EDBT6122 Primary English 3

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EDBT6122 Primary English 3

• Reading factual texts understanding verbal
  constructedness

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Focus

• To situate the learning of grammar in the big
  picture of our society and a teachers
  responsibility to move children from their
  everyday spoken language to systematic
  understanding of written forms.
• To link knowledge of grammar back to previous
  work and forward to assignment
• To think through concepts

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Functional grammar

• Different texts for different social purposes
• What do we need to know to construct different
  texts?
• Purpose what is it supposed to do?
• Structure how will it be recognized?
• Grammar how can I put it together most
  successfully?

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Key points (social semantic)

• Context of situation the field, tenor and mode
• Ideational meaning getting the ideas across
• Interpersonal meaning setting up relationships
  through the text
• Textual meaning carrying the flow of ideas
  within the text

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Context of situation

• At the level of the social -
• Field institutional activity
• Tenor social hierarchies
• Mode use and organisation of language to
  communicate

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Grammatical terms

• Ideational Transitivity processes,
  participants (Nominalisation) and circumstances
  
• Interpersonal Mood and modality
• Textual Theme and conjunctions

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Clauses meaning portrayed in small bits

• Just after lunch, Alyson stood at the door of the
  lecture hall so she could see people as they
  approached. You really must not be late! she
  shouted at the late comers angrily.
• 5 clauses
• Different colours representing different
  grammatical metafunctions

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Ideational

• Transitivity includes
• Processes different types e.g. action, verbal,
  relational, existential
• NB different types for different texts
• Stood, see, approached, be, shouted at
• Participants people, animals, objects,
  (attributes)
• Alyson, You, she, people, they, the late comers,
  (late).
• Circumstances when, where, how
• Just after lunch, at the door of the lecture
  hall, angrily.

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Interpersonal

• Mood different power relationships in terms of
  giving or demanding information/ providing or
  demanding services.
• Just after lunch, Alyson stood at the door of the
  lecture hall so she could see people as they
  approached. You really must not be late! she
  shouted at the late comers angrily.
• Modality and modal adjuncts gradations of
  possibility and obligation

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Textual

• Theme orientating the reader to the clause and
  highlighting perceptions of structure
• Just after lunch, Alyson stood at the door of the
  lecture hall so she could see people as they
  approached. You really must not be late! she
  shouted at the late comers angrily.
• Conjunctions cohesive elements that make links
  across clauses and between sentences in terms of
  e.g. time, cause, comparison.

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Nominalisation

• From everyday talk to the written grammar of
  specialised school curricula
• the late comers the people who were walking in
  late
• Talk these examples out a submission, high
  radiation, good presentation, late publication
  3 of your own
• Write these in to make nouns, to populate, to
  hibernate 3 of your own

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From speech to writingthingising actions

• Early text types encourage children to use simple
  speech like structures recounts and reports
• When I go to my gym class I lift weights, then I
  do step exercises for a half an hour. After that
  I go home tired.
• More advanced text types require structures that
  encapsulate meaning explanations and critiques
• My exercise regime includes weights and step
  work. The level of exhaustion reached is high.

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Spoken to written?

• Spoken texts are more like a long piece of string
  with beads on it. Ideas stretched out, occurring
  in sequence.
• Written texts are more like a tightly woven
  fabric. Ideas presented in relation to each
  other, crossing back over and under for emphasis.
  
• Children need explicit teaching that will help
  them learn how to construct the range of texts
  that our society uses.

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Lexical density

• This comparison of spoken texts vs written texts
  clearly demonstrates the difference between them.
• If you count the lexical items (content words)
  but not the grammatical items (structure words)
  and divide that number by the number of clauses
  in a text lexical density.

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Grammatical resources of

• Science the attraction and repulsion of the
  magnets is sufficient to push and pull the car
  round the track.
• History
• Geography all over the world wetlands are
  threatened by drainage and conversion to arable
  land
• Mathematics
• English Billy is calm in the face of adult
  outrage

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So what?

• We need to know that different text types will
  have different structures but use the same
  grammatical resources to construct those
  structures.
• We need to know how to teach the grammar to
  enable students to build the structures they
  intend to. That is, we are not bound by the
  ideal text type but by the purpose we wish to
  achieve with it.

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Step 2 assignment - storyboard

• To consider the production of multimodal texts
  for the classroom
• To gain an understanding of the differences
  between linear and hypertextual, single and
  multimodal
• To consider the importance of representation,
  interaction and composition to a childs
  understanding of a concept

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Hypertext
Hypertext is used for a range of purposes e.g.
to give further explanations, to link to other
websites
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Multimodal
A range of different modes of communication is
included in the suggested text e.g. sound,
animation, interactivity
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Intertextual connections
Intertextual connections with a variety of other
texts for chosen audience are listed.
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timeline
maps
pictures
animations
other resources
quizzes
background information
legends
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Rationale
500 word discussion of the design of your
storyboard including rationale behind use of
digital affordances and purpose of other
intertextual references to suit the original text.