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Please put this on the slide to be spoken about - will need to check with Sarai how this needs to be referenced.

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To be discussed at Zoom meeting - but please add ideas on each section beforehand to be shared and added to Thursday 6th Aug

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To be discussed at Zoom meeting - but please add ideas on each section beforehand to be shared and added to Thursday 6th Aug

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Explicit teaching of vocabulary
Sequenced activities that build on one another

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What did you think were some of the important pedagogical focuses? What did you consider for knowledge processes? How did you allocate them? What were the focuses? What were the ones you added in later? How did you discuss the needs for certain pedagogical focuses, do you have a focus? Is it more authentic/didactic? How have you integrated all four pedagogies?

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Student-centered
Interest-driven
Inquiry-based learning
Project-based learning

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Naming & Theorising = comprehension activities, Knowledge activities

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Appropriately - Application and Evaluation
Creatively - Synthesis

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the New - Comprehension and knowledge

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Functionally & critical = Analysis

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Engage

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Appropriately = Elaborate and Evaluate = Elaborate

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Explain

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Functionally = Explain

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Conceptualising by Theorising - Mind Map

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Conceptualising by Theorising - Mind Map

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Students could draw a mind map for the imaginative piece they eventually produce.

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Students create a flow diagram of narrative structure to help them as a visual aid.

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https://www.readingrockets.org/strategies/story_sequence

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https://www.readingrockets.org/strategies/story_maps

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Genre-based

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Viewing of Little J and Big Cuz - when looking further into narrative structure - could link to the CN activity of the story mountain.

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Experiencing the New - Guided reading of Chosen exemplar text

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Experiencing the New - Guided reading of Chosen exemplar text

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This could be:
_ Welcome to Country
- The Corroboree Frog

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An excursion to the Macdonnell Ranges (Arrernte Dreamtime story of the Yeperenye (Caterpillar) creating them).

NB: this may be familiar to some students so this would be Experiencing Known to them.

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Reading a text for the first time- introduction to a story - teacher to read a story to introduce the topic of narrative writing - discuss the story line and plot- do we know what type of text this is?

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Labelling/ organising the structure of a narrative.

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Conceptualising by Naming - Class Word Wall.

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Conceptualising by Naming - Class Word Wall.

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Vocabulary focus for narrative writing.

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Students could debate about how the dreamtime stories compare with the exemplar texts to truly represent their community.

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Create an audio presentation of their story - could use role play (link to drama Aboriginal ways).

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Hearing a story for the first time- ( Children learning through oral language) have an elder share a story as a narrative. Think pair share opportunity for students to tell their peers their own stories- encouraging creativity and confidence with language

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Language - Arrernte and SAE for texts concepts

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Learners doing literacy – engagement with real-world issues and active citizenship (Kalantzis et al., 2016, p. 194)

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Learners doing literacy – engagement with real-world issues and active citizenship (Kalantzis et al., 2016, p. 194)

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"Pippa Stein (2001) describes the subtleties of what she calls ‘linguistic reappropriation’ as students in a South African classroom create bilingual stories, based on African storytelling traditions but full of contem-porary politics and acute irony."

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applying creatively - using people they know as the characters for their narrative (taking something that they already know and applying in a new way)

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Analysing critically activity - discussion

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anticipation guides- strategy to assess prior learning and prepare for new

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used to select a topic to reasearch/write about

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Print walk- for metaphors and similes, or complex sentences

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tell a familiar story to a peer to encourage story telling orally

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teacher reads/ students retell

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story mapping their expereince going to thier families camp for the weekend - How they got there, who was there, what happended first, middle, at the end - starting to look at story telling/narrative
Differentiation: Students at educational risk (SAER) - not all students will attend a camp on wkends, it might not be a positive experience for all, they will attend different camps/family groups due to the location of the school.

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could use to discuss a character or an environmental concept

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https://www.readingrockets.org/strategies/possible_sentences

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Wordless books.

