Literacy+and+Learning+Languages

languages. It also discusses Literacy in the 21st Century, the Languages and Literacy Partnership, and what to consider when developing a Literacy approach to Learning Languages. A range of literacy and thinking strategies are identified in the presentation that can be used and differentiated across curriculum levels and languages. Open this file in Adobe Reader.
 * [[image:Screen_shot_2012-04-11_at_2.03.52_PM.png width="211" height="162" align="center"]] || This comprehensive presentation challenges some of the myths surrounding the role of literacy in the teaching and learning of



These additional resources have been adapted to support the presentation. Please feel free to use and adapt these to suit your programmes but do ensure that original sources are acknowledged. You are encouraged to contribute resources in other developed from these resources and from the presentation which will be included on this page.

  || are available to schools from NZALT's Regional Officers. || document at Learning Languages clusters in Auckland and Northland in 2011. If you have examples of Three-Level Guides in target languages you are encouraged to contribute resources which will be included on this page. || and Northland who participated in workshops and clusters in 2011. It provides useful ideas for planning writing and interaction tasks.  || **Making Literacy Explicit in Learning Languages Tool ** <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">
 * [[image:Literacy_and_Learning_Languages_Brochure_Cover width="168" height="223" align="center"]] || <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">NZALT produced this brochure to support Learning Languages teachers in their teaching and learning programmes. Copies
 * [[image:wiki_three_levels width="184" height="175" align="center"]] || <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">The Three-Level Guide is a reading strategy used to develop comprehension skills. This resource was shared as a discussion
 * [[image:interacting width="197" height="130" align="center"]] || <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">Text Types and Different Situations - This resource was co-constructed by Learning Languages teachers across Auckland
 * [[image:Literacy logo wiki width="234" height="139" align="center"]]

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 110%;">This resource has been developed to support middle leaders in Learning Languages to build on their use and interpretation of assessment data to develop relevant pedagogical knowledge to inform the literacy focus of their programmes. A range of explicit literacy strategies that will support reading and writing in the second language classroom have been identified that will support teachers to be responsive to student learning needs, and to increase the levels of achievement for students undertaking achievement standards with high literacy demands in this learning area. These include the aligned .5 writing portfolio, and the external comprehension standards.

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 110%;">These strategies should be integrated into Learning Languages programmes, using appropriate second language contexts, and can also form the basis for writing portfolio tasks. In some cases, difficult skills will need to be taught directly supported by opportunities for continuous practice and corrective feedback. Middle leaders in Learning Languages can use this resource to shift their programmes from an exclusively content focused approach where the focus is entirely on language knowledge and its assessment, to incorporate a literacy approach that supports the development of students' strategic competence where the focus is on both content and skills. || <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">The following resources and strategies support the //Making Literacy Explicit in Learning Languages Tool// which is now available in its draft form here on the wiki.

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">**3 Level Guide** (see also //Effective Literacy Strategies in Years 9 to 13// p.91) <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">Here is a French text accompanied by model questions developed using the 3 Level Guide and the SOLO taxonomy. Many <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">thanks to Pam Mabin at St Cuthbert's College for sharing this resource she developed at a recent workshop. <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%; line-height: 0px; overflow: hidden;">

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">**Reciprocal Reading** (see also //Effective Literacy Strategies in Years 9 to 13// p.74) <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">**Co-operative Reading Square** (see also //Effective Literacy Strategies in Years 9 to 13// p.121)

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">**Semantic Clines** (see also //Effective Literacy Strategies in Years 9 to 13// p.41) <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">**Clustering** (see also //Effective Literacy Strategies in Years 9 to 13// p.38) <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">@http://literacyandnumeracyforadults.com/The-Learning-Progressions/Literacy/Read-with-Understanding/Activities-table/Clustering

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">**Pair Definitions** <span style="font-family: Verdana,Geneva,sans-serif; font-size: 80%;">http://literacyandnumeracyforadults.com/The-Learning-Progressions/Literacy/Read-with-Understanding/Activities-table/Pair-definitions

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">**Graphic Organisers** (see also //Effective Literacy Strategies in Years 9 to 13// p.112) <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">An interactive graphic organiser tool can be accessed online at: <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">@http://interactives.mped.org/view_interactive.aspx?id=127&title=

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">A range of useful interactive graphic organisers and literacy strategies can be accessed here: <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">@http://www.vrml.k12.la.us/graphorgan/

