1. Comenius Multilateral Project 2011 - 2013 Teacher Learning for European Literacy Education (TeL4ELE)

2. Consortium Partners Teacher Learning for European Literacy Education (TeL4ELE) 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 Institute of Theoretical and Computational Linguistics, Lisbon, Portugal Partner 5 Autonomous University of Madrid, Spain 3rd Country University of Sydney, Australia Partner

3. Aims of the TeL4ELE Project Teacher Learning for European Literacy Education (TeL4ELE) 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

4. From learning to write to Reading to Learn a brief history of Genre pedagogy in Australia Teacher Learning for European Literacy Education (TeL4ELE)

5. 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)

6. English Science Texts Tech Maths Foreign Languages Social Studies Phys Ed Geography History Arts text responses stories procedures information reports explanations arguments factual stories D. Rose, 2006 Religion English as an Additional Language

7. 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)

8. letter pattern syllable word word group sentence paragraph text context patterns within the sentence patterns within the text patterns within the word D. Rose, 2005 Based on Systemic Functional Linguistics: Michael Halliday

9. Generations of genre based pedagogies 1990s writing across the secondary curriculum Write it Right 2000s reading across the curriculum Reading to Learn 1980s writing in the primary school Writing Project Three decades of research Teacher Learning for European Literacy Education (TeL4ELE)

10. From: David Rose and JR Martin (in press) Learning to Write / Reading to Learn: Scaffolding Democracy in Literacy Classrooms, Equinox Generation 1: Writing in the primary school 1980s writing in the primary school Writing Project

11. Teaching-learning cycle (from Rothery 1994) 1980s writing in the primary school Writing Project for scaffolding writing using knowledge about Genre

12. 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 most frogs have smooth, slimy skin transparent lenses Thank heaven!she criedon 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 are classified by herpetologists Text A: The Frog Prince Text B: Frogs Adapted from BUILT CD ROM University of Melbourne 2001

13. Which Genre? 13 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.

14. Claire Acevedo, International Literacy Consultant, UK Which Genre?

15. D. Rose, R2L, 2006 1990s writing across the secondary curriculum Write it Right Generation 2: Write it Right

16. 1990s writing across the secondary curriculum Write it Right

17. From: JR Martin and David Rose (in press) Learning to Write / Reading to Learn: Scaffolding Democracy in Literacy Classrooms, Equinox 1990s writing across the secondary curriculum Write it Right

18. http://www.ltscotland.org.uk/scotsandaustralia/

19. Which Genre? 19 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. http://www.ltscotland.org.uk/scotsandau stralia/ 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..

20. Claire Acevedo, International Literacy Consultant, UK

21. Curriculum, Text Selection, Planning & Evaluation Preparing before Reading (Deconstruction) Joint Constructio n Independent Writing Detailed Reading Joint Rewriting Individual Rewriting Sentence Making Sentence Writing Spelling Reading to Learn Pedagogy Cycle D. Rose, 2010

22. Preparing before reading 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?..... Presuming we have given the usual background knowledge…(or checked for 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…? 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)

23. 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 ?

24. From C. Coffin, 2006