writing frame-works and literacy strategies · 2018-05-28 · the strategies align themselves with...
TRANSCRIPT
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Dear Teachers Please accept from the Literacy Committee this book of templates and processes to engage students in their reading, writing, speaking and listening. The book is design to support you in addressing the needs of students in order to improve in their identified weakness areas of poor spelling and grammar, organisation skills and inferential reading practises. Posters illustrating homophones and common errors will be placed around the school in classrooms for easy reference. The templates of the booklet can be located at S:/Literacy Committee and printed out as required. Many of the strategies align themselves with the article ‘Seven Literacy Strategies that Work’ written by Douglas Fisher, Nancy Frey and Douglas Williams, which can be located on line at www.drradloff.com/documents/seven-literacy-strategies-that-work.pdf. If you have any questions or comments about whole school literacy, please do not hesitate to contact me or other members of the Literacy Committee. Special thanks to Patrina Cole for assembling and collating this great resource. Veronika Sutton Chairperson Literacy Committee 2018
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In the Australian Curriculum, students become literate as they develop the knowledge, skills and dispositions to interpret and use language confidently for learning and communicating in and out of school and for participating effectively in society. Literacy involves students listening to, reading, viewing, speaking, writing and creating oral, print, visual and digital texts, and using and modifying language for different purposes in a range of contexts. Literacy encompasses the knowledge and skills students need to access, understand, analyse and evaluate information, make meaning, express thoughts and emotions, present ideas and opinions, interact with others and participate in activities at school and in their lives beyond school. Success in any learning area depends on being able to use the significant, identifiable and distinctive literacy that is important for learning and representative of the content of that learning area. Becoming literate is not simply about knowledge and skills. Certain behaviours and dispositions assist students to become effective learners who are confident and motivated to use their literacy skills broadly. Many of these behaviours and dispositions are also identified and supported in other general capabilities. They include students managing their own learning to be self-sufficient; working harmoniously with others; being open to ideas, opinions and texts from and about diverse cultures; returning to tasks to improve and enhance their work; and being prepared to question the meanings and assumptions in texts.
Key ideas
The key ideas for Literacy are organised into six interrelated elements in the learning continuum, as shown in the figure below.
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Organising elements for Literacy
The Literacy continuum incorporates two overarching processes:
Comprehending texts through listening, reading and viewing
This element is about receptive language and involves students using skills and strategies to access and interpret spoken, written, visual and multimodal texts.
Students navigate, read and view texts using applied topic knowledge, vocabulary, word and visual knowledge. They listen and respond to spoken audio and multimodal texts, including listening for information, listening to carry out tasks and listening as part of participating in classroom activities and discussions. Students use a range of strategies to comprehend, interpret and analyse these texts, including retrieving and organising literal information, making and supporting inferences and evaluating information and points of view. In developing and acting with literacy, students:
navigate, read and view learning area texts
listen and respond to learning area texts
interpret and analyse learning area texts.
The element of Comprehending texts can apply to students at any point in their schooling. The beginning of the learning sequence for this element has been extended by four extra levels (Levels 1a to 1d) to describe in particular the early development of communication skills. The descriptions for Comprehending texts at these levels apply across the elements of Text knowledge, Grammar knowledge, Word knowledge and Visual knowledge.
Composing texts through speaking, writing and creating
This element is about expressive language and involves students composing different types of texts for a range of purposes as an integral part of learning in all curriculum areas.
These texts include spoken, written, visual and multimodal texts that explore, communicate and analyse information, ideas and issues in the learning areas. Students create formal and informal texts as part of classroom learning experiences including group and class discussions, talk that explores and investigates learning area topics, and formal and informal presentations and debates. In developing and acting with literacy, students:
compose spoken, written, visual and multimodal learning area texts
use language to interact with others
deliver presentations.
The element of Composing texts can apply to students at any point in their schooling. The beginning of the learning sequence for this element has been extended by four extra levels (Levels 1a to 1d) to describe in particular the development of communication skills. The descriptions for Composing texts at these levels apply across the elements of Text knowledge, Grammar knowledge, Word knowledge and Visual knowledge.
The following areas of knowledge apply to both processes:
Text knowledge
This element involves students understanding how the spoken, written, visual and multimodal texts they compose and comprehend are structured to meet the range of purposes needed in the learning areas.
Students understand the different types of text structures that are used within learning areas to present information, explain processes and relationships, argue and support points of view and investigate issues. They develop understanding of how whole texts are made cohesive through various grammatical features that link and strengthen the text’s internal structure. In developing and acting with literacy, students:
use knowledge of text structures
use knowledge of text cohesion.
Grammar knowledge
This element involves students understanding the role of grammatical features in the construction of meaning in the texts they compose and comprehend.
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Students understand how different types of sentence structures present, link and elaborate ideas, and how different types of words and word groups convey information and represent ideas in the learning areas. They gain understanding of the grammatical features through which opinion, evaluation, point of view and bias are constructed in texts. In developing and acting with literacy, students:
use knowledge of sentence structures
use knowledge of words and word groups
express opinion and point of view.