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">@http://freeology.com/graphicorgs/

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">**Hamburger Graphic Organiser - Paragraph Writing** <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">**KWLH** (see also //Effective Literacy Strategies in Years 9 to 13// p.161) <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">**Guess the Word** <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">This strategy supports students to tackle specific vocabulary and assists with assessing the prior knowledge of students in relation <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">to a particular topic and assess the growth in students' vocabulary. It also helps students to guess and define key words in a text**.** <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">(Adapted from Top Tools for Literacy and Learning by David Whitehead, Pearson Eduaction, 2001). h<span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">ttp://literacy-english-esol.wikispaces.com/Developing+Literacy+Across+the+Curriculum

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">**Double Entry Journals** <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">In this strategy, students take notes on their reading in two columns with a line drawn vertically down the middle of each page. <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">In one column, they summarise important ideas from the text. In the other, they write their own thoughts and responses - <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">questions, confusions, personal reactions, or reflections on what the information means. <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%; line-height: 0px; overflow: hidden;">

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">**QAR - Question - Answer Relationships** <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">This strategy develops students' skills in the use of textual evidence to substantiate textual claims, and to draw conclusions and <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">make inferences based on explicit and implied information.

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">

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<span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">@http://www.greece.k12.ny.us/academics.cfm?subpage=947

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">**What's the big idea?** <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">This strategy supports students when working with texts to locate key words, phrases and information, to note-take, to determine <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">the importance of information and ideas contained within the text, and to summarise. It is most successful when it is introduced <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">to students as a whole class activity. As students develop in their proficiency in summarising texts, they can then undertake the <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">task in smaller groups or independently.

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">To read more about this strategy (p. 124) and access a BLM which can be adapted for us in a second language classroom, refer <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">to: Cameron, S. (2009). Teaching Reading Comprehension Strategies; A Practical Classroom Guide. Auckland: Pearson.

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">This is another strategy that provides a simple structure to support students to summarise different types of texts.
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">One sentence summary frames **

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">To read more about this strategy (p. 124) and access a BLM which can be adapted for us in a second language classroom, refer <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">to: Cameron, S. (2009). Teaching Reading Comprehension Strategies; A Practical Classroom Guide. Auckland: Pearson.

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">This strategy supports students in summarising texts and provides an effective interactive wall display when completed.
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">Beginning, middle and end flipcharts **

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">To read more about this strategy (p. 140) and access a BLM which can be adapted for us in a second language classroom, refer <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">to: Cameron, S. (2009). Teaching Reading Comprehension Strategies; A Practical Classroom Guide. Auckland: Pearson.

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">The fishbone diagram is an analysis tool that provides a systematic way of looking at effects and the causes that create or <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">contribute to those effects. Because of the function of the fishbone diagram, it may be referred to as a cause-and-effect diagram. <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">Teachers can modify this diagram to incorporate a different de Bono thinking hat at the end of each stem to direct students' <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">thinking in problem-based learning. <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">Fishbone Diagram **

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">Trash or Treasure **<span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">(see also //Effective Literacy Strategies in Years 9 to 13// p.106)

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 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">Comparing Texts **<span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">(see also //Effective Literacy Strategies in Years 9 to 13// p.109)

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 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">Jigsaw Reading **<span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">(see also //Effective Literacy Strategies in Years 9 to 13// p.122)

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">Pam Mabin, HOF Languages, St Cuthberts College has adapted a jigsaw activity to use with her students to support the <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">development of their reading comprehension skills. Here are the templates that Pam developed and used.

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<span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">Inference Jigsaw **

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">To read more about this strategy (p. 103) refer to: <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">Cameron, S. (2009). Teaching Reading Comprehension Strategies; A Practical Classroom Guide. Auckland: Pearson.

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 80%;">http://englishonline.tki.org.nz/English-Online/Student-needs/English-in-the-NZC/Enhancing-the-English-Curriculum/Level-6-Listening-reading-and-viewing/Recognises-that-there
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">Reading Behind the Lines **<span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">(see also //Effective Literacy Strategies in Years 9 to 13// p.107)

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 80%;">http://englishonline.tki.org.nz/English-Online/Student-needs/English-in-the-NZC/Enhancing-the-English-Curriculum/Level-8-Listening-reading-and-viewing/Multiple-readings

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;"> <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">Distinguishing between Fact and Fiction **<span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">(see also //Effective Literacy Strategies in Years 9 to 13// p.109)

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">This strategy is excellent when used to review what has been learned. It can be used to support the writing of either a narrative <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">or a factual text. <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">Hot-seat Character Interview **

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">To read more about this strategy (p. 71) refer to: <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">Cameron, S. (2009). Teaching Reading Comprehension Strategies; A Practical Classroom Guide. Auckland: Pearson.

