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Erskineville Public School Imogene Cochrane, Katie Ahearn & Amelia Reece Imogene Cochrane, Katie Ahearn, Amelia Reece - 2013. Erskineville Public School.

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Presentation on theme: "Erskineville Public School Imogene Cochrane, Katie Ahearn & Amelia Reece Imogene Cochrane, Katie Ahearn, Amelia Reece - 2013. Erskineville Public School."— Presentation transcript:

1 Erskineville Public School Imogene Cochrane, Katie Ahearn & Amelia Reece Imogene Cochrane, Katie Ahearn, Amelia Reece Erskineville Public School

2 Project background…  Whole school project linked to Knowledge About Language strand of Australian Curriculum: English  Sequenced across stages ES1-S3  Implemented over whole year – and still going! Imogene Cochrane, Katie Ahearn, Amelia Reece Erskineville Public School

3 Today’s presentation…  Framed within the new NSW syllabus  Practical and interactive with an opportunity to see examples of teaching and learning sequences  Access to resources  Opportunity for reflecting on the needs of your students Imogene Cochrane, Katie Ahearn, Amelia Reece Erskineville Public School

4 NSW Syllabus for the Australian Curriculum: English Imogene Cochrane, Katie Ahearn, Amelia Reece Erskineville Public School

5 NSW Syllabus for the Australian Curriculum: English Imogene Cochrane, Katie Ahearn, Amelia Reece Erskineville Public School

6 NSW Syllabus for the Australian Curriculum: English Imogene Cochrane, Katie Ahearn, Amelia Reece Erskineville Public School

7 Whole school approach – collaborative and sequenced Imogene Cochrane, Katie Ahearn, Amelia Reece Erskineville Public School Stage Language FocusTypes of activities ES1 Recognising the clause as an ‘event or idea’ Identifying parts of the clause through questioning e.g. ‘what’s happening?’ Describing what’s happening in rich picture book illustrations – record clauses Drama - processes S1 metalanguage of process, participant, circumstance Identifying parts of the clause Elaborate on parts of clause & manipulate clause Conjunctions to connect clauses Images to generate and identify parts of clause Rearranging parts of clause Expanding noun groups Exploring circumstance through art Games to practise metalanguage S2 Relating verbs – using to create an information report Cloze passages Deconstructing sentences, adding relating verbs and reconstructing Categorised relating verbs S3 Technical nouns Verb tense - timeless present tense Agentless passive voice (leaving out the doer) e.g. food is swallowed Analysing texts Changed from active to passive voice Created explanation texts

8 Author Study: Alison Lester Imogene Cochrane, Katie Ahearn, Amelia Reece Erskineville Public School

9  What is happening? (show me the action)  Who or what is involved?  Is there any other information (where, when or how?) The young girl is swinging from the rope. Identifying parts of the clause Teaching Activity: Prepare clause cards cut to separate the parts of the clause. Students rearrange the clause. Where to start? Imogene Cochrane, Katie Ahearn, Amelia Reece Erskineville Public School The image on this page has had to be removed due to copyright restrictions.

10 Identifying parts of the clause: Games Imogene Cochrane, Katie Ahearn, Amelia Reece Erskineville Public School The image on this page has had to be removed due to copyright restrictions.

11 Identifying parts of the clause: BlogEd Teaching Activity: Colour code the students’ clauses together (lesson plenary) Imogene Cochrane, Katie Ahearn, Amelia Reece Erskineville Public School

12 Identifying parts of the clause: Drama Teaching Activity: Create and colour code the clauses that students acted out. Imogene Cochrane, Katie Ahearn, Amelia Reece Erskineville Public School

13 Identifying parts of the clause: Independent written activity Imogene Cochrane, Katie Ahearn, Amelia Reece Erskineville Public School

14 Process – What’s Happening?

15 Imogene Cochrane, Katie Ahearn, Amelia Reece Erskineville Public School  Starting with process allows for instant high level of engagement with grammar  Accessible for all students across a range of abilities Process – What’s Happening?

16 Drama Process – What’s Happening? Drama The kids are splashing in the waves. Two girls are jumping in the waves. The dog is running after two boys. Imogene Cochrane, Katie Ahearn, Amelia Reece Erskineville Public School

17 Process – What’s Happening? Independent Activity Process – What’s Happening? Independent Activity Imogene Cochrane, Katie Ahearn, Amelia Reece Erskineville Public School The image on this page has had to be removed due to copyright restrictions.

18 Imogene Cochrane, Katie Ahearn, Amelia Reece Erskineville Public School Participant – Who or what is involved?

19 Imogene Cochrane, Katie Ahearn, Amelia Reece Erskineville Public School  Encourages purposeful use of descriptive language  Easy lead in to developing noun groups Participant – Who or what is involved?

20 Imogene Cochrane, Katie Ahearn, Amelia Reece Erskineville Public School Underline the who or what in this clause: The girl is looking through the chest. How could we add more information about the participant in this clause? The young girl is looking through the chest. The young girl with long pigtails is looking through the chest. The young girl in the attic is looking through the chest. The young girl to the left of the ginger cat is looking through the chest. Participant – Who or what is involved? Teaching Activity: ‘Think, Pair, Share’ ideas for elaborating on the participant  The image on this  page has had to be  removed due to  copyright  restrictions.