Word knowledge
This element involves students understanding the increasingly specialised vocabulary and spelling needed to compose and comprehend learning area texts.
Students develop strategies and skills for acquiring a wide topic vocabulary in the learning areas and the capacity to spell the relevant words accurately. In developing and acting with literacy, students:
understand learning area vocabulary
use spelling knowledge.
Visual knowledge
This element involves students understanding how visual information contributes to the meanings created in learning area texts.
Students interpret still and moving images, graphs, tables, maps and other graphic representations, and understand and evaluate how images and language work together in distinctive ways in different curriculum areas to present ideas and information in the texts they compose and comprehend. In developing and acting with literacy, students:
understand how visual elements create meaning.
Texts in the Literacy Continuum
Texts provide the means for communication. They can be written, spoken, visual, multimodal, and in print or digital/online forms. Multimodal texts combine language with other means of communication such as visual images, soundtrack or spoken words, as in film or computer presentation media. Texts include all forms of Augmentative and Alternative Communication (AAC), for example gesture, signing, real objects, photographs, pictographs, pictographs and braille. Texts provide important opportunities for learning about aspects of human experience and about aesthetic value. Many of the tasks that students undertake in and out of school involve understanding and producing imaginative, informative and persuasive texts, media texts, everyday texts and workplace texts.
The usefulness of distinctions among types of texts relates largely to how clearly at each year level these distinctions can guide the selection of materials for students to listen to, read, view, write and create, and the kinds of purposeful activities that can be organised around these materials. Although many types of texts will be easy to recognise on the basis of their subject matter, forms and structures, the distinctions between types of texts need not be sharp or formulaic. The act of creating texts, by its nature, involves experimentation and adaptation of language and textual elements from many different writing styles and categories of texts. As a result, it is not unusual for an imaginative text to have strong persuasive elements, or for a persuasive text to contain features more typically seen in informative texts, such as subheadings or bullet points.
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CONTENTS
Page Number
The 200 Most Commonly Misspelled Words 6
Homophone Words 7
Key Words Used in Assignments 8 & 9
Written Assessment Checklist & Tips 10
Bibliography Sheet—Books & Internet 11 & 12
Paragraphs 13 & 14
Notemaking 15
Notemaking Templates 16 & 17
Notemaking Summary Sheets 18 – 21
Basic 5 Paragraph Essay 22
Essay Checklist 23
Analytical Exposition 24
Persuasive Writing checklist 25
Persuasive Exposition 26
Persuasive Exposition – Both Sides 27
Biography 28
Brochure 29
Discussion Plan 30
Explanation Plan 31
Power Point Presentation 32
Personal Recount 33
Report Writing - Format 34
Report Writing Plan 35 & 36
Newspaper Report Template 1 37
Newspaper Report Template 2 38
Narrative Plan 39
Poster Format 40
Science Investigation 41
Mathematical Investigation 42
WSC Literacy and Numeracy Pathways 2016 43
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200 Most Commonly Misspelled Words
absence
accommodate
achieve
acquire
across
address
advertise
advice
among
apparent
argument
athlete
awful
balance
basically
becoming
before
beginning
believe
benefit
breathe
brilliant
business
calendar
careful
category
ceiling
cemetery
certain
chief
citizen
coming
competition
convenience
criticise
decide
definite
deposit
describe
desperate
develop
difference
dilemma
disappear
disappoint
discipline
does
during
easily
eight
either
embarrass
environment
equipped
exaggerate
excellent
except
exercise
existence
expect
experience
experiment
explanation
familiar
fascinating
finally
foreign
forty
forward
friend
fundamental
generally
government
grammar
guarantee
guidance
happiness
heroes
humorous
identity
imaginary
imitation
immediately
incidentally
independent
intelligent
interesting
interfere
interpretation
interruption
invitation
irrelevant
irritable
island
jealous
judgment
knowledge
laboratory
length
lesson
library
license
loneliness
losing
lying
marriage
mathematics
medicine
miniature
minute
mysterious
naturally
necessary
neighbour
neither
noticeable
occasion
occurred
official
often
omission
operate
optimism
original
ought
paid
parallel
particularly
peculiar
perceive
perform
permanent
persevere
personally
persuade
picture
piece
planning
pleasant
political
possess
possible
practical
prefer
prejudice
presence
privilege
probably
professional
promise
roof
psychology
quantity
quarter
quiet
quit
quite
realize
receive
recognise
recommend
reference
religious
repetition
restaurant
rhythm
ridiculous
sacrifice
safety
scissors
secretary
separate
shining
similar
sincerely
soldier
speech
stopping
strength
studying
succeed
successful
surely
surprise
temperature
temporary
through
toward
tries
truly
twelfth
until
unusual
using
usually
village
weird
welcome
whether
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THEIR The children keep THEIR books in THEIR desks (Belonging)
THERE THERE it is! Over THERE! (Place)
THEY’RE THEY’RE best friends! (short for THEY ARE)