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">**T Chart** <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">This strategy supports students to analyse and evaluate what they know by adopting different perspectives. They can be used as <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">note-taking frameworks as learners read, listen to, or view texts. A simple interactive online T-Chart is available here: <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">@http://www.vrml.k12.la.us/graphorgan/tchart/tchart1/tchart.asp

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">In //Top Tools for Literacy and Thinking// David Whitehead has provided examples of //simple, intermediate,// and //complex// T-Charts <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">which can be used at different levels of a second language programme to align to students' levels of language knowledge. <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">Reference: Whitehead, D. (2009). Top Tools for Literacy and Thinking: A Developmental Approach. Auckland: Pearson.

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">**Character Inference Chart**

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">To read more about the Character Inference Chart strategy (p. 106) refer to: <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">Cameron, S. (2009). Teaching Reading Comprehension Strategies; A Practical Classroom Guide. Auckland: Pearson.

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">This strategy helps students examine the main characters in a story and identify the characteristics, e.g., physical appearance, <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">behavior and feelings. As the character weave is being completed, students may verify their notions by re-examining the events <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">in the story. This activity should first be modeled by the teacher as a whole group activity.

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">Once students are familiar with the process, they can do character weaves individually or in cooperative groups. <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">1. After a story has been read, the teacher presents a blank story map to the students. Under the character column, the class <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">helps the teacher list the characters from the story. <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">2. The students discuss the traits of each character and the teacher lists them in the appropriate boxes. If there is any <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">disagreement as to what is to be written down, the students re-examine the text to verify their statements. <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">3. Completed character weaves can be used to compare and contrast the behavior of specific characters throughout the story. <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">To see how a character weave and other literacy strategies can be used in a second languag eprogramme go to this German <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;"> teacher's website: https://www.msu.edu/user/lambjen3/TE301.html#CharacterWeave

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">**Sociograms** <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">This strategy helps learners explain and describe interactions and relationships between people and characters. These tools <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">engage learners in caring and critical forms of generic thinking, and evaluating forms of taxonomic thinking. They are linked to <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">the use of recounts, narrative, description, and explanation texts. <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;"> <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">In //Top Tools for Literacy and Thinking// David Whitehead has provided examples of //simple, intermediate,// and //complex// Sociograms <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">and models of writing outcomes which can be used at different levels of a second language programme to align to students' levels <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">of language knowledge. Reference: Whitehead, D. (2009). Top Tools for Literacy and Thinking: A Developmental Approach. <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">Auckland: Pearson.

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">**Stop and Think Cards** <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%; line-height: 0px; overflow: hidden;">
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">Build Bridges to Meaning **


 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">Analogy Graphic Organiser **

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">The analogy graphic organizer is extremely helpful in aiding students with a visual representation of an analogy. It helps students <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">organize the similarities and differences into more manageable categories and ultimately draw conclusions on the unfamiliar topic. <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">To learn m ore about how this could work in a second language classroom go to the link below to see an example of how the <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">analogy graphic organizer can be used to demonstrate a grammar analysis between English and German word orders when using <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">conjunctions.https://www.msu.edu/user/lambjen3/TE301.html#AnalogyGraphicOrganizer

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 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">Dictogloss **

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">**Identify Key Words in a passage** (see also Effective Literacy Strategies in Years 9 to 13 p.115 //and// **Skimming and Scanning** <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">p.66) <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;"> <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;"> <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">**Word Maps** (see also Effective Literacy Strategies in Years 9 to 13 p.33) <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">**Identify Key Words in a passage** (see also Effective Literacy Strategies in Years 9 to 13 p.36) <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">**Collocations** <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">@http://www.teachingenglish.org.uk/articles/collocation-advanced-levels-2-classroom-activities <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">**Concept Circles** (see also Effective Literacy Strategies in Years 9 to 13 p.44) <span style="font-family: Verdana,Geneva,sans-serif; font-size: 80%;">@http://esolonline.tki.org.nz/ESOL-Online/Teacher-needs/Pedagogy-New/ESOL-teaching-strategies/Oral-language/Teaching-approaches-and-strategies/Thinking/Concept-circles <span style="font-family: Verdana,Geneva,sans-serif; font-size: 80%;">@http://literacyandnumeracyforadults.com/The-Learning-Progressions/Literacy/Read-with-Understanding/Activities-table/Concept-circles <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%; line-height: 0px; overflow: hidden;">

