1. No category

Comenius
Multilateral Project
2011 - 2013
Teacher Learning for
European Literacy Education
(TeL4ELE)
Consortium Partners
Partner 1:
Stockholm Education Administration, Sweden
Applicant Organisation
Multilingual Research Institute
Partner 2
Strathclyde University, Scotland, United Kingdom
Partner 3
National Centre for Reading, Copenhagen, Denmark
Partner 4
Partner 5
Institute of Theoretical and Computational Linguistics,
Lisbon, Portugal
Autonomous University of Madrid, Spain
3rd Country University of Sydney, Australia
Partner
Teacher Learning for European Literacy Education (TeL4ELE)
Aims of the TeL4ELE Project
Education of European literacy experts:
Year one: leading European educators to become experts in Genre-based literacy pedagogy
Year two: for the Genre experts to train teachers in the pedagogy as they progressively
implement it in the classroom with students who are achieving at below expected levels
Improved student literacy outcomes:
Each trainer together with their teachers will collect data on student achievement in literacy
during the implementation period
The learning for literacy educators will be led by international experts from the University of
Sydney, Australia, and teacher educators from the lead partner organisation in Europe, the
Multilingual Research Institute, Stockholm Education Administration.
Materials development:
Each partner will collect data on literacy education in their context and develop curriculum
materials for tialing in the classroom in their own language
The Australian partners will develop prototype trainer materials for training future leaders
Teacher Learning for European Literacy Education (TeL4ELE)
From learning to write to
Reading to Learn
a brief history of Genre pedagogy
in Australia
Teacher Learning for European Literacy Education (TeL4ELE)
What are the most
common genre families
encountered in the curriculum?
• What genres or text types do you
regularly ask your students to read and
write?
• Share with others in your group
• Do you all use the same terminology to
talk about texts?
Teacher Learning for European Literacy Education (TeL4ELE)
Science
Phys Ed
Tech
Geography
Social
Studies
information reports
explanations
factual
stories
procedures
Texts
Maths
Arts
arguments
text
responses
Foreign
Languages
stories
English as an
Additional
Language
History
Religion
English
D. Rose, 2006
So what is a Genre?
• All texts have a purpose
• All texts (written, spoken and visual)
that have the same purpose have
common (global) patterns of
organisation, similar phases and similar
linguistic patterns
• Teachers who can identify Genres can
then work with the patterns in texts
using a scaffolding cycle to enhance
student literacy and learning
Teacher Learning for European Literacy Education (TeL4ELE)
context
text
paragraph
patterns
within
the text
patterns
within the
sentence
sentence
word group
word
syllable
letter pattern
Based on Systemic Functional
Linguistics: Michael Halliday
patterns
within
the word
D. Rose, 2005
Generations of genre based pedagogies
2000s reading across
the curriculum
Reading to Learn
1990s writing across the
secondary curriculum
Write it Right
1980s writing in the
primary school
Writing Project
Three decades of
research
Teacher Learning for European Literacy Education (TeL4ELE)
1980s writing in the
primary school
Writing Project
Generation 1:
Writing in the
primary school
From:
David Rose and JR Martin (in press) Learning to Write / Reading to Learn: Scaffolding Democracy in Literacy Classrooms,
Equinox
Teaching-learning cycle
1980s writing in the
primary school
Writing Project
for
scaffolding
writing
using
knowledge
about Genre
(from Rothery 1994)
Genres: decide where the following items of text belong
frogs are
amphibians
O Master Frog!
male frogs are
distinguished by
she knew
special
characteristics
could hardly bear to
touch him
transparent
lenses
Thank heaven!
she cried
on the third night
when morning
came
with a flick of their
tongue
lived happily ever
after
protruding eyes
which allow for
excellent vision
in a damp
undergrowth near
fresh water
I will fetch it said the
frog and he splashed
down into the water
most frogs have
smooth, slimy skin
Text A: The Frog Prince
Adapted from BUILT CD ROM University of Melbourne 2001
are classified by
herpetologists
Text B: Frogs
Which Genre?
Skim read the texts on the
handout and decide on their
main purpose.
Then classify them according
to the table of Genres on
the final page of the
handout.
13
Which
Genre?
Claire Acevedo, International
Literacy Consultant, UK
Generation 2: Write it Right
1990s writing across
the secondary
curriculum
Write it Right
D. Rose, R2L, 2006
1990s writing across
the secondary
curriculum
Write it Right
1990s writing across the
secondary curriculum
Write it Right
From:
JR Martin and David Rose (in press) Learning to Write / Reading to Learn: Scaffolding Democracy in Literacy Classrooms, Equinox
http://www.ltscotland.org.uk/scotsandaustralia/
Which Genre?
Skim read Scots and Australia,
from the Scottish Education website
http://www.ltscotland.org.uk/scotsandau
stralia/ it is made up of several short
texts.
Check with the table of Genres from the
Write it Right project, re-read the texts,
decide on the purpose of each one
and label the Genre.
.
19
Claire Acevedo, International
Literacy Consultant, UK
Reading to Learn Pedagogy Cycle
Curriculum,
Text Selection,
Planning &
Evaluation
Preparing
before Reading
(Deconstruction)
Detailed
Reading
Sentence
Making
D. Rose, 2010
Preparing before reading
1. Begin with background knowledge that is needed to
access the text (usual teaching practice)
2. Explain what the text is about in general terms without
telling students everything so it emerges during reading
2. Preview the sequence in which the field unfolds through
the genre in terms that students will understand (not
usual)we have given the usual background knowledge…(or checked for
Presuming
prior understanding) Eg. Early European settlement in Australia was mainly for
convicts (prisoners) but free settlers looking for a new (better) life started going
in the 1800s including many Scots who have been going there ever since.
Who knows someone…?
This a history web page that tells us about Scots who migrated or left the country
to live in Australia in the 1800s. It starts with a short text of three paragraphs that
tell us about Scottish people who went to Australia. The authors tell us that there
were two groups that went, workers who were needed in Australia and were
helped with the cost of travelling and others who wanted to go but weren’t helped
by the government. It tells us how many people migrated, what kind of workers
went as well how they travelled and where came from in Scotland.
Why do you think some people want to migrate today?.....
The next part of the text tells us the story of one man who was in a group that
migrated. Can you remember what we call a true story about the life of a
person? Yes, a biography. So it starts just like that, like his story written by
someone else but then the writing changes to italics and he is speaking
about himself telling his own story using “I” so it becomes an …..
(autobiography). He tells us about his journey on the ship to Australia, who
the passengers were and how crowded it was and that some of the
passengers died. Then he tells us his feelings/reflections about travelling so
far from home without much money to live in a new land with a lot of
prisoners. Then it ends like a biography again and the author tells us that
one of his family descendents is important in Australia for work with Scottish
history.
In pairs or groups can you Prepare for reading the
next part of the text by summarising orally what is
happening with a focus on the Genre Stages and
phases ?
Chronicli ng
history
Text type
Autobiographical
recount
Biographical recount
Historical recount
Reporting history
Descriptive report
Taxonomi c report
Historical account
Explaining history
Argu ing history
From C. Coffin, 2006
Factorial explanation
Consequential
explanation
Analy tical exposition
Analy tical discussion
Chall enge
Social purpose
To retell the events of your own
lif e
To retell the events of a personΥs
lif e
To retell events in the past, not
necessarily of a person
To give information about the
way things are or were
To organise knowledge into
taxonomy
To account for why events
happened in a particular
sequence
To explain the reasons or factors
that contribute to a particular
outcome
To explain the eff ects or
consequences of a situation
To put forward a point of view
To argue the case from two or
more points of view
To argue against a view