Merryn Whitfield - Blake a text example with ... The scaffold acts as a summary of the structure...

Merryn Whitfield

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School Network Edition

About the AuthorMerryn Whitfield is an experienced educator currently working in a NSW primary school. Over the past two decades she has taught students from diverse cultural and socio-economic backgrounds across K–6 and has undertaken various educator positions and has led several teacher in-service courses in writing, grammar and NAPLAN analysis and testing. She has worked consistently with educators in public schools providing professional support and expertise, while guiding and encouraging changed classroom methodology and improved literacy practices. Merryn is the author of many educational materials, including Blake’s Writer’s Guide and the award-winning Targeting Writing Across the Curriculum series.

Interactive whiteboards are changing the way we teach. They enable us as teachers to heighten our students’ engagement with what we are teaching and they are learning. I know that using an interactive whiteboard has certainly changed my teaching methodology – not what I teach so much, but how I teach it. Gone are the old ‘chalk and talk’ lesson introductions; now my students are able to demonstrate their knowledge of, and interest in, a subject in so many new and interesting ways.

But just because something is new does not mean that all the old ‘tools of the trade’ no longer serve any useful purpose. Targeting Text was the first project I worked on for Blake Education. It is a fantastic resource for the teaching and learning of written language skills. Covering all three stages of primary learning, and a wide variety of text types, it is the ‘must have’ series for many teachers. I especially like the annotated text samples. As not many teachers were formally taught grammar at school, they have been forced to learn ‘on the

IntroductIon

job’, using the Targeting Text series makes teaching grammar so much easier.

Now Blake Education has combined two superb teaching tools into one, with Targeting Text Interactively. Featuring all new annotated text samples in a range of genres, Targeting Text Interactively will engage and motivate your students like never before. Bring boring old traditional grammar to life by teaching it in an interesting and functional context, while at the same time, extending your students’ awareness of how to effectively ‘reach’ their audience. With sequenced lesson steps, Targeting Text Interactively will guide you through the explicit teaching of text types, incorporating digital and media texts.

Use Targeting Text Interactively and empower your students to communicate effectively for a variety of purposes and to meet the needs of their chosen audience.

Merryn Whitfield

What is it?

The what is it? section outlines the purpose and uses of the text type.

The first page begins with a short statement about the text type. This allows teachers to discuss and assess the students’ prior knowledge about the text type before they click on the purpose button. By clicking on the purpose button, more information pops up, along with written and visual examples.

If a text type has more than one purpose, or type, then there are extra pages that allow teachers to investigate each area separately.

HoW to use tHIs dIsc

structure

The structure section provides a general overview of the typical layout and headings.

Each text type has its own specific language usage, grammatical features and organisational features. The section on structure takes students through these stages in an explicit, sequential manner. It allows teachers to discuss with the students each stage of the writing process before they complete the activities.

At each stage of the lesson sequence, there are interactive activities for students to complete on the screen. Some activities require selecting a correct choice; others require organising or categorising information, while others require a short written response.

All of these interactive-style activities can be completed as a whole class, or in smaller more directed groups – to meet the individual needs of the students in any class. Students can even work on these activities independently and print out their results from any page on the disc. It is a great resource for end-of-semester student assessment portfolios.

example text

The example text section features a model text with specific information regarding the language, structure and punctuation features.

Each text model features:• a plain text example• a text example with structural features annotated• a text example with language features annotated• a text example with punctuation features annotated

When using these pages, each text feature can be highlighted or removed by simply the click of a mouse. Teachers can narrow their teaching focus to one or two specific areas, or widen it to incorporate more advanced features as their students’ understandings develop over time.

These pages allow for open-ended group discussion and for students to locate language, structural or punctuation features before they are shown the answers – perfect for self-reflection and instant feedback.

The plain text page can also be printed off and distributed to the group prior to the lesson, so students have the opportunity to interact with the text in advance. Detailed examination of the example texts at all stages gives the teacher the ability to develop deep knowledge and understandings about language and literature with the group, as well as foster the growth of student’s metalanguage.

