Warwick Farm Literacy Program Stage 3

The is a modified version of the original Warwick Farm Literacy Program

Lesson 1 Preparing and Concepts of Print

Outcome

Content

EN3-2A

understand, interpret & experiment with the use of imagery in imaginative texts, poetry & songs, eg similes, metaphors, personification & sound devices such as alliteration

understand that cohesive links can be made in texts by omitting or replacing words

use increasingly complex research data from print & digital sources to compose short & sustained texts

assess the reliability of resources, including digital resources, when researching topics

EN3-3A

understand how texts vary in purpose, structure & topic as well as the degree of formality

appreciate how demanding texts, eg extended novels & informative texts, contain increasing levels of complexity & abstraction to enhance enjoyment

recognise & compare how composers use a range of language features, including connectives, topic sentences & active and passive voice, to achieve their purposes

recognise how grammatical features help to build meaning in texts, including reference links & adverbial & adjectival phrases

recognise evaluative language, including emotive language & modality

identify & explain how analytical images like figures, tables, diagrams,maps & graphs contribute to our understanding of verbal information in factual & persuasive texts

recognise the effect of multimedia elements, eg film techniques, animation, voice-overs, sound effects, framing, close-ups

explain sequences of images in print texts & compare these to the ways hyperlinked digital texts are organised, explaining their effect on viewers' interpretations

select, navigate & read texts for a range of purposes, applying appropriate text processing strategies & interpreting structural features, eg table of contents, glossary, chapters, headings & subheadings

navigate & read texts for specific purposes applying appropriate text processing strategies, eg predicting & confirming, monitoring meaning, skimming & scanning

interpret picture books, comic strips & sequences of digital images which do not contain written text

recognise the effect of multimedia elements, eg film techniques, animation, voice-overs, sound effects, framing, close-ups

explain sequences of images in print texts & compare these to the ways hyperlinked digital texts are organised, explaining their effect on viewers' interpretations

EN3-5B

identify the ways in which language use in imaginative texts, including use of figurative language, character development, events and setting, creates interest for the reader or viewer

investigate how the organisation of texts into chapters, headings,subheadings, home pages & sub pages for online texts & according to chronology or topic can be used to predict content & assist navigation

analyse strategies authors use to influence readers

discuss the conventions of a range of complex texts, eg act & stage directions in plays, literary devices in poems & stories, layout conventions in print & digital texts

recognise the techniques used by writers to position a reader & influence their point of view

EN3-6B

understand that language is structured to create meaning according to audience, purpose & context

understand that choices in grammar, punctuation & vocabulary contribute to the effectiveness of texts

identify & explain how choices in language, for example modality,emphasis, repetition & metaphor, influence personal response to different texts

understand the difference between main & subordinate clauses & that acomplex sentence involves at least one subordinate clause

understand how noun groups/ phrases & adjective groups/phrases can be expanded in a variety of ways to provide a fuller description of the person, place, thing or idea

understand how ideas can be expanded & sharpened through careful choice of verbs, elaborated tenses & a range of adverb groups/ phrases

show how ideas & points of view in texts are conveyed through the use of vocabulary, including idiomatic expressions, objective & subjective language, & that these can change according to context

identify a variety of connectives in texts to indicate time, addinformation, clarify understanding, show cause & effect & indicate condition/concession

understand the use of vocabulary to express greater precision of meaning, & know that words can have different meanings in different contexts

investigate how vocabulary choices, including evaluative language can express shades of meaning, feeling & opinion

EN3-7C

recognise & explain creative lang features in imaginative, informative & persuasive texts that contribute to engagement & meaning

think imaginatively when engaging with texts, using prediction

identify, describe, & discuss similarities & differences between texts, including those by the same author or illustrator, & evaluate characteristics that define an author's individual style

compare how composers & illustrators make stories exciting, moving & absorbing to hold readers' interest

explore & discuss simple appropriation of texts

understand how authors often innovate on text structures & play with language features to achieve particular aesthetic, humorous & persuasive purposes & effects

identify the relationship between words, sounds, imagery & language patterns in narratives & poetry such as ballads, limericks & free verse

EN3-8D

understand how to move beyond making bare assertions & take account of differing perspectives & points of view

identify language features used to position the reader/viewer in a wide variety of communication activities for a range of purposes, including debates, formal talks, interviews, explanations, anecdotes & recitations

identify & describe the representation of people, places & events in film and the media

explore, discuss & appreciate connections between Dreaming stories & contemporary Aboriginal & Torres Strait Islander life

discuss & explore moral, ethical & social dilemmas encountered in texts

discuss aspects of literature from a range of cultures to explore common experiences & ideas as well as recognising difference

EN3-9E

discuss how the reader or viewer can enjoy & discover a wide range of literary experiences through texts

Lesson 1 Preparing and Concepts of Print

Main Idea

Students will begin to access the print and digital texts by participating in a variety of pre-reading activities. These activities will stimulate imaginative and creative thoughts and discussion, preparing students for the information, vocabulary, visual, and auditory stimulus that will be found in the text. This will also enable students to develop their background knowledge and vocabulary relevant to the topic.

Preparation/ Resources

Print and digital text

Stimulating questions

Question Charts

Lesson Sequence

Show the class the text. Discuss how the text might be viewed. Book / Poster up the correct way, reading right to left, return sweep, turning pages, parts of print and digital texts etc.

Ask the class what they think it might be about ?

Ask the student to they see any text or symbols they might know ?

Ask the students :

What do we already know ?

What would you like to know?

What words do you think we will see / hear in the text ?

Read / Listen / Show the text to the students.

Is this an Imaginative text/ Persuasive text or an Informative Text.

Discuss / recognise the key differences between imaginative and informative texts.

What is the purpose of this text ?

Who is it written for (Audience) ? How do you know ?

Re read it explicitly noting appropriate reading behaviours and explicitly teaching reading strategies.

Discuss the Grammar / Vocabulary/ Punctuation focus find it in the text

Discuss with student beginning / middle/ end of the story

Discuss how the different parts of the print and digital text ( Multi Model) impact of the meaning of the text.

Explicitly discuss the Visual Literacy features of the text and how they impact the reader.

Alternative Activities

Mind maps instead of charts

Drawings of predictions

Use of colours

Simple words

Use only some of the charts

Use of Whats in my head poster

Use of graphics to prompt discussion

Reference to plans and posters of text types

Deep Knowledge

Deep Understanding

Problematic Knowledge

Higher-Order Thinking

Metalanguage

Substantive Communication

Explicit Quality Criteria

Engagement

High Expectations

Social Support

Students self-regulation

Student Direction

Background Knowledge

Cultural Knowledge

Knowledge Integration

Inclusivity

Connectedness

Narrative

Lesson 2 The Key Ideas

Outcome

Content

EN3-2A

identify & explore underlying themes & central storylines in imaginative texts

explore & analyse the effectiveness of informa