WEAR Homer likes to WEAR his black suit (To Dress)
WHERE WHERE are my clothes? (Place)
WE’RE WE’RE a very happy family (short for WE ARE)
TO Homer is going TO cuddle Bart
TOO Skateboards are TOO dangerous (as well as/very)
TWO TWO people are dancing (Number)
ALOUD Homer read the sentence ALOUD (Sound)
ALLOWED Bart is not ALLOWED to dangle the cat from the roof. (Permission)
QUITE I am QUITE sure I have cleaned my teeth (Fairly or Definitely)
QUIET Bart has a very QUIET voice (Sound)
HEAR Can you HEAR me shouting? (Sound)
HERE I am so glad you are HERE with me (Place)
WHETHER I don’t know WHETHER to go in deeper or not (Choice)
WEATHER I like to swim in hot WEATHER (Climate)
THROUGH Mr Burns looked THROUGH his binoculars
THREW Bart THREW the ball through the hoop (To THROW)
YOUR YOUR dress is beautiful, and so are YOUR shoes and hat (Ownership)
YOU’RE YOU’RE my favourite dog (Short for YOUR ARE)
ITS Bart took the dog for ITS daily walk (Possession of IT)
IT’S IT’S not my fault! IT’S Milhouse; he did it! (Short for IT IS)
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Key Words Used In Assignments
Account for: Explain why something exists. Give detailed reasons and supporting
evidence.
Analyse: Provide a close examination of the topic. Give points for and against.
Appraise: Provide a balanced view of a situation, and give an estimation of its
worth.
Assess: Examine the situation/aspect, focussing on strengths and weaknesses
and/or similarities and differences and give your own judgement.
Clarify: Make some situation or view easier to understand by explaining it or
defining it.
Comment on: Give an explanation as to why aspects of a topic are important.
Express a personal opinion but make it broad and balanced.
Compare: Focus on the similarities between people, qualities, characteristics or
events, but indicate differences, too.
Contrast: Point out the differences between events, items, qualities or problems.
Often used in conjunction with compare.
Criticise: Analyse a situation closely. Make a judgement, based on strengths and
weaknesses and present your reasons with evidence.
Define: Explain the meaning of a particular term or view. Be concise.
Describe: Give a detailed account of a particular topic, event or factor,
emphasising the main points.
Describe and
Discuss:
1. Give an explanation or detailed account of the situation and
2. Analyse it, pointing out the relevance of the discussion to the general
topic.
Determine: Reach a conclusion, after careful observation of all the evidence.
Discuss: Analyse the topic thoroughly from different points of view. Take a
position and justify it with evidence.
Do you agree…?
To what extent…?
Distinguish/Differentiate: Observe and describe differences between two or more aspects or
views.
Elaborate: Expand or develop something which is presented to you. Explain the
topic, with reasons for its existence and examples.
Elucidate: Give a clear explanation of what something means. This term is similar
to “define”.
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Key Words Used In Assignments
Enumerate: List relevant points of a topic, concisely and in the correct order. Recount in
outline form.
Evaluate: Look at a particular situation or feature. Present a judgement, based on strengths
and weaknesses and give evidence for your opinion.
Consider…
Is this a fair assessment…?
Examine: Give detailed descriptions of a feature, event or topic. Divide this into its
component parts, and draw general conclusions.
Explain: Clarify why a feature or situation exists, providing reasons. Similar to “analyse”.
Identify: Give a series of reasons or explanations for an event or concept.
Illustrate: Provide one or more examples to explain the subject. This term is often used with
other instructions.
Interpret: Give a definition of a feature, breaking it down into its component parts. Explain
the relevance of the parts to the whole and give a personal judgement, backing it
up with evidence.
Justify: Give reasons, explaining a particular viewpoint or position.
List: Enumerate points pertinent to the subject. Set them out in logical order.
Outline: Give a thorough description of the main features or general principles of a topic,
covering all the essential areas.
Prove/Disprove: Interpret the given evidence and demonstrate the merit of the subject. Present
the evidence and deductions to show “truth” or “falsehood”.
Relate: 1. Describe or recount some aspect of the subject by means of narration
2. Demonstrate how features of a situation are related to each other, correlate, or
how one causes another.
Review: Survey the most important aspects of a subject and critically identify the major
points.
State: Provide a brief, clear, sequential group of major points on a topic.
Suggest: Give possible reasons why an event has occurred or is likely to occur.
Summarise: Give the main points and leave out the details. Put them in order, to make the
meaning of the summary clear.
Synthesise: Combine a number of features and views and develop a single idea or impression
from these. Logical construction is very important.
Trace: Give a description of the development of something. Describe the beginning,
major points and outcome or conclusion. This should be in chronological or
logical order.
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Written Assessments - Checklist & Tips
If handwritten, your work MUST be written in black or blue pen, NOT pencil.
Use fully written sentences, with full stops and capital letters used appropriately.