Graphic organiser

The graphic organiser section supplies a template for the text type as well as an example of how to use it.

Graphic organisers are excellent tools for assisting students in gathering the information required in the prewriting stage and in organising it appropriately for the needs of their audience and the text type’s purpose. They allow students to share with their peers their own experiences and background knowledge on a topic.

The completed graphic organiser example can be used as a discussion starter, or it can be distributed to students to use as a guide for their own written text.

The template example can be written into on the screen of the interactive whiteboard to serve as a reference point for a joint construction, or it can be printed out and distributed for students to complete individually.

scaffold

The scaffold section provides a text scaffold or outline for teachers to use on-screen or to distribute to students.

The scaffold acts as a summary of the structure sections of the text type. It brings in the main organisational features of the text type as well as some of the key language features.

It is a very effective tool for revising the writing steps with students as a whole class, or with a particular group. It helps to keep young writers on track so that they maintain meaning and cohesiveness throughout their draft text.

revision checklist

The revision checklist section provides a rubric for assessment as well as a useful tool for students when self or peer editing.

This checklist can be written into on-screen or distributed to students. It covers all aspects of each specific text type from structure, language, purpose as well as editing for spelling and punctuation. Using this checklist in class allows for students to critically examine their own or others writing, and is a significant tool in encouraging student self-reflection.

Grammar

The grammar activity section features a fun interactive activity that reinforces students learning traditional grammar concepts such as nouns, verbs, adjectives and conjunctions in a functional context.

Each text type’s grammar activity is different and tailored to the specific language features of the genre.

The activities can be completed as a whole class, small group or individually. Some of the activities are open ended with a number of different possible answers or combinations. Activities include memory games, matching specific vocabulary to language features, mixing and matching sentence fragments, identifying and sorting words into grammatical groups and locating language features within a sample text.

Interactive whiteboard activity

The interactive whiteboard activity section features a fun way to reinforce elements of the lesson and interact with the whole class.

Each text type’s interactive activity is different and features a number of pages where the trait of the text is examined in detail and structured examples are provided. The activities can be completed as a whole class, small group, or individually. Student results pages noting correct answers, how many attempts and how many times they used the HINT tool can be printed out for each activity.

Some activities are open ended and encourage creative thinking (such as designing a protest banner, planning or reviewing a TV show), while others involve identifying formal and informal language, matching rhyming words, putting in missing words and punctuation or joining sentence fragments.

Writer’s toolkit

The writer’s toolkit is designed to cover aspects of writing, which are central to all forms of written expression.

This essential information is categorised based on the five stages of writing:

❶ prewriting

❷ drafting

❸ revising

❹ proofreading and editing

❺ publishing.

There is also a separate section to examine the Traits of Good Writing.

In keeping with the interactive nature of the CD series, there are numerous opportunities for students to involve their own thoughts, ideas and learning styles in the lesson activities and group discussions based on topics from the writer’s toolkit.

❶ Prewriting

Prewriting begins with the obvious, yet sometimes difficult task, of choosing a topic. There are simple step-by-step points to assist students in getting started when writing. Key amongst these is the ‘Idea Frame’ which helps students to focus on their purpose and audience before moving on to look at other aspects of the task. There is a blank template included for students to use on-screen or as a hard copy.

Prewriting also looks at the importance in texts of conducting appropriate research before writing and how to take notes based on the strategy of skimming and scanning. How to rewrite these notes in your own words and how to transform notes into cohesive sentences and paragraphs is also examined.

(cont’d) There are prepared examples to discuss and analyse with the students before moving on to the practical activities for them to complete individually or in smaller groups.

❷ drafting

Often students find starting a piece of writing the most difficult part. The drafting section of the writer’s toolkit helps support students in creating interesting introductions to their texts which engage the reader, such as topic statements, adverbial phrases or rhetorical questions. There are opportunities for students to discuss given examples, as well as share their own original ideas, or build on the ideas of others following group discussions.

