Text Type IntroductionGR

Text Type Introduction

TEXT TYPES NARRATIVE

RECOUNT

PROCEDURE

E = Exposure JC = Joint Construction I = Independent

P

1

2

3

4

5

6/7

E

JC

JC

I

I

I

I

The Model of Gradual Release STUDENT

E

I

I

I

I

I

I

I

JC

JC

I

I

I

I

I

JC

I

TEACHER

REPORT

EXPLANATION

EXPOSITION NAPLAN RESPONSE

DISCUSSION

DESCRIPTION

JC

JC

JC

I

I

I

I

E

E

JC

JC

JC

I

I

E

E

JC

JC/I

I

I

I

E

E

E

E

JC

JC

I

E

E

E

E

E

JC

JC/I Yr7 independent

E

JC

I

I

I

I

I

The scope and sequence represents a model whereby teachers hand responsibility to students over time.

The letter given to each text type in each year level indicates what is expected by the end of the school year.

There is no need to jump to Independent too early. Teachers should do lots of Exposure and Joint Construction before expecting students to work independently.

Yearly and Term planners set by PLTs should indicate evidence of pairing 2 similar text types to focus on per term.

Priorities over the year will be the text types we have put down for independent writing.

Description has been included as it becomes embedded in some other text types: Narrative, recount.

Expose

K/PP The teacher explicitly presents and models texts.

Written material: eg big books Verbal examples: story telling, spoken recounts Recording: teacher models, records & demonstrates.

Yr 1-3 Immersion – surrounding the students with text print and oral structure Ie what text sounds like and what texts look like.

The children and the teacher work together to construct spoken and written texts.

Unlocking a particular text type – structure, language features and purpose. Explicit teaching and shared construction of what, how and why.

Children are expected to write simple text with limited assistance from the teacher.

Understanding of a particular structure, language features and purpose of text types and mainly independent writing using a consistent framework.

Joint Construction

Independent

Yr 4/5 Immersion Modelled reading Modelled writing Oral language Word games Sentence structure games Matching activities Students should be exposed to or experience text types through a variety of media as well as oral language activities.

Shared writing/reading Interactive writing Oral language – deconstruction of text type Construction of word banks (grammar) Checklists Children writing part of the text Text innovation Introducing planners Students will collaboratively produce a text type through interactive reading, writing and oral language activities.

Yr 6/7 Oral language, reading given text types, showing and discussing lots of examples.

Discuss purpose, audience, structure, language features.

Modelled writing

Using provided scaffolding and proformas students will write texts with growing independence.

Eg rubrics Writing seeds – selecting appropriate text Knowledge of text structures

Assumes that exposure and joint construction are both still occurring while the expectation that students will write with increased independence.

Modelled, interactive, shared writing Innovation on text, providing story starters, writing parts of a narrative Write with a partner.

ROLE OF TEACHER

EXPOSURE

JOINT CONSTRUCTION

INDEPENDENTLY

The teacher explicitly presents and models how texts work.

Opportunities for students to be immersed in a variety of text print and oral structures are created. (What texts look like and sound like).

Written material: eg big books, word tasks Oral experiences: story telling, spoken recounts, word tasks Recording: teacher models, records and demonstrates Discussions about the purpose of each text type, the intended audience, the structure and the language features are generated.

The teacher provides opportunities to work with the students to construct spoken and written texts. Explicit teaching of writing for an audience, structure and language features of each text types continues.

Joint construction may be in the form of interactive writing, shared writing, guided writing, innovation on text, providing story starters, writing parts of a narrative, writing with a partner.

Although support from the teacher will be reduced, the teacher will continue to support and scaffold the writing for students.

The teacher should make ongoing observations about student’s skills and understandings of the features of various text types and note their ability to construct texts using this knowledge.

Teachers use their observations to direct future teaching and learning opportunities for exposure and joint construction of texts.

ROLE OF STUDENT Students observe the teacher while s/he models the writing process.

Students listen to various text types being read by the teacher.

Students read various text types both independently and shared with others.

Students engage in discussions about the purpose of each text type, the intended audience, the structure, the language features are generated.

Students work with the teacher to construct various texts.

Students may undertake some of the following: Joint construction in the form of interactive writing, shared writing, guided writing, innovation on text, providing story starters, writing parts of a narrative, writing with a partner.

Students accept an increased level of independence and level of responsibility.

Students are expected to write texts with some support from teachers.

Students may use what they know about text types, the writing process and models and examples around the room to support and guide their writing.

THE MODEL OF GRADUAL RELEASE STUDENT EXPOSURE 1/3

2/3 Students interact with teacher.

JOINT CONSTRUCTION ½ ½ A balance is created between the students and the teacher – ‘you give me/I give you’.

INDEPENDENT 2/3

1/3

Students: - have most of the responsibility - engage in some interaction with the teacher

The teacher: - has most of the responsibility - engages the students through questioning, modelling, lots of talking - provides lots of sentences starter - models various text types The teacher: - provides lots of prompts or sentences starters as a scaffold - conducts modelled writing sessions - conducts shared writing sessions -

Teacher interaction is still vital.

Teacher can still draw up the scaffold for students and support through questions and prompts.

This still requires the teacher to provide opportunities for Exposure and Joint Construction

TEACHER

CONSIDERATIONS: When we indicate ‘Independent’ we understand this to mean that the teacher is still required to continue to expose and jointly construct text while providing opportunities for students to write independently. The teacher continues to provide support and scaffolding when students are writing ‘independently’.

Writing should be relevant to the learning focus – what is happening in Integrated Studies?

Can this topic tie in with a text type? Writing should be the ‘driver’ that incorporates our Integrated Studies topics.

Due to changes to NAPLAN an exposition will need to be taught at an earlier stage of development.