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">**Picture Dictation** (see also Effective Literacy Strategies in Years 9 to 13 p.48) <span style="font-family: Verdana,Geneva,sans-serif; font-size: 70%;">@http://englishonline.tki.org.nz/English-Online/Teacher-needs/Teaching-Learning-sequences/New-English-Online-units/English-Units-Level-5/Earth-under-pressure/Picture-dictation

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">This tool is best used to provide an overview or a summary of a topic. It ensures that students use all of their their language acquisition skills and prepares students to deal with new and/or difficult text. Reference: Cubitt, S., Irvine, R., Dow, A. (1999). Top Tools for Social Science Teachers. Auckland: Longman.

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">**Quickwriting** (see also Effective Literacy Strategies in Years 9 to 13 p.111) @http://esolonline.tki.org.nz/ESOL-Online/Teacher-needs/Pedagogy-New/ESOL-teaching-strategies/Oral-language/Teaching-approaches-and-strategies/Writing/Quick-writing

@http://literacyonline.tki.org.nz/Literacy-Online/Secondary-Literacy/Teacher-needs/Pedagogy/Literacy-in-Secondary-School-Contexts/Module-2-Subject-area-literacy-for-students-in-years-9-13/Part-D/Quickwrites

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">**Question Dice** (see also Effective Literacy Strategies in Years 9 to 13 p.96) <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">**Text Clues** <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">This is a strategy that explicitly teachers students how to retell a story. It can be used at all levels of language acquisition and <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">differentiated in terms of output and complexity.

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">To read more about the the Text Clues strategy (p. 133) refer to: <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">Cameron, S. (2009). Teaching Reading Comprehension Strategies; A Practical Classroom Guide. Auckland: Pearson.

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">**Bus Stop** <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">This strategy activates prior knowledge and provides a picture of what language and knowledge students' may already have on a <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">topic. It can also be used at the end of a unit to check students' understanding and language acquisition. <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;"> should be chosen to be the reporter at the end of the exercise. * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">Groups spend 3-4 minutes on each bus stop activity, recording their ideas or responses to the questions. The teacher calls <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;"> "Stop" and students move to the next activity. * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">When all groups have completed all the activities, the ideas and responses are shared and discussed with the class.
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">Activities or questions are written on large sheets of paper, numbered and placed around the classroom.
 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">Students work in groups of three. Each group is given a number. The role of recorder is rotated around group. One member

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">To read more about the the Bus Stop strategy (p. 39) refer to: <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">Cameron, S. (2009). Teaching Reading Comprehension Strategies; A Practical Classroom Guide. Auckland: Pearson

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">**Vocabulary Squares**

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">**Summary Star**

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">A Summary Star is a simple tool that will allow students to focus on the story elements as they summarize the text. They are asked to rename the story in one word, <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">tell how it made them feel, and describe the setting, problem, and solution. This graphic organiser can also be used to teach grammar. Usually the renaming of the story <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">will feature a noun. The descripion of how they feel about the story will consist of adjectives and the setting will probably be a prepositional phrase. The problem and solution <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">will be stated in complete sentences.

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">**Dot and Jot - Note Taking** <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">This strategy allows students to develop their ability to make short and concise notes. Note-taking is a vaulable skill and <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">encourages students to record ideas in their own words. It is also important to discuss with students what 'infer' means. <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">Often students expect all information to be written in the text and to develop deeper thinking skills they need to develop the ability <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;"> to infer or read between the lines. Students may need considerable assistance with this. It is also appropriate to start the task by <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;"> modelling to the students what is expected - as a shared reading task. Students can then go on to complete the task indiividually.

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">Students read or listen to the text and record their notes on a Dot and Jot chart. Go over their notes with them. Did students <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">infer different things from the text? Do misunderstandings occur because of intercultural perspectives?