Write all words in full - no abbreviations - including ‘&’. Remember, you are writing an assignment, not texting a friend, so please, no: Cul8r or frenz or M8S or h8 boyz U etc etc…
Numbers from 0-9 are written as words; 10 and up are written as numbers. For example: ‘I am eight, not 8’.
A cover page is a necessity. Please remember to write your name.
It is a good idea to place your assignment in a plastic sleeve when you hand it in. This way no ‘bits’ will go missing.
Show paragraph changes by leaving a space.
Your work must have a title.
Use a thesaurus and dictionary when writing. Doing so will help you to expand your vocabulary and write more descriptively.
It is extremely important that you get into the habit of saving your work every few minutes while you type. Do not delete your work from your computer until you have received your work back from the teacher.
When typing your work, ensure that the font is no larger than 14pt. Do not use a font that is difficult to read. Comic Sans is an excellent font to use.
Try to vary your sentence beginnings. It is very boring to read: “I went to the shops and bought milk. Then I went home and watched TV. After this I had a nap. Then I had a shower”.
Use a variety of sources to locate your information; don’t just rely on the internet!
It is very important that you acknowledge your sources of information with a bibliography which is correctly set out.
REMEMBER:
You should always set out to make the best impression that you can - it is part of success and
self-confidence. It shows that you take pride in your work and in yourself.
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Bibliography Fill-in Sheet
(WSC Library)
A bibliography is a list of all the sources of information you have used when writing an assignment. It is
important to acknowledge the source from which you have taken a direct quote, an idea, information or a
summary. Failure to do so is called plagiarism which is very serious and a form of cheating.
A bibliography is put at the end of the assignment and is arranged in alphabetical order. You MUST follow
the basic rules of setting out which are explained below.
Teachers may not mark assignments or may deduct marks, if a bibliography is not handed in.
Note: Titles are typed in italics but are underlined if handwritten.
You may also use an online referencing site.
Books (with 1 – 3 authors)
eg. Edwards,D & Cole,P (2014) School Is Great! Penguin, London
First author & others Year of publication (in brackets)
Title (underlined or in italics)
Publisher City of publication
Books (with more than 3 authors)
e.g. Bronski,G. et al (2013) Study Skills for Year 12 Students. Hodder Wayland, Perth
Editor (ed.) Year of publication (in brackets)
Title (underlined or in italics)
Publisher City of publication
Book with an editor (NOT an author)
e.g. Bremner, I (ed.) (2009) Media Studies 101. Cole Press, Paris
Editor (ed.) Year of publication (in brackets)
Title (underlined or in italics)
Publisher City of publication
Using the examples above, write your book
Author(s)/Editor Year of Publication Title
( )
Author(s)/Editor Year of Publication Title
( )
Publisher City of publication
Publisher City of publication
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Bibliography Sheet continued...
Author/Organisation (if known)
Year site created or last updated (if known, in brackets)
Title of home page (underlined or in italics)
Name, sponsor/ publisher of site (if known)
[on-line] URL (web address)
Date accessed
Web sites (whole web site)
eg. Wall, B (2009) Egyptian History. [on-line] http://www.egypt.edu.au accessed 3 April 2012
Site 1
Author(s)/organisation (if know)
Year site created/updated (if known)
Title of home page (underlined or in italics)
Name, sponsor/ publisher of site
(if known)
eg. Office of Space Research, What’s In Space. NASA [on-line] http://nasa.ofsr.edu, accessed 1 March 2009
Site 2
Author(s)/organisation (if know)
Year site created/updated (if known)
Title of home page (underlined or in italics)
Name, sponsor/ publisher of site
(if known)
Using the above examples, write your web references below:
Site 3
Author(s)/organisation (if know)
Year site created/updated (if known)
Title of home page (underlined or in italics)
Name, sponsor/ publisher of site
(if known)
Site 4
Author(s)/organisation (if know)
Year site created/updated (if known)
Title of home page (underlined or in italics)
Name, sponsor/ publisher of site
(if known)
URL (web address) Date accessed
[on-line]
URL (web address) Date accessed
[on-line]
URL (web address) Date accessed
[on-line]
URL (web address) Date accessed
[on-line]
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PARAGRAPHS
A paragraph presents ONE idea. It usually contains several sentences. Some of the sentences have different functions:
The topic sentence EXPLAINS, generally, what the paragraph is about.
Developing sentence(s) EXPANDS and CLARIFIES the ideas expressed in the topic sentence.
Supporting sentence(s) SUPPORT the idea through examples, quotations, facts, figures, reasoned argument, anecdotes…
Concluding/linking sentence ‘WRAPS UP’ the idea of the paragraph, and gives the reader an idea of the next paragraph.
All the sentences revolve
around ONE idea.
Supporting sentences
- support the idea
through examples,
facts, figures,
reasoned argument,
anecdotes.
STRUCTURE OF A PARAGRAPH
Topic Sentence - the
first sentence.
