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How can literacy learning needs be addressed in the teaching and learning programme?
How does research inform my inquiry?
How will progress be monitored?
Your inquiry will determine the ways in which progress should be monitored. For example, you may decide to monitor progress through student writing, oral responses, research skills and/or presentations.
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Examples from Practice - Science Year 10 - Supporting students to read and select relevant information within a research project.
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Learning Outcomes | Teaching and Learning | Assessment and Evaluation | Learning Inquiry | Printing Version
(What do my students need to learn?)
Level Seven:
Speaking, writing, and presenting
Processes and strategies
Students will:Integrate sources of information, processes, and strategies purposefully, confidently and precisely to identify, form, and express increasingly sophisticated ideas.
By using these processes and strategies when speaking, writing, or presenting, students will:
Purposes and audiencesShow a discriminating understanding of how to shape texts for different audiences and purposes.
IdeasSelect, develop, and communicate sustained ideas on a range of topics.
Language featuresSelect and integrate a range of language features appropriately for a variety of effects.
StructureOrganise texts, using a range of appropriate, coherent and effective structures.
(Indicators have been removed from the above)
(What do I need to know and do to meet the range of identified learning needs of my students?)
Effective Practices in Teaching Writing in NZ Secondary Schools
Planning
English Teaching and Learning Guide
Assessment and Examination Rules and Procedures
This resource has been designed for students with access to computers both for designing the visual text and to view the video tutorials.
The planning templates in this resource link to google doc files and are also included in hard copy.
(What is the impact of my teaching and learning?)
This section includes questions that may aid teachers when reflecting on the students’ learning from this unit.
References:
Three Level Guide References
If you are not able to access the zipped files, please download the following individual files:
Deconstructing a visual text (Word 33KB)
Deconstructing a written text (Word 32KB)
Annotation for the exemplar (Word 33KB)
Planning a visual text (Word 42KB)
Planning a progression of ideas (Word 49KB)
The Deer Hunter assessment booklet (Word 67KB)
Storyboard template (Word 30KB)
Please contact Hamish Chalmers for any feedback or suggested changes.
The teacher presents the class with a large variety of poems (at least 1 for each student).
A mixture of old and new, with different emphases (rhythm, rhyme, free verse, sound, image ...) works best. Some that have worked well are:
But also see the following sites which contain many poems:
The students spend time browsing through the poems, pausing to read any that appeal at first glance (a full understanding is not necessary - instead, the student should look for sounds, images or patterns that appeal).
Students focus on a poem or part of a poem that they particularly like. They share the poem and their reasons for liking it with a partner.
Volunteer students share their poem and reasons for its appeal with the class.
The teacher leads the students through the various ways a poem makes its appeal - eg. sound, rhyme, pattern, image, narrative, rhythm. At some stage it may be useful to revisit the use of images with these ARB resources:
The students take a copy of their poem. Underneath it, they write why they like it.
For close reading of other poems, see these ARB resources:
Prescription (ARB username and password required to view this resource)
I'm Home (ARB username and password required to view this resource)
Parcel (ARB username and password required to view this resource)
Sea-dog (ARB username and password required to view this resource)
Learning to Read (ARB username and password required to view this resource)
Special Holiday Attraction (ARB username and password required to view this resource)
For drawing inferences from poems, refer to Assessment Resource Bank resources (key word search - inference/poetry).
You should click on the context links to read the documents listed and fill in the gaps on the worksheet to help you build up an understanding of the features that speakers and writers use to manipulate your thoughts and behaviours. This list is not an exhaustive one; you may see other examples and language features as you are working through this exercise. You should record these additional examples/ features at the bottom of your sheet so that you can discuss these with your teacher and your class.
“ Dulce et Decorum est”
Students explore the colours, shapes, lettering, use of space, proportion, composition, symbols and logos in a range of advertisements.
Colour is more than decoration. Colours, whether described in words or shown in images, often have symbolic significance that contributes to meaning.