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">Use this tenmplate to adapt to your own tasks: <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;"> || <span style="color: #000000; font-family: Verdana,Geneva,sans-serif; font-size: 120%;"> || <span style="color: #000000; display: block; font-family: Verdana,Geneva,sans-serif; font-size: 120%; text-align: left;"> <span style="color: #000000; display: block; font-family: Verdana,Geneva,sans-serif; font-size: 120%; text-align: left;"> <span style="color: #000000; display: block; font-family: Verdana,Geneva,sans-serif; font-size: 120%; line-height: 0px; overflow: hidden; text-align: left;"> || <span style="color: #000000; display: block; font-family: Verdana,Geneva,sans-serif; font-size: 120%; text-align: left;">
 * [[image:learninglanguagespld/second language writing logo align="center"]] || **Using Writing-to-Learn Activities in the Foreign Language Classroom**
 * [[image:learninglanguagespld/Video camera align="center"]] || **<span style="color: #000000; font-family: Verdana,Geneva,sans-serif; font-size: 120%;">Literacy Strategies to Develop Students' Understanding when using Video **
 * [[image:learninglanguagespld/celebrate poetry in a foreign language align="center"]] || **<span style="color: #000000; font-family: Verdana,Geneva,sans-serif; font-size: 120%;">The Beauty of using Poetry in the Languages Classroom **<span style="color: #000000; font-family: Verdana,Geneva,sans-serif; font-size: 120%;"> by Lesley Parris, Regional Facilitator, Learning Languages

<span style="display: block; font-family: Verdana,Geneva,sans-serif; font-size: 120%; text-align: left;">**Using Writing-to-Learn Activities in the Classroom**

<span style="display: block; font-family: Verdana,Geneva,sans-serif; font-size: 120%; text-align: left;">Torild Homstad & Helga Thorson

<span style="display: block; font-family: Verdana,Geneva,sans-serif; font-size: 120%; text-align: left;">**Literature in the English Language Classroom** **- Poetry**

<span style="display: block; font-family: Verdana,Geneva,sans-serif; font-size: 120%; text-align: left;">Borja J. Ojeda Pinar and Marina Torralbo Jover

<span style="display: block; font-family: Verdana,Geneva,sans-serif; font-size: 120%; text-align: left;">**Oral Poetry in the Foreign Language Classroom**

<span style="display: block; font-family: Verdana,Geneva,sans-serif; font-size: 120%; text-align: left;">Catharine Mason


 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">POETRY IN ACTION: Language Arts Production and Assessment **

<span style="display: block; font-family: Verdana,Geneva,sans-serif; font-size: 120%; text-align: left;">Marianne Manousselis Musurakis and Anastasia-Louise Pelekanou

**<span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">Using poetry with mixed ability language classes ** <span style="display: block; font-family: Verdana,Geneva,sans-serif; font-size: 120%; text-align: left;">Brian Tomlinson

**<span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">Writing poetry is a creative way to become versed in a language ** <span style="display: block; font-family: Verdana,Geneva,sans-serif; font-size: 120%; text-align: left;">[]

**<span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">Get students well versed from the start ** <span style="display: block; font-family: Verdana,Geneva,sans-serif; font-size: 120%; text-align: left;">[]

**<span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">Even beginners can appreciate simple, beautiful verse ** <span style="display: block; font-family: Verdana,Geneva,sans-serif; font-size: 120%; text-align: left;">[]

**<span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">Write Poetry in a Foreign Language ** <span style="display: block; font-family: Verdana,Geneva,sans-serif; font-size: 120%; text-align: left;">[]

<span style="display: block; font-family: Verdana,Geneva,sans-serif; font-size: 120%; text-align: left;">**How To Rap - Writing Structure** - I'm the Multi-Platinum selling Rap Artist "Mayz" from the rap group "Twista And The Speedknot Mobstaz" <span style="display: block; font-family: Verdana,Geneva,sans-serif; font-size: 120%; text-align: left;">[]

<span style="display: block; font-family: Verdana,Geneva,sans-serif; font-size: 120%; text-align: left;">**LibriVox** volunteers record chapters of books in the public domain and release the audio files back onto the net. There is a multilingual poetry collection.

