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This template is designed to stimulate your imagination and to show you that you need to always have the entire structure of the curriculu m on your mind This template teaches you how to do it well, this is not to say that every school does it this way. But each school is interested in improvement and using this model you can contribute to your school leadership in the area of working with the curriculum to improve students’ literacy skills.

Designing a UoWork:

Designing a UoWork Copyright Dr Ania Lian Ela200 , 2015


FEATURES In each phase of design your role is to provide materials and tools and to create activities for engaging those for the purpose of supporting students’ reading. In each phase. BEWARE it is very easy to lose track in Assignment 2 and do activities that are not about reading – that’s wrong as I need to assess how you would support students in their reading


Inclusivity and Learner-centredness as explained below   Learner centredness: through strategies which assist student in developing personally relevant relationship to texts. By gradually transforming engagement into projects helps this process.   Social and personal Capabilities Resources we use: What do we know about our students and the communities they engage? What they do/why/when/how/with whom and who else is there in our / their community we need to be mindful of?   Critical and Creative Capabilities The materials we use—who wrote them? Are they inclusive?   Ethical and Intercultural Capabilities The discussions we conduct – how do they reflect the community of Australia (my country)? What picture of the community we transmit to the students in the course of these discussions?


To do this well you should engage (a) Indigenous Officer at your school to use appropriate and interesting icons and stories; (b) community representatives of different cultural and social groups. They would be your consultants ensuring that your design is not too culturally biased and therefore boring This is a modern way of teaching, preparing the students to think in a 4D way, utilising a greater brain activity (neuroscience)


Message Who is the audience of your interactions? This includes the students and their community. Message The more inclusive we are, the more connections our students make. This makes their texts creative and critically informed. Creativity is possible only when students connect differences. Message If we are inclusive in the materials we use and people we integrate, we validate the relevance of the diversity of our communities.


Message Who is the audience of your interactions? This includes the students and their community. Message The more inclusive we are, the more connections our students make. This makes their texts creative and critically informed. Creativity is possible only when students connect differences. Message If we are inclusive in the materials we use and people we integrate, we validate the relevance of the diversity of our communities. Assessment : The curricula outcomes need to show a relationship to: Capabilities AND Cross curricula priorities This gives teachers a range to differentiate how well students addressed in their projects each of the outcomes . This needs to be shown in the following: The reading support we design – students cannot engage anything unless we made it possible; and We need to create a rubric that integrates the outcomes in relation to the Capabilities and Priorities. We assess how well the students integrated these outcomes in their projects.


Engagement & Empowerment Engagement : Activities which provide reading support Engage with a puzzle: What are these icons? And what is underneath ? You can have more than just a story there. For example you can also have Chinese people describing the story about a (writing) character. When students click they get engaged in activities of their choice. Exploration : Students click and explore “relevance of friendship by watching brief clips on /cartoons/clips from Facebook – maybe even play a game. Students here learn about the range of resources that are available, their form, source, actors, and different ways of writing (symbols and alphabets ) Relevance : Together and in groups students discuss relevance to what people do/when/why/how/with whom? Students discuss what they do in those contexts and how they learnt this (discuss strategies like they read it or saw it or remember it). They present their views to class. You can play a game with the students (if you find one or create one) to summarise these discussions. Create & Evaluate: From the range of texts you make available underneath the different icons, students pick one. They begin to build expectations regarding TEXT FORM PURPOSE and IMPACT relationships. Here is the place / space when you consolidate what they have done so far and engage them in speculating about this text. They can access information only through the devices you make available. You don’t need to read the text to them; you may tell them nothing about the text. But they can search information with the assistance of the different search games and tools you create (to do this well you need to prepare) – refer to the Collaborate lecture which comes with this text. (Avatar, text to speech, compare contrast games and exercises) . Stop after they show they have understandings to share. They don’t have to right – they only have to do the work. Summarise the class with a game where they tell you what they have learned/discovered .