Red might indicate blood or anger, black may invoke evil or grief, blue can convey sadness or depression - or, in other cases, calm. The choice of colours, such as the use of primary colours (red, blue, yellow), and the intensity or brilliance of the selected colour, all affect the impact of the image and therefore its effectiveness in communicating.
The term shape is being used to describe how the different elements of an image fit together and how shapes in an image combine to achieve a particular effect for a purpose.
The use of space is how the different elements are placed in the complete image. Examining the use of space extends the concept of layout, exploring not only how the elements are placed in relation to each other but also how and where they are combined and placed on the page or screen. The use of space includes the use of white space, where nothing is printed. White space is critical in helping highlight graphics and illustrations, throwing them into relief and creating visual interest to convey a message, such as "Watch This Space".
The use of space is a consideration in selecting how headings should be highlighted. UPPER CASE or bold formats tend to use more space, and italics generally use more space than underlining. The use of borders within the page redefines its space according to the purpose, the audience and the desired effects.
Proportion is also a significant feature in reading or presenting static images. A comic strip frame or poster may contain several different elements, usually combining images and words and in different sizes. They may be represented as bigger or smaller in relation to one another than they might be in real life. The size of the different elements, and the ways these sizes are combined, will lead the viewer or reader to interpret them differently.
Composition is the process of organising the forms, shapes, colours, and any words into a balanced and rhythmical design. Composition is based on conscious choices made with the purpose, topic and audience in mind. These choices influence our reading or viewing accordingly.
Students need to take composition, balance, layout, lettering, size, font, spacing, shape, colour, proportion, the use of space, and the technology used into account when making choices in presenting their information and ideas.
Source: Exploring Language (A Handbook for Teachers, Ministry of Education. 1996).
Students select and discuss two different advertisements.
See:
Over several sessions students discuss and record the verbal and visual techniques used, and select advertisements that have communicated their purpose to the targeted audience by:
Select three advertisements which represent three of these techniques. These advertisements to be displayed and commented on by the students in the class. Encourage the students to read closely the persuasion tactics used and observe language used to sell a product:
"buzzwords" - new, free, save, real, homemade, sale, easy, taste, hurry, improved, more, better, urgent, free gift, save you dollars.
Label the class displays with the persuasion tactics used by the advertisers.
Issue 2: Pressure on Living Things
In this learning task students’ explore the idea or concept of living things being under pressure due to a range of causes including humans and animal and plant pests. Students will read texts, study resources and investigate pressures on living things. Students will be expected to read both short and complex texts as well as writing responses to tasks.
Explain to students that they will be investigating the removal of rainforests, pests that threaten our native species and ways in which these pressures have reduced biodiversity.
Make connections to prior knowledge.
On the board place a list of words or ideas associated with the issue. Ask students to classify the words in to three columns 1. A threat or pressure 2. The living thing being pressured. 3. Technical Terms
Students then sort the words in to the columns. Discuss responses as a class or in small groups. Examples of words may include: Rainforest, Palm Oil, People, Gorse, Possum, Kiwi, Orangutan, Endangered Species, Bio Diversity, Border Control, Burning, Hunting, Clearing of land, Timber Milling, Population Growth, Research.
Once they have sorted the words, students give their justification for placing the word in a particular column. Record some of their responses for future reference.
Provide students with two to three articles about the rainforests. Ask them to preview and predict what they may find out about rainforests and why it is being removed. (Are they recalling knowledge or ideas from learning about the population explosion e.g clearing of land for housing.) Then ask them to skim and scan for specific information. The information requested could be:
Why are rainforests being cleared?
What impact does this have on our environment?
Alternatively complete a jigsaw activity with the students relating to this website.
Explain to the students that they will be completing a jigsaw activity realting to this particular website. Explain to them they will be in two groups – a home group and an expert group. Place the students in to a home group of 4-6 students (6 works best as there are six sections to the website). Number each student in the group from 1-6 and then explain that all students who share the same number are members of the same expert group. Ask students to move to their expert group.