The sequencing of ideas in any text is very important. Conjunctions and connectives are the tools which writers use to make their ideas and events flow. The toolkit provides several annotated examples which look at

(cont’d) different ways of using conjunctions and connectives to sequence events through time or to show cause and effect relationships. The students are able to suggest possible answers before clicking on a reveal button.

Another feature of draft writing examined in the toolkit is making sure that each paragraph has a main idea which is supported by facts and details. Students can identify the main idea in a series of paragraphs and then reveal the correct answers.

❸ revising

Revising is a key stage of the writing process which many students find very difficult. This section of the toolkit provides them with some simple strategies and skills for revising their own, or others, writing by focussing on key features of the text. There are specific revision frames on the disc under each text type, as well as a generic revision frame for the group of texts as a whole in this section. These can be printed out separately.

At this stage, students are reminded that they need to keep the purpose and the audience of the text uppermost in their thinking when revising their text.

(cont’d) Each aspect of writing, such as sentences, word choice, noun groups, verb groups, conjunctions and connectives, and paragraphs, is analysed on the disc. Students are provided with some prepared examples to share and discuss, while on the following page there are a number of examples for them to attempt using the knowledge they have gained. While there is a possible answer given for each example, it is important that students are aware of the fact that it is an open-ended task and that there are numerous ‘correct’ examples.

❹ Proofreading and editing

In the proofreading and editing section of the toolkit, students are guided through the process of checking the spelling and punctuation of their work. From punctuating different types of sentences, to using speech marks, commas and more advanced punctuation such as apostrophes for possession, it is all explained step by step and in short, easy to follow segments. Each segment has an explanation to discuss with the group and prepared examples to deconstruct before students have a go at the related activity page. There is a reveal button on all the tasks so that students can monitor their own learning and development.

❺ Publishing

The publishing section simply explains to students why not all work needs to be published. But when you do publish, this section explains the criteria the writing needs to fulfil and some of the formats which can be used.

traits of good writing

There are six traits of good writing. A well-written text will feature all six traits, but how they are shown will change according to the text type used, its purpose and the needs of its audience.

The traits are:• ideas and details• organisation• voice• word choice• fluency• conventions

There is a separate page detailing each one of these traits, explaining to students what it is, why it is important, and how they, as authors, can make use of it in their own writing.

TargeTing TexT inTeracTively SerieS — lower primary level

aUSTralian engliSH cUrricUlUm correlaTionS code year 1

code year 2

informaTive TexTS

perSUaSive TexTS

imaginaTive TexTS

Language aCeLa TexT STrUcTUre & organiSaTionUnderstand that the purpose of different types of texts serves to shape their structure and language features 1447 1463 • • •Understand patterns of repetition and contrast in simple texts, and how texts are made cohesive through, for example, word associations, synonyms and antonyms 1448 1464 • • •

Recognise that full stops, question marks and exclamation marks, signal sentences; that capital letters signal proper nouns and commas are used to separate items in a list 1449 1465 • • •

Understand concepts about print and screen layouts, including how different types of texts are organised using page numbering, tables of content, headings and titles, navigation buttons, bars and links 1450 1466 • • •

expreSSing and developing ideaSIdentify the parts of a simple sentence that represent ‘What’s happening?’, ‘Who or what is doing or receiving the action?’ and the circumstances surrounding the action 1451 • • •

Understand that simple connections can be made between ideas by using a compound sentence with two or more clauses and coordinating conjunctions 1467 • • •

Explore differences in words that represent people, places and things (nouns and pronouns), actions (verbs), qualities (adjectives) and details like when, where and how (adverbs); and further explore common, proper, concrete and abstract nouns and noun groups 1452 1468 • • •

Identify visual representations of characters’ actions, reactions, speech and thought processes in narratives, and consider how these images add to or contradict or multiply the meaning of accompanying words 1469 • •

Understand the use of vocabulary in everyday contexts, including appropriate use of formal and informal terms of address, and begin to make conscious choices of vocabulary to suit audience and purpose 1454 1470 • • •