Engagement & Empowerment Empowerment - Activities which provide reading support As students play with the text using various means (you specify them in the assignment), they begin to form an understanding as to Exploration : As a class or in groups students can work on trying to understand what the story characters did/ when/ why/ how and with whom to build and the relevance of friendships in those contexts. It is here where through their explorations, they can discover that rhymes fall on the last syllable; that words have more syllables, that texts have words and words have syllables, that computer records text and types it in WORDS, and they can count them and so develop a sense of word boundary – all these discoveries need to be made as students want to know about the text. Relevance: In groups and then as a class, students discuss the relevance of what they found out in terms of who did what /when/why/how/with whom in that text What do they think of all this? Personal relevance. Create and Evaluate In relation to this text, students continue to build expectations regarding TEXT FORM PURPOSE and IMPACT Focus with the students on a detailed analysis of the text. In this phase students will be verifying the responses they gave in the RELEVANCE phase (no matter if correct or not). Dialogically, using questions who/what / when / why / how and with whom you will explore each sentence of the text, engaging the students in an analysis of their guesses and understandings. It would be good to expand this lesson with games and exercises reinforcing students’ understandings of specific features of texts that were adding information or aesthetic value. Some of these may include: (a) the structure of the text: context setting; introduction of the main character(s), drama, resolution and benefits; (b) using different types of music to match the different stages of a text’s structure; (c) matching music to the speed of reading (for fun); (d) walking the text; (e) metronome for awareness of language beat and syllables; (f) rhyme for exploring syllables; (g) rhyme for helping children to read but starting with the final syllables which rhyme and this makes things more fun; (h) word-building exercises to draw awareness to how we form words; ( i )  the concept of synonyms in texts; And other !! 


There is always someone who needs a friend


Project Activities enabling students to self-assess and learn in a personally relevant way Exploration : Objective - focus on the community: ensure that your materials do not portray the audience as all the same. (we use literacy and English to connect people, not to make them all British ) We grow by connecting, not disconnecting Action – Our explorations so far showed that we have a diverse community. Can we do something for our communiyy ? Show some examples of things that can be done. You can make up something but also there is plenty of websites displaying what students can do: http://www.authorstream.com/Presentation/mlapl1-1438786-the-lion-and-mouse-with-words-sounds/ http://laal.cdu.edu.au/ http://corrugatediron.org.au/art-camp/ http://www.engagingsolutions.com.au/watch-now/ (explore) You may decide on creating an audiobook for the residents of an Aged Care Centre or A Migrant Centre or Children’s Hospital, or?. Can we create it by recording ourselves as we read our selected story, decorate it and present nicely? HOW? Among others, the Project will engage the following skills: Using ICT skills ( ppt , recording voice, copy paste, older kids can upload things onto a website, a ppt can be uploaded on authorstream .com ) Learning about c ultural significance of symbols, drawing styles and ornamentation Using some foreign alphabets to make the text accessible to people speaking other languages ( incl Indigenous) If we focus on creating a book , then we may ask the Cultural Officer to help us to invite community representatives to share knowledge


Project Activities enabling students to self-assess and learn in a personally relevant way Exploration continued Students explore materials you collect with the help of the community Students play with ICT to test their skills --------------------------------


Project Activities enabling students to self-assess and learn in a personally relevant way Relevance : Students discuss choices. Together and in groups students discuss relevance of what they will do/when/how/why this way/with whom/? Students present their plans to the class. Create & Evaluate As students engage in developing their project they will need help. They will need your help to assess their progress. These formative assessments can be used to draw students’ awareness to TEXT FORM PURPOSE and IMPACT relationships. This may require focused exercises assisting students with: comprehension (compare / contrast awareness raising games or exercises are great for this – as discussed in Collaborate. Students to understand the format of a letter may compare it too with a format of a story or fairy tale. Letters are rather to a point while fairy takes and story build up tension and draw the reader in. Different purpose and therefore different form. Example: http://www.authorstream.com/Presentation/lian.ania-1810584-designing-unit-work-literacy-australian-schools/ Stress and rhythm in reading – exercises and games Intonation – walking the text (English has a falling intonation pattern so each sentence and its chunks end with a drop. Integrating foreign characters as ornamentation and as symbols o community cohesion Providing a foreign version of the text with google Translate You can then build on this unit of work and the next Unit of Work could be on creating a story and that’s where you would engage word-building exercises and things to do more with the structure of writing . This Unit is all about reading


Other ideas of engagement I suggest to students included: Using Google Maps explore your neighbourhood and then together, play with the zooming and earth view, narrow on communities within your state, expand to different states, to the continents and so on – Create a puzzle where kids guess link the signs on Aboriginal painting with what happened. Remember a lot of Aboriginal paintings are stories and symbols on those paintings are like a legend on the map. You can engage with children now in learning about abstraction and they can move on to create an interactive map of their school. Using a game of shapes you can transit to the concept of maps http://www.yourchildlearns.com/map-puzzles.htm and then to the idea that we can represent objects in more than one way: explore how different cultures represent objects. Remember also to engage Asian type of writing and explore how at times they resemble the signs they stand for (contact Asian community for help) Explore the concept of a STORY from a perspective of different traditions. What they share, how differently they organise text, what symbols they choose as important – explore the meaning of these symbols in different contexts and/OR how they can be integrated and incorporated in new texts