21 Imogene Cochrane, Katie Ahearn, Amelia Reece Erskineville Public School Participant – Who or what is involved? The image on this page has had to be removed due to copyright restrictions.

22 Imogene Cochrane, Katie Ahearn, Amelia Reece Erskineville Public School Circumstance – Any extra information?

23 Imogene Cochrane, Katie Ahearn, Amelia Reece Erskineville Public School  Looking at the author’s choice of circumstance helps students to better comprehend texts  Supports students in making their writing more engaging, especially recounts and narratives Circumstance – Any extra information?

24 Where?  Arnhem Land  in the river  in the sand  on the floodwaters  inside  outside  up north  at home Imogene Cochrane, Katie Ahearn, Amelia Reece Erskineville Public School When?  in the wet season  in the dry season  everyday  always  sometimes  on weekends  after school How?  happily  together  cautiously  loudly  gently Circumstance – Any extra information?

25 Imogene Cochrane, Katie Ahearn, Amelia Reece Erskineville Public School Example: The boy surfs.  Where does he surf? Down the river.  When does he surf? Every afternoon.  How does he surf? Happily. The boy surfs down the river happily every afternoon. Circumstance – Any extra information? Where, When, How? Circumstance – Any extra information? Where, When, How?

26 Imogene Cochrane, Katie Ahearn, Amelia Reece Erskineville Public School The boy surfs down the river happily every afternoon. What if we move the circumstance to the front? Your turn…  The girl swims on weekends.  The frog jumps with glee.  They play in Arnhem Land together. Every afternoon, the boy surfs down the river happily. Circumstance – Any extra information? Where, When, How? Circumstance – Any extra information? Where, When, How?

27 Ernie catches frogs everyday. Joseph plays football happily. Patrick spears a barramundi in the river. Circumstance – Any extra information? Where, When, How? Circumstance – Any extra information? Where, When, How? Imogene Cochrane, Katie Ahearn, Amelia Reece Erskineville Public School

28  The leopard is sleeping peacefully.  In the water, the hippo is swimming.  The girl in the pink shirt is sitting next to the leopard.  The cheeky monkey is swinging from the branch.  The girl is touching the leopard. Have a go! The animals are snorting loudly.

29 Imogene Cochrane, Katie Ahearn, Amelia Reece Erskineville Public School How does it all come together? Weekly focus, outcomes & Indicators 15 mins whole class 3x15 min rotations

30 Imogene Cochrane, Katie Ahearn, Amelia Reece Erskineville Public School How does it all come together? Whole class Guided Reading Independent written activity Game Computers

31 Supporting grammar with games  Making games takes time, but there are some great payoffs: ○ High engagement levels and positive experiences of grammar ○ Opportunity for peer-to-peer dialogue to consolidate knowledge and understanding ○ Competitive aspect encourages students to debate the validity of responses and be accountable for their language choices Imogene Cochrane, Katie Ahearn, Amelia Reece Erskineville Public School

32 Games open up opportunity for dialogue  Students engage in active discussion, practise terminology and experiment with language in a non-threatening, student centred environment. Imogene Cochrane, Katie Ahearn, Amelia Reece Erskineville Public School

33  Games designed to build on previously acquired skills  Game 1: Race to build a clause ○ Build confidence manipulating parts of clause to make sense ○ Experience the variety of ways information can be arranged in clauses to make sense ○ Be able to judge when parts of a clause have been arranged in a way that does not make sense Imogene Cochrane, Katie Ahearn, Amelia Reece Erskineville Public School

34  Game 2: Fish or Steal ○ Added difficulty of having to identify parts of clause ○ Game board supports understanding of only one process per clause Imogene Cochrane, Katie Ahearn, Amelia Reece Erskineville Public School

35  Game 3: Come in Spinner ○ Specifically hones in on deciding which type of circumstance (when, where, how) ○ Controls demand by providing and labelling all other parts of the clause ○ Deliberate choices in processes to ensure students could focus on task at hand with no other difficulties encountered Imogene Cochrane, Katie Ahearn, Amelia Reece Erskineville Public School

36  Game 4: Identify it! ○ Requires students to identify the parts of the clause ○ Self-correcting (answers on the back) ○ Encourage students to use the metalanguage (process, participant, circumstance) Imogene Cochrane, Katie Ahearn, Amelia Reece Erskineville Public School

37 Links to writing program  Description Used knowledge of participant to begin analysing and building noun groups for descriptive writing. The tank stores milk from the farm The cylindrical steel tank stores milk from the farm article adjective noun Teaching Activity: Students create their own noun groups. As a class, cut up and sort into articles, adjectives & nouns – look for patterns. Imogene Cochrane, Katie Ahearn, Amelia Reece Erskineville Public School

38 Links to writing program  Conjunctions When students understand the function of the clause, they can make informed choices about the conjunctions they choose to join clauses together Imogene Cochrane, Katie Ahearn, Amelia Reece Erskineville Public School

39 Links to writing program - conjunctions The burners heat the air inside the balloon The hot air balloon rises into the sky the burners heat the air inside the balloon. after Imogene Cochrane, Katie Ahearn, Amelia Reece Erskineville Public School Teaching Activity: Using a bank of clauses and conjunctions, students use conjunctions to join two or more clauses together.

40  Reflection time What aspect/s of this teaching & learning sequence would you be most likely to use with your students and how? Any other questions about our experiences? Imogene Cochrane, Katie Ahearn, Amelia Reece Erskineville Public School


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