Literature aCeLtliTeraTUre and conTexTDiscuss how authors create characters using language and images and how depictions of characters in print, sound and images reflect the contexts in which they were created 1581 1587 • •

reSponding To liTeraTUreDiscuss characters and events in a range of literary texts and share personal responses in and between these texts, making connections with students' own experiences 1582 1589 • •

Identify aspects of different types of literary texts that entertain, and give re asons for personal preferences of specific texts and authors 1583 1590 • • •

examining liTeraTUreDiscuss features of plot, character and setting in different types of literature and explore how language is used to present these features in different ways 1584 1591 • •

Listen to, recite and perform poems, chants, rhymes and songs, imitating and inventing rhythmic, sound and word patterns including alliteration and rhyme 1585 1592 • •

creaTing liTeraTUreRecreate texts imaginatively using drawing, writing, performance and digital forms of communication to develop key events and characters from literary texts 1586 1593 • •

LiteraCy aCeLy

TexTS in conTexTRespond to texts drawn from a range of cultures and experiences, identifying similarities and differences between the texts 1655 1665 • • •

inTeracTing wiTH oTHerSEngage in conversations and discussions, using active listening behaviours; contributing ideas, information and questions; initiating topics; making positive statements and voicing disagreement in an appropriate manner; and speaking clearly and varying tone, volume and pace appropriately

1656 1789 • • •

Listen for specific purposes and information, including instruction, and extend students' own and others' ideas in discussion 1666 • • •

inTerpreTing, analySing and evalUaTingDescribe differences between and identify the audience of imaginative, informative and persuasive texts 1658 1668 • • •Use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures 1670 • • •

creaTing TexTSCreate short imaginative, informative and persuasive texts that show emerging use of appropriate text structure and language features for familiar and some less familiar audiences, selecting appropriate print and multimodal elements, for example, illustrations and diagrams

1661 1671 • • •

Reread student's own texts and discuss possible changes to improve meaning, spelling and punctuation, and text structure 1662 1672 • • •Construct texts featuring print, visual and audio elements using software, including word processing programs 1674 • • •

TargeTing TexT inTeracTively SerieS — middle primary level


code year 4

informaTive TexTS

perSUaSive TexTS

imaginaTive TexTS

Language aCeLa

langUage variaTion and cHangeUnderstand that languages have different written and visual systems of communication, oral traditions and ways of constructing meaning 1475 •

langUage for inTeracTionExamine how evaluative language can be varied to be more or less forceful 1477 •Understand differences between the language of opinion and feeling and the language of factual reporting or recording 1489 • • •

TexT STrUcTUre & organiSaTionUnderstand how different types of texts vary in language choices depending on their function and purpose and in complexity and technicality depending on the approach to the topic, the purpose and the intended audience 1478 1490 • • •

Understand how written texts are organised by the use of paragraphs and are made cohesive through the use of linking devices including pronoun reference and text connectives 1479 1491 • • •

Recognise how apostrophes are used to signal missing letters in word contractions, which are a feature of informal language, and how quotation marks are used in texts to signal dialogue, titles and reported speech 1480 1492 • • •

expreSSing and developing ideaSUnderstand that a clause is a unit of meaning usually containing a subject and a verb, which need to be in agreement, and that the meaning of sentences can be enriched through the use of expanded noun and verb groups and phrases 1481 1493 • • •

Investigate how quoted (direct) and reported (indirect) speech work in different types of text 1494 • •Understand that verbs represent different processes (doing, thinking, saying, and relating), which are anchored in time through tense, and that adverbials (adverbs and prepositional phrases) provide circumstantial details about an activity 1482 1495 • • •

Explore the effect on audiences of techniques used in visual media and the effect of choices when framing an image, placement of elements in the image, and salience on composition of still and moving images in a range of text types 1483 1496 •

Learn extended and technical vocabulary and ways of expressing opinion including modal verbs and adverbs 1484 •