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reinforce sequencing of a text

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strategy to help students create an image of the text in their minds as reading

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https://www.readingrockets.org/strategies/transition_words

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sentence combining
https://www.readingrockets.org/strategies/sentence_combining

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students use previous experience to generate their own story

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https://www.education.vic.gov.au/school/teachers/teachingresources/discipline/english/literacy/speakinglistening/Pages/teachingpractheatre.aspx

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https://newlearningonline.com/learning-by-design/the-knowledge-processes/activities

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https://newlearningonline.com/learning-by-design/the-knowledge-processes/activities

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retell story as a news story

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could be used to introduce metaphors/similies and descriptive language

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https://newlearningonline.com/learning-by-design/the-knowledge-processes/experiencing

also
https://www.pinterest.com.au/pin/49539664624896155/

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- creating a character profile
https://newlearningonline.com/learning-by-design/the-knowledge-processes/conceptualising

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https://newlearningonline.com/learning-by-design/the-knowledge-processes/conceptualising

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synonyms- possibly even extend to arrernte dialect
https://newlearningonline.com/learning-by-design/the-knowledge-processes/conceptualising

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link to sustainability and cause and effect
https://newlearningonline.com/learning-by-design/the-knowledge-processes/conceptualising-by-theorising

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cut up story and students arrange in order,

create a large story picture map- students to resequence

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https://newlearningonline.com/learning-by-design/the-knowledge-processes/analysing

simile/metaphor tic tac toe
https://www.pinterest.com/pin/233483561909423469/

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https://www.cpalms.org/Public/PreviewResourceLesson/Preview/48843

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https://newlearningonline.com/learning-by-design/the-knowledge-processes/analysing-critically

response to text-

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response to text
https://newlearningonline.com/learning-by-design/the-knowledge-processes/analysing-critically

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https://newlearningonline.com/learning-by-design/the-knowledge-processes/analysing-critically

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https://newlearningonline.com/learning-by-design/the-knowledge-processes/analysing-critically

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creating a narrative using a multi model approach- powepoint, news article, post card

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visual depiction of piece of work

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create something to solve a problem identified https://newlearningonline.com/learning-by-design/the-knowledge-processes/applying-creatively
response to text or writing

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child chooses an image that they like - what is it that appeals to them? what do they see? what can they orally tell someone about it? does it tell a story? past or present?

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mode - image = writing a narrative from an image

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mode - image = writing a narrative from an image

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before hand analyse an image - look at design elements.

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child to read their detailed design analysis to a fellow student who has not seen the image - ask the fellow student what they imagined from the description.
what does it tell you about perception and mental images? how can the extent to which meanings in images can be translated into writing (and vice versa)

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create a personal image using visual design elements

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orientation, complication, resolution, coda

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explore specific language features of a narrative

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explore specific language features of a narrative

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figurative language, adverbial phrases, noun phrases, complex sentences

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Students write facts that they know on a particular topic in the inner circle spaces. After reading a text or studying a topic they add new knowledge to the outside circle. Students share their before and after wheels in a small group discussion.

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Individual graphic organiser or think-pair-share

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Brainstorm key concepts on post-it notes. Place these on a display board, grouping like ideas as they go and rearranging the display as new ideas are posted. Students then suggest possible headings for each group of ideas and reflect on the final chart of ideas.

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Collect/draw a series of images related to a narrative or information text. Before reading ask students to predict what the text is about using these images. In groups students can also generate a list of words and/or concepts based on the images. After reading ask students how the images are related to the text. Record this in a reflection.

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In a values line students consider their thinking and feelings about an issue or topic and choose a place to stand on a line. Vote with your feet involves moving to a side of a room or spreading out along a line to show opinions.

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This strategy focuses students on extracting ideas or concepts and clarifying conceptual understanding. Select an illustration, photo or series of pictures on a given topic. Working individually, in pairs or in groups, the students write captions that capture the essence of the image.

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Students are organised in home groups then sent off to become an expert in a different subtopic group. They then come back and teach the members of their home group however they want (performance, speech, diagram, etc).

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Partner A begins by recounting something interesting from the text and talks for 60 seconds, while Partner B listens.

After 60 seconds tell them to ‘Switch’ and change roles. Partner B cannot repeat anything said by A

Repeat a few times to end up with succinct information

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Collect pictures related to a topic and number them randomly. Give students time to examine the pictures and to discuss their responses to them. Then ask them to rank the pictures in order of importance or to sequence them in an order that makes sense to them. They then compare and contrast their order with other students or groups.

