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GENRE Exposition

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					                                                                                        GENRE: Exposition
                                                           “Persuading others to take an action involving familiar events and products”
                                                                          -simple advertising poster, flier or brochure-
                                                                                    Writing and Shaping: Level 2
           Cultural                                                                          Operational                                                                                              Critical
When writing and shaping,                When writing and shaping, students:                                                                                                               When writing and shaping,
students:                                 replicate generic structure                                                                                                                     students:
 construct a range of texts with             o plan for generic structure of a text                                                                                                        identify textual resources they
  familiar cultural purposes               - independently construct written, visual and multimodal texts that replicate the generic structure of texts read or viewed                       have chosen to represent
  - the range of cultural purposes         - use generic structure of familiar text types to plan and arrange ideas and information in a logical order                                       people, places, events and
    may include:                              o story board for a short videotaped advertisement                                                                                             things in similar or different
    o persuading others to take an                                                                                                                                                           ways through:
                                          use simple sentences, accurately punctuated, and some compound sentences
      action involving familiar               o when planning, discuss sentence patterns in different text types                                                                             - linked noun and verb
      events and products                     o sentences are usually constructed as statements, but may contain commands, questions and exclamations to reflect or show emotion               groups throughout the text
  - constructing texts may involve         - before a writing conferences with teacher and/or peers:                                                                                         - select and discuss noun
    several stages of text                    o re-read own writing to check that text makes sense and achieved its purpose                                                                    groups to describe particular
    construction, including:                  o check the order and sequencing of sentences in the text                                                                                        participants (people, places,
    o planning for writing or shaping                                                                                                                                                          events and/or things) in own
                                           - when proofreading to check for spelling and punctuation accuracy:
      using a simple concept map,                                                                                                                                                              written texts
                                              o discuss the purpose of punctuation in own text, e.g. how punctuation can help a reader to understand the text
      e.g. a timeline                                                                                                                                                                        - select and discuss verb
                                              o identify punctuation errors and correct the use of full stops, question marks and exclamation marks
    o gathering ideas from a variety                                                                                                                                                           groups to describe particular
      of familiar resources e.g.           - accurately punctuate simple sentences and most compound sentences
                                                                                                                                                                                               participants (people, places,
      books, newspapers, children’s           o use capital letters for the beginning of sentences, names of people and places, and text titles
                                                                                                                                                                                               events and/or things) in own
      encyclopaedias, CD-ROMs,                o use full stops, exclamation marks and question marks appropriately for the type of sentence (statement, exclamation or command)
                                                                                                                                                                                               written texts, e.g. move
      children’s magazines and            use short noun and verb groups related to the topic                                                                                                 quickly, hurry, scurry, rapidly
      websites                             - short noun groups include:                                                                                                                        ran
    o using appropriate resources             o up to two adjectives and a head noun, e.g. the large ugly dog                                                                                - create a pattern of noun
      to suit the writing task, e.g.          o a head noun and an adjectival phrase, e.g. the dog with the black spots                                                                        groups to suit characteristics
      students select from familiar        - short verb groups include:                                                                                                                        of the participants in the text,
      information resources within            o helping verbs and the head verb, e.g. like to go dancing                                                                                       e.g. the whale shark, the
      the school or from home, e.g.           o head verbs with modals e.g. run quickly, stir slowly                                                                                           magnificent shark, this large
      information reports, familiar        - use noun and verb groups in different text types                                                                                                  shark, a shark with huge fins
      websites, CD-ROMs, DVDs,
                                          link ideas using repeated or related words, simple pronouns and some simple conjunctions                                                            and tail, the largest shark in
      children’s print or digital                                                                                                                                                              the ocean
      encyclopaedias                       - link ideas through:
                                              o noun groups and pronoun referencing describing the same participant e.g. the mirror, the beautiful mirror, it, the magic mirror              - create a pattern of verb
    o logically preparing materials                                                                                                                                                            groups to suit characteristics
      for writing and shaping, e.g.           o noun groups describing two quite different participants e.g. a cold butter, a melted liquid, the warm ingredients
                                              o verb groups with similar meanings, e.g. dance, do the gig, can kick                                                                            of the participants when
      organising graphics or photos                                                                                                                                                            drafting written texts, e.g.
