltonorformedaroundanoun
• containaheadnounandattributestoaddmeaningordescriptionabouttheheadnoun
• describetheparticipantsinaclause.
A noun group:
• canbeasinglenoune.g.Mary had a little lamb.
• canincludeanarticle,pointingword,orpossessive(determiner)e.g.The boywaslazy.This little piggy went to market. The king’s mencouldn’tputHumptytogetheragain.
• canincludeoneormoreadjectivese.g.Maryhada little lamb. Ten fat sausages weresizzlinginapan.
• canincludeoneormoreprepositionalphrasesthatdescribethenoune.g.The girl with the ragged clothes was Cinderella.
• canincludeoneormoreadjectivalclausesthatdescribethenoune.g.Therewasanoldladywho swallowed a fly. This is the house that Jack built.
Participants:
• arethepeople,places,thingsorideasinaclause
• canbenouns, noun groups, pronouns.
Attributes:
• areusedtodescribeparticipants
• canbeadjectives, adjectival phrases and adjectival clauses.
Verbs and verb groups
Processes:
• aredoingoraction,being,saying,orthinkingpartsofaclause
• canbeverbs or verb groups (including adverbs, modal adverbs and auxiliary verbs or modals).
Modality indicates level of:
• usualnesse.g.often,sometimes,always,never
• certaintye.g.possibly,probably,maybe
• obligatione.g.must,should,will,ought.
Examples of ProcessesThe girl will never run away.
The girl is unlikely to run away.
The girl might possibly run away.
The girl may run away.
The girl could possibly run away.
The girl will probably run away.
The girl will run away.
The girl should definitely run away.
The girl always has to run away.
Circumstances:
• arethingsthatsurroundtheeventinaclause(how,when,whereandwhy)
• canbeadverbs, adverbial phrases and adverbial clauses.
Consistency of Teacher Judgement Consistency of Teacher Judgement 155Information Kit 2009
WORD CLASSESWord Classes describe or name the word in a word group:
OpenwordClasses:noun,verb,adjective,adverb
ClosedWordClasses:pronoun,preposition,conjunctionandarticleordeterminer
Nouns are words that:
• namepeople,places,thingsandideas
• carryinformationaboutsingularorpluralnatureoftheparticipants.
Pronouns are words that:
• standintheplaceofanounornoungroup.
Adjectives are words that:
• addmeaningordescriptiontoanoun
• cancarryinformationaboutpossessive.
Adjectival phrase is a group of words that:
• beginwithaprepositionthataddsmeaningordescriptiontoanoun.
Adjectival clause is a group of words that:
• beginwitharelativepronoun,who,whom,whose,which,thatandwhere,thataddsmeaningordescriptiontoa noun.
Determiners are individual or group of words that:
• aredependantonthenountheycomebefore
• determinewhichorwhoserelatedtothenoun
• maybeanarticle,pointingwordorpossessive
- an article (which one): a, the, an
- apointingword(whichone/s)this,these,those,that
- possessive (who owns it): Mary’s, my, his, their, your.
Verbs are words that:
• aredoing,being,having,sayingorthinkingwords
• maystandalone(finiteverbs)e.g.Idance.
• mayneedotherwordstobecompletee.g.Iwanttodance.
• mustagreeinnumberwiththeheadnounthatisthesubjectofaclause.Singularnounhasasingularverband a plural subject has a plural verb.
- The boy is here.
- The boys are here.
- The horse with two red stirrups was running. The horses with two red stirrups were running.
• mustagreewiththeheadnouninperson:first,secondorthirdpersonnounwiththeappropriateverb
- I like ice-cream. (first person)
- Helikesice-cream.(thirdperson)
• carrytenseinformation
- past tense e.g. Dinosaurs lived a long time ago.
- present tense e.g. Dinosaur models are at Queensland Museum.
- future tense e.g. More displays will be coming to the museum.
- timeless present tense e.g. Dinosaurs are members of the reptile family.
Adaptedfrom:www.qsa.qld.edu.au/yrs1to10/kla/english/support_materials/open_trial/day_1_part_3_grammar.doc
Science ResourcesP-3 Resources ‹Years 4 & 5 Resources ‹Years 6 & 7 Resources ‹Years 8 & 9 Resources ‹
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