**<span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">French ** <span style="display: block; font-family: Verdana,Geneva,sans-serif; font-size: 120%; text-align: left;">Le Lac by Lamartine <span style="display: block; font-family: Verdana,Geneva,sans-serif; font-size: 120%; text-align: left;">[]

**<span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">German ** <span style="display: block; font-family: Verdana,Geneva,sans-serif; font-size: 120%; text-align: left;">Der Erlkoenig by Goethe <span style="display: block; font-family: Verdana,Geneva,sans-serif; font-size: 120%; text-align: left;">[]

**<span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">Chinese ** <span style="display: block; font-family: Verdana,Geneva,sans-serif; font-size: 120%; text-align: left;">Deng Guan Que Lou by Wang Zhihuan <span style="display: block; font-family: Verdana,Geneva,sans-serif; font-size: 120%; text-align: left;">[]

**<span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">Spanish ** <span style="display: block; font-family: Verdana,Geneva,sans-serif; font-size: 120%; text-align: left;">Rima IV by Gustavo Adolfo Becquer <span style="display: block; font-family: Verdana,Geneva,sans-serif; font-size: 120%; text-align: left;">[]

<span style="display: block; font-family: Verdana,Geneva,sans-serif; font-size: 120%; text-align: left;">Nicolás Gullén, from Cuba. La Muralla, he composed with some exercises and activities to be done inclass. <span style="display: block; font-family: Verdana,Geneva,sans-serif; font-size: 120%; text-align: left;">Gloria Fuertes, from Spain: []

**<span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">Japanese ** <span style="display: block; font-family: Verdana,Geneva,sans-serif; font-size: 120%; text-align: left;">A famous poet []

<span style="display: block; font-family: Verdana,Geneva,sans-serif; font-size: 120%; text-align: left;">There is a museum dedicated to Kenji Miyazawa <span style="display: block; font-family: Verdana,Geneva,sans-serif; font-size: 120%; text-align: left;">'Ame ni mo makezu' poem- not gonna give in to the rain []

<span style="display: block; font-family: Verdana,Geneva,sans-serif; font-size: 120%; text-align: left;">A very famous haiku about a frog []

<span style="display: block; font-family: Verdana,Geneva,sans-serif; font-size: 120%; text-align: left;">A very famous song – Ue o muite (inappropriately labeled the Sukiyaki song) - lovely lyrics… sung by Sakamoto Kyuu || <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">The impetus for this research was the informal observation of the levels of student achievement in L2 writing at the end of Year 10 classes. The results specifically highlighted student weakness in the independent production and construction of L2. It was also hard to ignore student attitude. L2 students <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;"> lacked an apparent confidence in their own ability to write with spontaneity. In response, diary writing <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">was identified as a communicative open-ended writing task that could be regularly and easily facilitated into the Year 10 L2 learning programme.
 * [[image:A Literacy Journey in Second Language Learning Contexts Image.png width="358" height="267" link="@file:TPDL Conference A Literacy Journey in Second Language Learning Contexts.pptx"]] || **<span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">Is diary writing an effective writing strategy to improve the confidence and fluency of L2 writers ? **

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">This presentation (and accompanying notes) was one of the sessions at the 2013 TPDL Conference. <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%; line-height: 0px; overflow: hidden;"> ||
 * **<span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">Recommended Readings: **


 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">Pasifika students: teachers and parents voice their perceptions of what provides supports and barriers to Pasifika students’ achievement in literacy and learning **

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">The changing ethnic population of schools in New Zealand challenges educators to respond proactively in reviewing how students from minority groups develop effective literacy and learning skills. Pasifika students’ achievement levels in literacy, particularly reading and writing literacy, has been an area of national focus for the Ministry of Education, teachers, teacher educators and the Pasifika community. For many students from a minority ethnic group, the interpretation of texts from a different culture provides challenges for teachers that require mediation in the construction of meaning. The particular aim of this study was to enhance identification and understanding of pedagogical practices and family/community factors which influence literacy learning outcomes for Pasifika students. The research found that Pasifika students’ literacy learning, and overall learning, was more likely to be enhanced when Pasifika values, language identities and cultural knowledge were made an implicit part of teaching and learning practices.

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">@http://myportfolio.school.nz/artefact/file/download.php?file=468667&view=92809


 * <span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">Developing Reading Comprehension Questions **

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">This article presents a detailed picture of six types of comprehension and five forms of questions that can be used to help students become interactive readers. The taxonomies of the types of comprehension and the forms of questions may also be used as a checklist for language teachers as well as materials developers. Teachers can use the taxonomies to make their own comprehension questions for texts that their students read to help them understand better what they read. In addition, they can be used to analyse instructional materials and to develop materials to ensure that the various forms of questions are used to help students respond to a variety of types of comprehension.

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">@http://nflrc.hawaii.edu/rfl/april2005/day/day.html ||