Explains what the
paragraph is about.
Developing
sentences - expand
and clarify the idea
expressed in the
topic sentence.
Concluding/linking sentence - ‘wraps up’ the idea of
the paragraph, and gives you an idea of what the next
paragraph is going to be about.
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PARAGRAPHS
TOPIC SENTENCE:
Introduces the main idea to the reader
Assume the reader knows nothing!
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
DEVELOPING SENTENCE:
Explains the main idea introduced in the topic sentence
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
SUPPORTING SENTENCE:
Gives examples to support the main idea
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
CONCLUDING/LINKING SENTENCE:
Connects to the following paragraph
Summarises or gives the paragraph an ending
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
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NOTEMAKING
Things to remember
1. Have a HEADING
Printed and underlined
Centre of page 2. .Divide your information into small sections by using SUB-HEADINGS
Printed and underlined
Based on focus questions 3. NO SENTENCES!
Write in point form
One point per line
Use key words and phrases 4. NUMBER each point 5. Keep your notes NEAT and WELL SPACED 6. Store notes in a PLASTIC SLEEVE so you do not lose them 7. DATE and NUMBER each page so that you can keep your notes in order 8. Record all sources of information correctly, and as you go. Include a BIBLIOGRAPHY 9. Use ABBREVIATIONS and SYMBOLS
Well known ones. For example i.e., &
Develop your own. For example b/n—between 10. HIGHLIGHT or PRINT important words or terms, especially new ones 11. Include DIAGRAMS, PICTURES, MAPS etc. where relevant 12. Do not use or repeat any unnecessary words in your notes 13. Leave MARGINS where possible
If you use a digital format such as OneNote or Word to
record your notes, many of the above points will still apply.
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AUTHOR: ___________________________________ YEAR: ___________ TITLE: _________________________
PUBLISHER: _________________________________
PLACE PUBLISHED: ___________________________
STRUCTURED
OVERVIEW
NOTEMAKING
SHEET
TOPIC *Notes should be neat and brief. No
sentences. Number your points. Use
dashes & abbreviations
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STRUCTURED
OVERVIEW
NOTEMAKING
SHEET
*Notes should be neat and brief. No
sentences. Number your points. Use
dashes & abbreviations
TOPIC
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*Notes should be neat and brief. No
sentences. Number your points.
Use dashes and abbreviations. NOTEMAKING/SUMMARY SHEET
Author: _______________________________________ Year: _________________ Title: _______________________ Pages: ______________
Publisher: ______________________________________ City of Publication: ___________________________________
Topic/Heading: __________________________________________________________________
Sub Heading (Main Idea)
Key Word (From the text)
Paragraphs (In my own words)
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*Notes should be neat and brief. No
sentences. Number your points.
Use dashes and abbreviations.
Name: _________________________________ NOTEMAKING SHEET
Sub-heading Sub-heading Sub-heading Sub-heading Sub-heading
Topic:
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*Notes should be neat and brief. No
sentences. Number your points.
Use dashes and abbreviations.
Call No.
NOTEMAKING SHEET
Author: ____________________________________
Title: _______________________________________
Publisher/Place/Year: _______________________________________________________________
________________________________________________________________
Question/Topic: ________________________________________________________________
Page No.
Keywords/Focus Question
Supporting details
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N.B: Use a bibliography sheet to
record your sources of information
NOTEMAKING SHEET
Name: ____________________________________
Question/Topic: ________________________________________________________________
Keywords/Focus Question
Supporting details (should be neat and brief. No sentences. Number your points. Use dashes and abbreviations)
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BASIC 5 PARAGRAPH ESSAY
Structure
Introductory Paragraph Motivating Thesis Sentence
First Body Paragraph Topic Sentence Specific Support – evidence, quotes Specific Support – evidence, quotes Specific Support – evidence, quotes
Second Body Paragraph Topic Sentence Specific Support – evidence, quotes Specific Support – evidence, quotes Specific Support – evidence, quotes
Third Body Paragraph Topic Sentence Specific Support – evidence, quotes Specific Support – evidence, quotes Specific Support – evidence, quotes
Concluding Paragraph Re-worded Thesis Clincher – sometimes a great quote or example
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EASY ESSAY CHECKLIST
Checklist Yes No
Assembling Your Essay
Word Processed (if required)
A4 paper
One side only
1.5 spacing
Page numbers on each page
Title page (name, contact, assignment details, date, submission slip completed if required)
Official coversheet attached
Spelling, punctuation and grammar errors checked and corrected
Reference list/bibliography (if applicable)
Electronic copy SAVED
Characteristics of your Essay
Does the introduction contain a clear proposition that relates directly to the essay question?
Does the essay have a clear introduction, body and conclusion?
Does the introduction outline the main points to be covered in the body?
Does the body contain the main points and supporting information about each point?
Does the body contain examples/quotes from the text to support your statements?
Have you used the correct conventions for quoting from texts?
Do the paragraphs in the essay have a topic sentence, supporting sentences and linking words/sentences?