When students are in their expert groups allocate each group with a section of the website: WHAT, WHERE, PLANTS, ANIMALS, PEOPLE, PRESERVING. Each expert group then goes to the appropriate section on the website. Within their section they need to identify the key ideas, words that they feel are most important. They need to decide as a collective group the most important points that they are going to take back and share with their home group. Students then return to their home group and each member shares their expertise on their particular topic. As a follow up ask students to complete the organiser with the main points listed for each section. Students need to be aware that some of the sections have links that they are required to click on in order to find out more.
Ask students to jot down any words they are unsure of the meaning of as they go.
What the teacher looks for:
Another alternative site is: http://www.rain-tree.com/ facts.htm
However, if using this website print the information out and give each group 1-2 Headings to read and work through. This site also has links to other sites that may be of interest to students.
Discuss with students ways in which the removal of rainforests can impact on the earth in different ways. Ask students to compile a list of people or things they think may be affected by rainforest removal. What viewpoints do these people hold? Create a list of people who may be impacted by rainforest removal. These could include: Politicians, Scientists, Business people, small farmers, Timber companies, Tourists, Local People. For each person or group find an example of the way in which they may be affected. Mix these up and ask students to match them with the correct person or group. There is an example of this task on page 15 of the textbook.
There is also an opportunity within this area of study to investigate the use of Palm Oil and how this has resulted in the reduction of rainforest. This is a good opportunity to explore the ethics involved and can also reflect a local issue as some NZ companies have used Palm Oil in their products.
PESTS. Ask students to name any animal or plant pests they can think of. As a class visit the website: http://www.doc.govt.nz
Once again, revise some of the text features that students may come across. Ask students to visit the conservation section of the website. Once there they click on the ‘Threats and Impacts’ tab. Each student then chooses an animal pest and completes the . They then report back to the class on their chosen pest and why it is a pest. This also works well if it is enlarged to A3 size and can then be displayed on the wall.
Possums. Students will learn about the possum and how it is a threat to NZ Biodiversity and native species.
As well as the Possum magazine there are a number of other issues relating to science issues and how they affect NZ.
Begin by asking students what they already know about Possums. Some may now have a base of prior knowledge if they chose to research the Possum in the previous task. Do they already know about ways in which the possum affects the NZ landscape and native flora and fauna? (it is also a time to add vocabulary to their glossaries (flora and Fauna, Native).
Introduce the ‘Possum’ publication to students. Ask students to look at the cover.
What kind of information would they expect to read about in here? Do they know about the Royal Society of NZ?
Go over the visual text features and written information that the students may encounter. By now, students should be able to identify different text features and their purpose. If they are unable to do so, repeat the use of this strategy. Do students have any questions they would like answering abut Possums?
There are a number of literacy strategies and approaches that could be used with this text. For example: A Jigsaw or co-operative learning task could be beneficial to students as they revisit the strategy and put it in to practice. The skimming and scanning and preview and predict strategies could also be useful here as they enable students to access information and identify key points. The teacher may wish to use a combination of strategies in order to explore this text.
Another option is to ask students which strategy they think could be best used to find the information required.
As students read ask them to jot down any key ideas or words they find. If completing as a jigsaw task, allocate groups with particular sections of the booklet. Graphic OrganisersA graphic organiser is a visual representation of ideas and is often used to summarise information. Each graphic organiser has its own particular purpose and organises information in a particular way. (ELP Page 112)
Using pages 1 and 2 of the Possum booklet, explain to students that you want them to identify some of the effects that Possums have had on NZ. Introduce students to the Cause and Effect and/or Problem/solution graphic organiser. Explain to them that ideas can be recorded as words, pictures, symbols and if required colour.
Once students have read pgs 1-2 ask them to complete the cause and effect graphic organiser. Alternatively, ask students if they can design a graphic organiser to record the appropriate information.