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After reading a text, provide students with a list of 5-10 controversial statements about concepts in the text. Students must reach agree/disagree. Discuss in groups similar and different reactions.

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The teacher or students develop true/false questions on text at three levels:

Literal: these are statements that can be found in the text

Interpretative: these are statements that the students have to interpret or infer from the text

Analytical or applied: these relate to bigger ideas/issues in the text

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For students to record information they have encountered in a topic into a clearly structured retrieval chart. It can be completed as a class wiki to enable students to post entries over a period of time.

Create a vertical list from A-Z.

Attach a meaning to each word or phrase.

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Explicit teaching of EAL/D students is crucial in all aspects of language and across all curriculum areas. For example:

providing text structure frameworks within which to write specific text structures (for example, narratives, scientific investigations, reviews), along with models of the texts

drawing attention to the specific tenses and sentence structures required in particular texts

providing a glossary of technical vocabulary particular to the text or topic being studied

providing clear instructions of each step required for the completion of a task or homework assignment

teaching ways to use different registers of English appropriately in school, taking into account audience and purpose (for example, playground language, informal language in the classroom, speaking to teachers, academic specific language)

encouraging classroom talk and using discussions as the vehicle to teach new vocabulary and concepts to EAL/D students. For instance, when students contribute ideas and vocabulary to a discussion, teach that contribution back to the whole class to ensure that EAL/D students have shared understanding while simultaneously building their vocabulary (for example, act out abstract concepts such as ‘enthusiasm’ and ‘sadness’, or draw facial expressions for ‘miserable’, ‘excited’, and so on)

Using classroom role-plays to explicitly teach ways to use language appropriately depending on context and relationship between speaker and listener.

(EAL/D ACARA considerations document)

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Teaching in context is vital to aiding communication and comprehension (authentic/functional)

While EAL/D students require explicit teaching, it is important not to remove language from its original context and study it in isolation. Words and phrases only mean what they mean in the context of the sentences and texts that they appear in, and the language structures used within texts are intrinsically linked to the social context and purpose of the whole text. When grammar is studied out of context, students lose the understanding of using language differently in different contexts.

using cloze exercises to teach specific language features (for example, the sequencing connectives in a scientific explanation)

using information retrieval charts to pull out key information and language features from a text  providing synonyms to build a vocabulary of possible alternatives for words in context and doing substitution exercises to gauge the impact of different words with similar meanings (for example, considering the effects and effectiveness of different modal verbs used in a persuasive text: school uniforms must be abolished; school uniforms should be abolished; school uniforms could be abolished, and so on)

doing phonics work in the context of words that students clearly understand (for example, first teach the meaning of the word in the context of the text, and then unpack the phonemes of the word). Isolating the phonemic parts of words, particularly common vocabulary items, helps both writing, reading and pronunciation (for example, th - i - s)

examining and consolidating understanding of grammatical functions such as tense within the texts the students are reading (for example, noticing the use of an irregular verb in a text and adding it to a bank of irregular verb conjugations).

(EAL/D ACARA considerations doc).

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Word lists and definitions of challenging words prior to introducing new texts and topics 

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Word lists and definitions of challenging words prior to introducing new texts and topics 

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For example, a list of culturally-specific words when reading a novel in English, nominalised verbs used in science such as filter  filtration, decant  decantation, evaporate  evaporation, vocabulary clines, lists of comparative language, examples of connectives, and so on)

(EAL/D ACARA considerations document).

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Where EAL/D students can write new words, the context the word appeared in, and its definition in English as well as in their first language.
(EAL/D ACARA considerations document).

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EAL/D pedagogy encompasses teaching strategies and considerations that teachers can use to cater for the specific learning needs of EAL/D students in their classrooms. Teachers can begin by identifying their students' level of English language proficiency and becoming familiar with their students' cultural understandings. By making learning intentions and success criteria explicit, teachers can build shared knowledge using a range of strategies including frontloading, message abundancy and scaffolding, and by stressing the importance of oral language. Teachers should also understand the impact of cultural capital, of maintaining first language competency and develop an understanding about second language acquisition.

(EAL/D ACARA considerations document).