Projects: Maps, an audio-book


A Map


A Map


This represents the extensive desert area of the Pitjantjatjara homelands The two large circles represent waterholes These footprints represent the journeys of the dingo ancestors The human footprints represent the major creation journey taken by two women from waterhole to waterhole across the desert




Literacy & its l e t t e r s L iteracy definition; ‘for people living in print culture societies, like Australia, literacy is a tool for engaging a diversity of meaning-making systems in order to participate in the contexts of life on an increasingly-informed basis.’ (Lian, Tutorial01, 2015) I magination is a type of system children are born with which can be used to help interpret different viewpoints.  Allowing students to explore imaginative ideas through literacy means there can be more ‘opportunities to thoroughly explore their textual hypotheses for purposes that mattered to them’. (Aukerman, 2006)    T ext began in Southern Mesopotamia 3500BC where text was scribed on clay as symbols then baked and stored.  ( Sagona , 2013)  Over time Sagona  (2013) explains that writing systems developed with the Egyptians developing hieroglyphics, then Proto- Sinatic a very basic alphabet, Logographic, Phoenician Alphabet by Greek and then the Latin alphabet is what we use today.  Text is the beginning of written literacy.  E lements of literacy include comprehending texts, composing texts, text knowledge, word knowledge, grammar knowledge and visual knowledge. (Australian Curriculum, Assessment and Reporting Authority, 2014) R eading is ‘not defined [by the Australian Curriculum] as learning words and sounds. It sees it as a complex process, engaging students in learning about the world and tools which allow them to participate in this world in the most appropriate ways.’ (Lian, Module 2 What is Text? , 2015)   A ustralian Curriculum defines literacy for students to ‘use language confidently for learning and communicating in and out of school and for participating effectively in society.  Literacy involves students in listening to, reading, viewing, speaking, writing and creating oral, print, visual and digital texts, and using and modifying language for different purposes in a range of contexts.’  (Australian Curriculum, Assessment and Reporting Authority, 2014) C ross-curriculum literacy priorities include Aboriginal and Torres Strait Islander and Australia’s engagement with Asia.  (Australian Curriculum, Assessment and Reporting Authority, 2014)  The curriculum provides an overview of the expectations that cultural awareness is integrated into literacy contexts through historical periods, multimodal sources, interaction, and interpretation.   ‘ Y our role as teachers is not to reproduce the past, but to facilitate students’ informed engagement in life. To this end, it seems more appropriate to inquire as to students’ values, dreams and what makes them tick and then explore with them these in contexts , some of which will necessarily involve literacy (Lian, 2012, p. 2) .


Kortla , claims that during her time teaching the third grade, she found her students were unable to relate reading and writing to the outside world ( Kortla , 1997). She created an activity for her students to be able to understand the importance of literacy outside of school in which many of them were surprised to find that their parents used reading and writing in their everyday lives. Kortla inadvertantly points out that literacy used in the students parents everyday lives is subject to the context of their social, cultural and personal needs. Kotrla , M 1997, 'What's literacy?', Reading Teacher, 50, 8, p. 702, Psychology and Behavioral Sciences Collection, EBSCOhost, viewed 28 March 2015.


Literacy is developing ability, knowledge, skills and dispositions to understand, use, modify, interpret and work with diversity of meaning making systems, confidently for learning, communicating and participating effectively in diverse multicultural societies in varied contexts on an increasingly-informed basis (Lian, 2015a and Lian, 20 15b). Typically ,  the difference between HD and DI is only in academic skills, For example, in your assignment, the definition of literacy and the curriculum capabilities should have provided a framework (aspects of literacy developed in relation to capabilities) for discussing every aspect of the assignment, including Reflections. The framework then serves as questions or a process to  critically reflect on your own understanding of what being literate involves. This is different from asserting your experiences as in so doing, you cannot identify what actually needs to be done.  Process is questions


This can be applied through pedagogy of situated practice, overt instruction, critical framing and transformed practice(Cope & Kalantzis, 2009, p.184).

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