Does the essay answer the question?
Does the conclusion restate the main aim of the essay?
Does the conclusion summarise the main points of the essay?
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ANALYTICAL EXPOSITION Purpose: To explore and analyse a topic, then persuade the reader to a particular point of view by
providing supporting evidence or data.
Problem/Thesis - state the topic to be examined and provide some data.
Data/Arguments/Assertion Supporting Evidence
Data/Arguments/Assertion Supporting Evidence
Data/Arguments/Assertion Supporting Evidence
Data/Arguments/Assertion Supporting Evidence
Conclusion Restate Thesis
Comment
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PERSUASIVE WRITING CHECKLIST Topic .______________________________
Persuasive Device My Example/s Selected [Y/N]
Personal voice I Me Myself
Personally, I can’t see how……
I believe that it is our duty to ……..
Y
Directly addressing the reader: 1st person 2nd person
I/We must try harder …….
You must have noticed how ……..
Y
Rhetorical Questions
Can we afford not to?
Do we really need to?
Call to Action 1st Person 2nd Person
I/We simply must make this change
So ask yourself this ……
Appeal to Logic and Reason Evidence, facts, statistics and expert opinions
7 out of 10 professionals use our brand
Professor Smith, who is head scientist at the research facility said ……..
Appeal to Emotion
It’s terrible. Awful. Indefensible. Shameful.
It’s the very essence of selfishness …..
Appeal to Values
I believe that this behaviour is unethical …..
Emphatic statements Punctuation Repetition Rule of three (Tricolon)
Things must change!
This is completely unacceptable …….
Do not do this. It is wrong, wrong, wrong!
Figurative language
It wold feel like losing your best friend
Bullies are monsters
Humour and sarcasm
….robbed a store right next to a police station. What a clever fellow.
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PERSUASIVE EXPOSITION Purpose: To persuade the reader
Introduction - States position
Argument 1 Supporting Evidence to persuade the reader
Argument 2 Supporting Evidence to persuade the reader
Argument 3 Supporting Evidence to persuade the reader
Conclusion Restatement of opinion. May include a
recommendation or suggestion (optional)
Detailed Bibliography should be included
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PERSUASIVE EXPOSITION – Presenting BOTH Sides
Purpose: To examine and compare both sides of an arg4ument or issue by providing supporting evidence or data.
State the problem
Arguments For
1.
Supporting Evidence
1.
2. 2.
3. 3.
Arguments For
1.
Supporting Evidence
1.
2. 2.
3. 3.
Conclusion or Summary
Detailed BIBLIOGRAPHY should be included.
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BIOGRAPHY Purpose: To recount, retell events, experiences, achievements of a person’s life.
Orientation
Who the person is
Time and location
Area of recognition
Series of life events in
chronological order
Early life
Family
Education
Successes
Challenges
Importance of significant
others
Cause and effect
relationships in life
experiences
Contribution to society
Reorientation
Explaining reasons for
fame or recognition
Bibliography
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BROCHURE Purpose: Used to provide information about services, campaign, project or goods.
Structure:
Title
Introductory information about subject (Explanation)
Sections of brochures are divided into headings with specific aspects, characteristics or qualities.
Details of facts and figures are outlined where relevant
Persuasive language is used to promote the subject
Layout is clear and well defined under section headings
Contact details are clearly outlined
Catchy headings and phrases are used to stimulate interest
Interesting, eye-catching and colourful illustrations are used as background
Features:
Use language relevant to your audience
Short concise sentences and phrases
Personal language used to
target appropriate audience
Title
Explanation
Blocks of information under headings for specific aspects
Bullet points may be used
Details of prices/costs
Contact details
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DISCUSSION PLAN
ARGUMENTS FOR ARGUMENTS AGAINST
Argument One (Point) Argument One (Point)
Supporting Evidence/Facts Supporting Evidence/Facts
Argument Two (Point) Argument Two (Point)
Supporting Evidence/Facts Supporting Evidence/Facts
Argument Argument
Supporting Evidence/Facts Supporting Evidence/Facts
Recommendation
Issue:
31
EXPLANATION PLAN Used to explain how things work, why things operate as they do, or used to describe a process. Can be used for cause and effect.
Definition
What is it?
Parts/components
Description of the parts
Operations
How does it work ...cause
and effects…?
Applications
When and where it works
or is applied
Evaluation
Special
features/Interesting
comments
32
POWER POINT PRESENTATION Purpose: Used for an oral presentation of information, instructions and reports.
Can include graphics, links and other media.
POWER POINT TIPS & HINTS!