      in a folder, preparing                  o text-specific verb groups, e.g. slowly mix, gradually add, cut carefully
                                              o maintaining the sequence of events using time referencing at the beginning of sentences, e.g. In the beginning, After the weekend,             swims gracefully, slowly
      materials such as writing                                                                                                                                                                glides, moves silently
      materials                                  Firstly
                                              o noun groups or pronouns in theme position, e.g. Most frogs mate in the water. The female frog lays the eggs. The eggs hatch into             - change or offer alternative
    o draft a text of several related,
                                                 tadpoles in two to three weeks. The tadpoles slowly change into frogs. They can then live on the land most of the time.                       noun groups to represent
      appropriately sequenced                                                                                                                                                                  particular participants better,
      sections containing some                o noun groups with adjectives such as number, size or quantity, e.g. five rabbits, many babies, chocolate sauce, a long snake, strongest
                                                 teeth                                                                                                                                         e.g. change big shark to
      description or elaboration of
                                              o varied noun groups to develop descriptive referencing of a participant e.g. A telephone is a funny thing. It is square but has a large         largest shark in the seas
      key ideas in each section
                                                 ring. A desk phone sits upon a table. A mobile phone goes where you go.                                                                     - change or offer alternative
    o use a prepared plan and other
      materials, such as images, to           o referenced personal pronouns appropriate to the gender, e.g. I am a boy, Look at me, This is my book; He is a boy, Look at him, This           verb groups to represent
                                                 is his book; They are people. Look at them. This is their book.                                                                               particular participants more
      develop draft texts
    o edit text using the class               o time references adding details, e.g. yesterday, slowly, at last                                                                                accurately, e.g. change goes
      editing guide to ensure                 o references to location using topic-specific noun groups in the appropriate stages of the text type, e.g. on the tree, at the creek, near       fast to swims quickly to
                                                 Port Arthur                                                                                                                                   provide a better description of
      meaning is clear and
                                          link ideas using images, simple fonts, borders or transitions                                                                                       how the shark moves
      sequence is logical
    o proofread to identify errors in      - use repeated visual elements to develop the descriptive referencing of a person, place, event or thing, e.g. use of a repeated element or       - identify different
       spelling, punctuation,                 a border                                                                                                                                        representations created by
       image/text match                     - select appropriate handwriting styles or simple electronic fonts and punctuation to suit text types and purpose, e.g.                           choice of particular noun and
    o publish/present written and             o replicate Queensland Beginner’s Alphabet and Queensland Modern Cursive letters and joins appropriately                                        verb groups in their own texts,
       multimodal texts                       o use exclamation marks to convey excitement in statements or commands                                                                          e.g.
    o evaluate own or others texts            o use bold lettering, colour, size or capital letters to give emphasis                                                                          o evil, wicked, mean and with
       based on class criteria for            o use lower case and capital letters in electronic texts, using shift key for capitals on computer keyboard                                        a nasty face maintain the
       successful meaning-making              o use format windows or tool bars to change text alignment, add bullet points, or select font types, sizes and colours using familiar              queen as a the villain in a
 sequence two or more familiar                  programs                                                                                                                                        text
  events and order information              - use vectors to guide the reader through the text                                                                                                o lovely, kind and with the
  using some detail and                     - use layout to link ideas and add meaning to a text                                                                                                 flowing pink dress maintain
  supporting illustrative material            o select background colour, design or image to suit text type                                                                                      the princess character in
  - sequence ideas in own texts               o maintain a page layout to create multiple page print and digital texts                                                                           the same story
    drawing on those modelled in              o match font choices with associated visuals                                                                                                -   dominant objects or images
    class, e.g.                             - select or create pictures and graphics to enhance the meaning of a text                                                                     -   font choices
    o promotional materials: poster;          o select and attach appropriate graphics for the audience of the text, e.g. funny drawings or animations to amuse friends in emails         -   typical facial expressions
       flier; simple brochure and             o open and insert pictures or visuals from class sets of digital resources                                                                      and body movements
       advertisement                          o include appropriate clothing, facial expression and other visual elements to represent setting and characters                             -   identify the choices made to
  - sequence events with                      o experiment with enhancing graphics using tools, e.g. picture effects                                                                          represent people, places,
    supporting detail, and illustrative     - select and discuss layout to match, create or enhance meaning, including:                                                                       events or things in particular
    materials as appropriate                  o experiments with autoshapes or stamps to maintain a visual element                                                                            ways, e.g.