Literature aCeLtliTeraTUre and conTexTDiscuss texts in which characters, events and settings are portrayed in different ways, and speculate on the authors’ reasons 1594 • •Make connections between the ways different authors may represent similar storylines, ideas and relationships 1602 • •

reSponding To liTeraTUreDraw connections between personal experiences and the worlds of texts, share responses with others and express a point of view 1596 1603 • •Use metalanguage to describe the effects of ideas, text structures and language features of literary texts 1604 • •Develop criteria for establishing personal preferences for literature 1598 •

examining liTeraTUreDiscuss how language is used to describe the settings in texts, and explore how the settings shape the events and influence the mood of the narrative 1599 • •

Discuss how authors and illustrators make stories exciting, moving and absorbing and hold readers’ interest by using various techniques, for example character development and plot tension 1605 • •

Discuss the nature and effects of some language devices used to enhance meaning and shape the reader’s reaction, including rhythm and onomatopoeia in poetry and prose 1600 • •

Understand, interpret and experiment with a range of devices and deliberate word play in poetry and other literary texts, for example nonsense words, spoonerisms, neologisms and puns 1606 • •

creaTing liTeraTUreCreate imaginative texts based on characters, settings and events from students’ own and other cultures using visual features, for example perspective, distance and angle 1601 1607 •

Create texts that adapt language features and patterns encountered in literary texts, for example, characterisation, rhyme, rhythm, mood, music, sound effects and dialogue, and that develop storylines, characters and settings 1791 1794 •

LiteraCy aCeLy

TexTS in conTexTIdentify the point of view in a text and suggest alternative points of view 1675 •

inTeracTing wiTH oTHerSListen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations 1676 • • •

inTerpreTing, analySing and evalUaTingIdentify the audience and purpose of and the characteristic features used in imaginative, informative and persuasive texts 1678 1690 • • •Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts 1692 • • •

creaTing TexTSPlan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features, and selecting print and multimodal elements appropriate to the audience and purpose

1682 1694 • • •

Reread and edit texts for meaning, appropriate structure, grammatical choices and punctuation 1683 1695 • • •

TargeTing TexT inTeracTively SerieS — Upper primary level


code year 6

informaTive TexTS

perSUaSive TexTS

imaginaTive TexTS

Language aCeLa langUage for inTeracTionUnderstand that patterns of language interaction vary across social contexts and types of texts and that they help to signal social roles and relationships 1501 • • •

Understand how to move beyond making bare assertions and take account of differing perspectives and points of view 1502 •Understand the uses of objective and subjective language and bias 1517 •TexT STrUcTUre & organiSaTionUnderstand how texts vary in purpose, structure and topic as well as the degree of formality 1504 • • •Understand how authors often innovate on text structures and play with language features to achieve particular aesthetic, humorous and persuasive purposes and effects 1518 • • •

Understand that the starting point of a sentence gives prominence to the message in the text and allows for prediction of how the text will unfold and that cohesive links can be made in texts by omitting or replacing words 1505 1520 • • •

Understand the use of apostrophes to signal possession in common and proper nouns and the use of commas to separate clauses 1506 1521 • • •expreSSing and developing ideaSUnderstand the difference between main and subordinate clauses and how these can be combined to create complex sentences through subordinating conjunctions to develop, expand and explain ideas 1507 1522 • • •

Understand how noun and adjective groups can be expanded to provide a fuller description of the person, thing or idea and how through careful choice of verbs, elaborated tenses and a range of adverbials can expand and sharpen ideas 1508 1523 • • •

Identify and explain how analytical images like figures, tables, diagrams, maps and graphs contribute to our understanding of verbal information in factual and persuasive texts 1524 • •

Understand and investigate how the use of vocabulary choices can express greater precision of meaning, feeling and opinion and know that words can have different meanings in different contexts 1512 1525 • • •