Uses
Can be used for:
Reviews
Reports
Demonstrations
Storytelling
Editing
Use the slide sorter
Check overuse of animation or slide
transition variation
Have a good contrast between text and
background
Be sure that your images are relevant to the
text
Check spelling and grammar
How To Do It
Research your topic BEFORE constructing
your slides
Organise ideas in the outline view
Identify main aspects and abbreviate into
points
Record additional notes under “Notes” area
You MUST include a detailed
BIBLIOGRAPHY
Presentation
Preparing the slides is Part 1
Delivering the talk is Part 2
Practise your talk and slideshow timing
Know your topic well
Have your notes to help you. Don’t read
directly from the slide
Strategies
Use catchy titles
Use images to complement your ideas
Graphs, comics, tables and symbols can be
useful
Use animation selectively
Be careful with colours and backgrounds
Have You Checked…?
Is your content accurate and relevant to the
task?
Is your written text brief?
Have you added images to your text?
Is your animation interesting but not
distracting?
Is your text an appropriate size and easy to
read?
Have you rehearsed your talk?
33
PERSONAL RECOUNT Purpose: The purpose of a recount is to list and describe past experiences by retelling events in the order
in which they happened. A recount can entertain and/or inform the reader.
Features:
Written in chronological order
Focuses on individual participants/events
Includes personal thoughts/reactions
Is written in the past tense
Frequent use is made of words which link events in time, such as next, later, when, then, after,
before, first, at the same time, as soon as she left, late on Friday etc...
Frequent use of verbs (action words), and of adverbs (which describe or add more detail to verbs)
Details are often chosen to add interest or humour use of personal pronouns (I, we, us, etc...)
TITLE:
Orientation Who Where When Why
Event 1 What happened first?
Event 2 What happened next?
Event 3 What happened after?
Event 4 What happened later?
Conclusion What happened as a result of these events? What happened last?
34
REPORT WRITING
Layout and Formatting
1. Cover Page:
i. Title of Report Subject: ii. Your name From: iii. Your teacher’s name To: iv. Date submitted Date:
2. Contents Page
3. Introduction (sometimes titled ‘Context’ or ‘Outline’ i. Give background information to the report. E.g: choice of topic, main source/s of information) ii. State your Terms of Reference (e.g nation, country, state where topic is located, period of time
you are referring to, any limits set to your study)
4. Summary
i. What is the issue that is being investigated? (be specific) ii. In a short summary (usually an extended sentence/brief paragraph), describe the most
interesting aspect of the issue investigated
5. Text of Report (body)
i. Use headings for each section ii. Define your terms iii. Give points in logical order iv. Include examples of statistics, anecdotes, examples etc to illustrate v. Include diagrams, maps, charts… vi. Information should be relevant to the topic and terms of reference vii. Try to keep a balance between the different sections viii. If you refer to other material (e.g. timetables, pamphlets, brochures, leaflets, questionnaires) try
to include a copy in the Appendices ix. Include footnotes if these are relevant x. If quotes are included directly from one of your references:
Indent
Use quotation marks
Show the name of the author and year of publication in brackets at the end of the quotation.
6. Conclusion/s
i. List the main findings from your investigation ii. Number each one separately iii. Use a short sentence (not just point form) to describe each
7. Recommendations
i. Suggest solutions, outcomes, remedies to the problem/topic ii. Suggest improvements, actions
8. References/Bibliography
9. Glossary
10. Index
11. Appendix
N.B. Each of these eleven sections MUST begin on a new page.
35
REPORT PLAN Purpose: To provide information on a particular topic, or about a particular situation that
has happened, or is still happening.
TITLE
Opening Statement
Purpose for Report
Description of features/functions/characteristics.
What habits, behaviours, procedures, uses?
Description of features/functions/characteristics.
What habits, behaviours, procedures, uses?
Features/functions/characteristics.
What habits, behaviours, procedures, uses?
(may include maps, diagrams, charts, photographs etc..)
Summary/Conclusion/Suggested Solutions
Bibliography
List of resources used to support research
36
REPORT PLAN
TITLE:
HEADINGS
Classification
What is it?
Description
What attributes does it have? (size, shape, features)
Place/Time
Where is it?
When is it?
Dynamics
What does it do?
Summarising content
37
NEWSPAPER REPORT 1 Framework for Notemaking
Notes will be transformed into columns with short paragraphs (often a sentence long). Direct speech is used for observers’ comments.
HEADLINE
By-line (writer’s name and location)
The Lead (brief statement of event, time, place, who was involved—what, when, where, who)
Most Important Point (details of event, with comments from observers)
Next Most Important Point
Next Most Important Point
Least Important Point
Conclusion (suggestions of consequences and further developments)
38
NEWSPAPER REPORT 2
HEADLINE
By-line (writer’s name and location)
The Lead
Who; What; When; Where; Why;
How
Personal Account
Elaboration
Witness/Police Account
Witness Elaboration
Details and dialogue/Viewpoint
Incidental Detail
Tapering Off
39
NARRATIVE PLAN
TITLE:
Orientation
Setting:
Who?
When?
Where?
What?
Why?
Initiating Event
What began the event?
How did the characters get
involved?