Species in danger – The Kiwi. What do they already know about this native bird? Can they identify any information about the Kiwi?
Introduce the students to the Kiwi by reading together: ‘A Scream in the Night’ Choices, ANIMAL TALES, Ministry of Education, 2007. (Code: 37876) This can be ordered at: Down the back of the chair
This is a text about Kiwi, how they are counted and why this is important for their survival. It includes a number of text forms: Narrative, a report, a case study, a fact box.
There are detailed teachers notes also available.
Prior to reading ask students what they think the text may be about. Explain to them that this text makes use of a variety of text forms and that they will be required to take notes as they read. Discuss with them the purpose of the story and ask them to make predictions. Discuss with students what making notes means. Explain that notes are short and to the point and should not be copied directly from the text. DOT and JOT – Note takingDot and Jot note taking allows students to develop their ability to make short and concise notes. Note taking is a valuable skill and encourages students to record ideas in their own words. It is also important to discuss with students what infer means. Often students expect all information to be written in the text and to develop deeper thinking skills they need to develop the abiity to infer or read between and beyond the lines. Students may need considerable assistance with this. It is also appropriate to start the task by modelling to the students what is expected – as a shared reading task. Students can then go on to complete the task individually. The teacher should be scanning and checking student progress to ensure understanding and ability of students to infer and also find information.
Students read the text and record their notes on the Dot and Jot chart. This is recreated in Word but is also available in the teachers notes that accompany this text. Go over their notes with them. Did people infer different things from the text? DOT AND JOT
Biodiversity. Introduce students to the concept of Biodiversity. What is it? What other words can they identify that might relate to this topic? (Bio...., Diversity....) Can they think of other words that have a prefix of Bio?
Once again this task makes use of an Alpha Science resource published by the Royal Society of NZ.
Marine Biodiversity: What is meant by the term Marine Biodiversity? Ask students to predict what this text is about. Record their predictions and at the completion of reading ask students to tick or cross whether their predictions were correct. This gives a purpose for reading. Discovering BiodiversityShared reading involves the teacher reading a text that is too diffucult for students to read by themselves with students following along with their own copies of the text.
As a class read the first four pages. The language is quite scientific so many students may require clarification of what some of the words used mean. Ensure students understand the purpose of reading the text together and what strategies may be used. Once the text has been read, revisit the purpose for reading and the use of particular strategies.
Independently ask students to read pages 5 and 6 of the text, relating to threats to marine biodiversity. Ask students to design a graphic organiser that identifies the threats to marine biodiversity. This could be a cause and effect organiser or similar. Make a note of the different ways in which students show the information they have found. Are they using strategies previously taught?
NOTE: There are a number of Alpha magazines that relate well to this topic, including publications on and the threats they pose. All of these publications are able to be downloaded for free. Teachers may choose to change the topic to another that better suits the needs of the students in front of them. However, the strategies included in this unit can be applied to all texts.
Formative assessment: Finding information. Now is a key point in assessing students ability to read, select and use information to identify the main idea of a text. A good resource for an assessment task is to use the Assessment Resource Bank. A suggested activity for this purpose is: English, WL2602. Ecological Islands (level 5) This relates to the topic and also assesses students ability to find information and identify the main idea. A level 4 resource could be: WL 3118: Saving our National Bird. Both resources have teachers guides available.
Teachers should use the information from these assessments plus observations/student work/learning logs to guide the teaching process. Are students able to easily and accurately find, select and retrieve information? If not, what other strategies can be used to assist students with this process?
Revisit the essay writing process with students. This can be done by either repeating the process undertaken with the Population essay or by asking students to independently write an essay on this topic. This will then guide whether or not students will need scaffolding further through the process for the summative assessment.
Teachers may also wish to investigate other issues with the class before moving on to the inquiry.
Download this certificate to fill out at the completion of each module. Your coordinating teacher can sign off each module, and the completed certificate can be taken to the principal for endorsement.
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