 construct texts for a small range           o headings, bullet points, labels or captions on graphics or diagrams to signal entry into parts of the text                                    o feelings the text is trying to
  of known audiences                       include some gestures, music or sound effects in some texts                                                                                          evoke
                                                                                                                                                                                              o information being conveyed
  - audiences may include:                  - include typical gestures in illustrations, music and sound effects in multimodal texts to:
                                                                                                                                                                                              o identify possible meanings
    o a small group of friends                o exemplify meanings in other visual and linguistic information
                                                                                                                                                                                                 of dominant images, fonts,
    o own class group                         o give clues to readers and viewers about the type of text
                                                                                                                                                                                                 gestures and body
    o a year-level group                      o express emotions within the text
                                                                                                                                                                                                 movements in texts
    o class peers                          accurately spell frequently used one- and two-syllable words using sound/visual (graphophonic) and meaning patterns, and
    o familiar parents and school                                                                                                                                                         -   discuss the similarities and
                                            knowledge of word functions                                                                                                                       differences between visual
       personnel                            - spell frequently used words accurately in a variety of contexts, e.g. core words, some topic-specific words and some text-type-specific         representations, e.g.
  - construct texts for different             words                                                                                                                                           o image choice
    audiences, e.g.                         - use a range of strategies to learn to spell words:                                                                                              o type of graphic selected,
    o simple brochures, fliers or
                                            - identify and spell frequently used words accurately including:                                                                                     e.g. animations, photos,
       posters for peers and younger
                                              o words that change from singular to plural forms, e.g. child to children                                                                          drawings, paintings
       audiences
                                              o words that change when tense changes, e.g. ride to rode, go to went                                                                           o facial expressions or
 use familiar paper and                      o homonyms, e.g. to, too, two; their, there; here, hear; see, sea                                                                                  features, and body
  electronic mediums                          o common single-syllable words where the plural ending does not sound the way it is spelt, e.g. plural s sounds different in cats (soft s          movement
  - write and shape using a variety              sound) and cars (z sound)                                                                                                                    o paper colours or border
    of modes, e.g. visual only,               o synonyms, e.g. Yesterday I read the newspaper. I can read my book.                                                                               patterns to represent the
    written and visual, visual and          - use knowledge of sounds in words, including:                                                                                                       mood or feelings of people
    spoken, spoken and written,               o two-letter consonant digraphs at the beginning of words, e.g. that, show, chat; and at the end of words, e.g. pack                               or events: clever, silly,
    multimodal                                o onset and rime for the target word, e.g. the target word is stop: the child uses st as onset and op as the rime to complete the word             happy or sad
  - make choices about the media            - use knowledge of common spelling patterns, including:                                                                                       -   discuss use of font choices to
    used to produce simple                    o discuss possible letter combinations as a way to attempt unknown words, e.g. for the target word float, common letter patterns for the        emphasise particular
    multimodal texts using                       long o could be o-e like in rope, or oa like in boat                                                                                         meanings in the text, e.g.
    supportive student software, e.g.            discuss alternative spelling choices for vowel combinations for spelling words with long vowels, e.g. cake, rain, day                        o A fancy font, such as
    o written and illustrated                    discuss common letter combinations for spelling words with long vowels, e.g. ay is the common pattern for the ending of words                   Algerian, may be
       slideshows                             o use knowledge of rhyming words to attempt unknown words, e.g. for the target word right, draws on knowledge of night, fight, might               appropriate for a circus
                                            - use knowledge about word structures, e.g.                                                                                                          program but Times New
                                              o use syllables to break words into meaningful chunks for spelling                                                                                 Roman font may be more
                                              o identify and use base word and common plural endings s, and es                                                                                   appropriate for a formal
                                              o identify and use base word and common tense endings s, ed and ing                                                                                letter
                                              o double the final consonant in words with a short vowel and consonant endings, then add tense endings ed and ing, e.g. stopping                o bold text, underlining or
                                                 stopped                                                                                                                                         enlarged print sizes to
                                            - use available resources, e.g. spell and grammar check, dictionary, class topic-word lists and charts of frequently used words                      emphasise some
                                                                                                                                                                                                 information.