Complication/s
How the conflict/s or
problem/s began
Resolution
How the character/s solve
the conflict/s or problem/s
40
POSTER Features:
Language used is brief
Captions and catchy phrases are used
Short headings in large fonts. Sub-headings in smaller fonts
Targeted at a particular audience - this determines language & style Images & graphics relevant, and complementary to, information Font styles, colours & sizes relevant, and complementary to, information
LARGE
HEADING
Graphic/illustration with
caption
Main
Message In large font, centrally
located
Information on what to do
and/or how to do it!
Smaller font
Contact details
Detailed bibliography should be used
41
SCIENCE INVESTIGATION Purpose: To conduct an open ended scientific investigation in order to document
findings, draw inferences and attach new information to previous understandings
Focussing
What am I going to
investigate?
What do I know already?
Planning
What will I need, do, measure,
record?
What do I predict will happen?
How will I monitor my steps
and my results throughout?
Conducting
How will I carry out my plans?
Recording
How will I observe/discover?
How will I record this?
Interpreting
What do my findings show?
Are my findings different from
or similar to what I predicted?
Why?
Reflecting/Consolidating
Could I improve my
investigation – fairness,
accuracy or procedures?
Do my findings reveal what I
set out to investigate?
How do my findings build on
what I already know?
Applying
How I can apply my new
knowledge and understanding
to other contexts?
42
MATHEMATICAL INVESTIGATION Purpose: To enquire into a mathematical situation and produce a mathematical argument. The stages
can occur in different sequences according to the nature of the investigation and the learning
style of the investigator. (Ed. Dept W.A. 1994-5 Stepping Out)
Stating the Problem
Different interpretations, lines of
action, identifies different problems
Think Time
Subconscious thought may lead to
new solutions
Exploration and Data Collection
Clearly presents relevant
information and preliminary
calculations
Finding Patterns, Conjectures
Patterns suggest generalisation
which may apply to other cases
Testing Conjectures
Checks consistency of conjecture,
obtains data for untried
cases/rejects conjecture
Verification
Eliminates unsuitable alternative,
explains why conjecture will hold for
other cases
Summary
Pulls investigation into an organised
statement, critically reviews,
clarifies, reflects, highlights major
ideas and phrases
43
WSC LITERACY AND NUMERACY PATHWAYS 2018
Literacy Numeracy Support Team
Literacy/Numeracy Steering Committee Whole School support Julie Robinson/School Psychologist – SAER training/Learning Support Coordinator Teach Aids – SAER Associate Principal coordinates program Every HoLA supporting teacher’s use of NAPLAN/OLNA to inform learning and classroom planning. On-going LA discussions Intensive Reading Program
Assessment and Monitoring NAPLAN Year 7-9 OLNA Years 10-12 Differentiated learning in all faculties Sem 1 and 2 results analysed by Year Coordinators ESL/SAIS Teacher’s professional judgement Regular moderating in all learning areas Common Assessment Tasks Learning Areas through every teachers use of data and preparation for NAPLAN/OLNA and explicit teaching Extension of top students and attention to SAER and the ‘tail’.
Reflections and Evaluations Regular Literacy Committee Meetings School Development Day PD Reviews Teacher judgements School reports NAPLAN.OLNA analysis Put NAPLAN results on student class
Home, School and Community Partnerships
School Report Parent Interviews School Diary Year 7 & 8 Case Management of SAER with parents involved Learning Support Coordinator Web Page tools for parents Resources on Moodle Parent Information Evenings Elevate sessions for parents and students
Identification, Planning and Intervention
NAPLAN/OLNA analysis Semester 1/2 reports analysis Differentiated classrooms Focus classes HASS/English/Maths OLNA preparation Band 10 connect to A/E Focus Literacy/Numeracy support lessons
Classroom Practice and Planning
Focus question for all learning areas is how are we challenging students? Lit Frameworks on shared drive Students prepared for NAPLAN/OLNA Whole school strategies Posters of identified weaknesses in English learning areas/classrooms other classes have relevant visual displays Support classes for students at risk
Literacy Numeracy Beliefs and Values All staff at WSC must have explicit high standards and know their students through close analysis of data including NAPLAN/OLNA. Learning is developmental and it occurs in different ways and at varying rates. Learning area time is set aside for regular discussions on literacy and numeracy. Literacy/numeracy are embedded in all learning areas Literacy/numeracy begins with what students know and scaffolds to new learning. Literacy/numeracy is enhanced when successful partnerships exist.
School Based Leadership
Literacy/Numeracy Beliefs and Values
Professional Development HoLAs PL at Leadership Meetings - Professional Readings given out and discussed Models – best practive shared where possible LRC distributes resources PL on needs basis – SD days Mentoring programs – Peer mentoring models – Tina Nottle Explicit teaching and use of subject specific posters in classrooms Dee Kennedy Learning Support Coordinator
School Lit/Num Support Team
School Based Leadership
Home School & Community Partnerships
Assessment & Monitoring
Classroom Practice & Planning
Identification, Planning & Intervention
R E F L E C T I O N & E V A L U A T I O N PROFESSIONAL DEVELOPMENT