Literature aCeLtliTeraTUre and conTexTIdentify aspects of literary texts that convey details or information about particular social, cultural and historical contexts and make connections between students’ own experiences and those of the characters represented in these texts 1608 1613 • • •

reSponding To liTeraTUrePresent a point of view about particular literary texts using appropriate metalanguage, and reflecting on the viewpoints of others 1609 •Analyse and evaluate similarities and differences in texts on similar topics, themes or plots 1614 •Use metalanguage to describe the effects of ideas, text structures and language features on particular audiences 1795 • • •Identify and explain how choices in language, for example modality, emphasis, repetition and metaphor, influence personal response to different texts 1615 •

examining liTeraTUreRecognise that ideas in literary texts can be conveyed from different viewpoints, which can lead to different kinds of interpretations and responses 1610 • •

Identify, describe, and discuss similarities and differences between texts, including those by the same author or illustrator, and evaluate characteristics that define an author’s individual style 1616 • • •

Understand, interpret and experiment with the relationship between words, sounds, imagery and language patterns in narratives, poetry, songs, anthems and odes 1611 1617 • •

creaTing liTeraTUreCreate literary texts using realistic and fantasy settings and characters that draw on the worlds represented in texts students have experienced 1612 1618 •

Create literary texts that experiment with structures, ideas and stylistic features of selected authors 1798 •Experiment with text structures and language features and their effects in creating literary texts, for example, using imagery, sentence variation, metaphor and word choice 1800 •

LiteraCy aCeLy TexTS in conTexTShow how ideas and points of view in texts are conveyed through the use of vocabulary, including idiomatic expressions, objective and subjective language, and that these can change according to context 1698 • • •

Compare texts including media texts that represent ideas and events in different ways, explaining the effects of the different approaches 1708 • • •

inTeracTing wiTH oTHerSParticipate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions 1709 •

inTerpreTing, analySing and evalUaTingIdentify, explain and analyse how text structures and language features used in imaginative, informative and persuasive texts work together to meet the purpose of the text 1701 1711 • • •

Analyse strategies authors use to influence readers 1801 • •Use comprehension strategies to interpret and analyse information, integrating and linking ideas from a variety of print and digital sources 1703 • • •

creaTing TexTSPlan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing and experimenting with text structures, language features, images, sound and digital resources appropriate to purpose and audience 1704 1714 • • •

Reread and edit student’s own and others’ work using agreed criteria for text structures and language features and explaining editing choices 1705 1715 • • •

Pc

1. Ensure that the TText_pers_LP CD-ROM has been inserted into the CD-ROM drive of your computer.

2. The Targeting Text program should start automatically, if so please exit and close the program.

3. Open “My Computer”.4. Right-click on the TText_pers_LP CD-ROM icon.5. Click on “Open”.6. Double-click on “TText_pers_LP_Install_PC” to launch

the installer.7. The installer will prompt you to choose a location to

install.8. To then play the Targeting Text Program: Browse to the folder you specified during installation.

Open the “TText_pers_LP” folder and double-click on “Start_here” to launch the program.

Mac os X

1. Ensure that the TText_pers_LP CD-ROM has been inserted into the CD-ROM drive of your computer.

2. Double-click the TText_pers_LP disk on your Desktop.3. Double-click on “TText_pers_LP_Install_Mac” to launch

the installer.4. The installer will prompt you to choose a location to

install.5. To then play the Targeting Text Program: Browse to the folder you specified during installation.

Open the “TText_pers_LP” folder and double-click on “Start_here” to launch the program.

InstAllAtIon InstructIons

Targeting Text Interactively — Persuasive TextsPublished 2011 by Blake Education

Publisher: Lynn DickinsonAuthor: Merryn Whitfield

Cover and booklet design: Cliff WattGames developer: Generator Images© Copyright Blake Education 2011

You may install this CD onto a server for access by students at one school campus only.

You may not otherwise copy, print, store or transmit any part of this CD-ROM unless you have written permission from Blake Education

or a copyright exception applies under the Copyright Act, 1968.

For inquiries and permissions please contact:

Blake Education, 108 Main Road, Clayton South, VIC 3169

www.blake.com.auPh: (03) 9558 4433 Fax: (03)9558 5433

Email: [email protected]

Merryn Whitfield - Blake a text example with ... The scaffold acts as a summary of the structure...

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