Developing Dialogue about Texts in Secondary Schools

Overview

The focus of this three day course presented by Kathy Rushton and Joanne Rossbridge is on supporting participants to identify the language demands of texts commonly read and written in the secondary school and recognising the features of their students’ writing.   We will focus on the teaching of writing as the context in which grammar is taught to support meaning and we will outline those grammatical features which best support teachers to make an impact on students who are writing extended responses.

Our aim is not to focus on the basics, but we will briefly review or address grammar for those who may be addressing it explicitly for the first time. This will support participants to identify and address their students’ needs as they analyse their written work. We will provide practical examples of strategies for engaging students in writing and supporting students to write effectively.

*All participants are requested to bring copies of their students’ writing.

(*Preferably three examples with two copies of each.)

Participants Commitment

  • Three day course attendance: Friday, 9 June, Friday 11 August and Friday 8 September 2017.
  • Completion of three assignments.
  • Participants will be required to undertake preparatory readings between sessions.

(Three days of course attendance – 15 hours
Three assignments – 6 hours)

Participants completing Developing Dialogue about Texts in the Secondary School will contribute to 21 hours of QTC registered PD.  Please note that participants must complete all three days plus the assignments to receive the 21 hours. No part of this three day course is stand-alone for accreditation purposes. The fee for participation in Developing Dialogue about Texts in Secondary Schools is $540 in total and requires payment to the CPL prior to the commencement of the course. 

Day 1

Talking and Listening – What’s the difference? (Grammatical intricacy and lexical density)

Reading – What’s going on?
(The verbal group)

  1. Overview of sessions. (Incl. Australian Professional Standards for Teachers – BOSTES & session outcomes).
  2. Discussion of Assessment tasks.
  3. Introduction of field, tenor and mode:

Mode continuum.

       4.  Types of verbs and aspects of verbal groups identified and discussed.
       5.  The importance of teacher identification of verbal groups for exploring clause patterns in texts students are both reading and writing.

Whole group trials and share strategies for supporting students to explore verbal groups.

Day 1 - Delivery

Small groups compare three texts with the same field but variations of tenor and mode.

Small group analysis of lexical density of one text, groups then compare and contrast their findings.

Small groups analyse and compare texts noting the relationship of verb choices and the audience and purpose of the text.


Day 2

Theme (Marked)

Reading – Who and What?
(The noun group)

Writing – Where? When? How?
(Adverbials and Theme)

  1. Aspects of the extended noun group explained as well as the use of noun groups in developing lexically dense texts.
  2. Analysis of texts suitable for all stages. Discussion at clause and group levels building on knowledge of the verb group to introduce the concept of marked theme of clause realised as an adverbial phrase of time, place or manner.
  3. Analysis of texts and strategies for teaching adverbial phrases and their use in thematic position across the stages of texts.
  4. Sharing of scaffolds.
     

Day 2 - Delivery

Participation in Reading groups to discuss weekly readings through sharing pre-prepared questions, notes, connections to classroom examples etc.

Using a range of literary texts small groups explore the extended noun group and how to support students to develop appropriate noun groups.

Small groups compare the use of noun groups in texts and share their findings across the group.

Small groups develop simple and complex sentences using knowledge about clause patterning.

 

Day 3

Sentence structure

The third voice in your classroom – Using quality texts. (Nominalisation)

  1. Identifying the role of nominalisation and active and passive voice in quality texts and how they are used to develop theme across the stages of texts.
  2. Identifying strategies for developing writing through a joint construction.
  3. Sharing of notes for a joint construction.

Day 3 - Delivery

Small groups explore a range of quality texts and discuss strategies for teaching grammar in context.

Small groups analyse quality texts and students’ texts using knowledge of the grammatical features discussed in previous weeks and share strategies for supporting students’ writing.

Small groups explore a range of quality texts and discuss strategies for teaching grammar in context.

Small groups analyse quality texts and students’ texts using knowledge of the grammatical features discussed in previous weeks and share strategies for supporting students’ writing.

Accreditaton

Completing a Developing Dialogue about Texts in Secondary Schools will contribute 21 hours of NESA Registered PD addressing 1.3.2, 2.5.2, 3.2.2,  6.3.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW.

Target Participants

Secondary teachers especially teachers of all subjects requiring extended response writing such as HSIE, English, PDHPE and Science.

Delivery

Three days with participants actively engaged in each day and undertaking reading and assignments between sessions.

The days aim:

  • To examine the language and literacy demands related to writing extended responses in secondary settings
  • To explore some of the grammatical features used by effective writers across subject areas
  • To analyse student writing