ESH201 Lecture Notes - Lecture 11: Australian Curriculum, Blind Fish
Reading
---Derewianka*&*Jones'*(2016) Teaching+language+in+context (2nd*ed.).*Pages*
78 -122.
•
Language of
Experience…
•
The+Australian+Curriculum:+English+calls+for+us+to+teach+a+range+of+imaginative+
texts
---Narratives*
---Recounts:*Personal*recounts,*Biographical*recounts,*Historical* recounts,*
Literary*recounts*
---News*stories
---Poetry
•
Imaginative+Texts+Before+School
---Parents*support*children*to*interpret*experiences*through*oral*storytelling*
(Fivush,*Habermas,*Waters,*&*Zaman,*2011)*
---Parents*tell*their*children*oral*narratives*of*personal*experience*to*help*
develop*their*understanding*of*the*text*type*and*socialise*them*(Miller,*Chen,*
&*Olivarez,*2014)
---Fictional*narratives*are*important*in*early*childhood.*
---Reading*fictional*texts*with*children*can*be*a*bridge*to*literacy*in*schools*-
narratives*are*privileged*in*school*settings*(Griffin,*Hemphill,*Camp,*&*Wolf,*
2004)*
---Picture*books*model*mature*story*structures*(van*Kleeck,*Van*der*Woude,*
&*Hammett,*2006)*
---Picture*books*model*more*complex,*written*language*(Sénéchal,*Pagan,*
Lever,*&*Ouellette,*2008)
(Pesco*&*Gagne,*2017)
•
Imaginative+Texts+Across+Primary+School
---Narratives:*F-6
---Peronal*Recounts:*F-4;*Bibliogrpahys:*5-6
---Procedural*Reconts:*3-6
---Facutal*Recounts:*3-4;*Literacy*Recounts:*5-6
---Historical*recounts:*5-6*
---News*stories:*5-6*
•
What+is+a+Narrative?
---Social*purpose:*To*provide*entertainment*by*posing*a*problem*that*needs*
to*be*resolved*(Derewianka*&*Jones,*2012,*p.*63)*
---Contexts*of*use:*Narrative*texts*are*strongly*relied*upon*Enlgish*and*
Creative*Arts
•
Narrative+Stages
Focus+on+Broad+Stages+in+Early+Years
---Orientation*(Sets*the*scene)
---Complication*(Something*goes*wrong)
---Resolution*(The*complication*is*resolved)
---Conclusion*(The*story*ends)
(Martin*&*Rose,*2008)
Focus+on+Minor+Stages+in+Middle-Upper+Years
---Orientation:*Introduction*of*setting,*Introduction*of*characters,*Context*for*
complication*
---Complication:*Problem,*Response*to*problem
---Resolution:*Partial*resolutions,*Re-complications*
---Conclusion:*Reflection,*Coda*
•
Evaluative+Language+in+Narratives
Attitude*
---Expressing*feelings*(Affect)*
---Judging*people*and*behaviours*(Judgement)*(e.g.*old,*small*slimy*creature)
---Appreciating*non-human*objects*and*things*(Apprecation)*(e.g.*dark*water,*
little* boat,*blind*fish)
•
Narrative+Language+Features
---Processes:*All*process*types*with*relating*processes*most*important*in*the*
orientation*stages*to*build*descriptions*of*setting*and*characters.*Saying*and*
sensing*processes*become*more*important*in*middle*and*upper*primary.*
---Participants:*Detailed*noun*groups*that*describe*features*or*characteristics
---Circumstances:*A*variety*of*circumstance*types*are*important*–e.g.,*place,*
time,*manner,*cause*to*express*where,*when,*how*and*why*events*are*
occurring
•
Week$11-Teaching$Imaginative$Texts
Wednesday,* 2*August*2017
12:08*am
Document Summary
--derewianka & jones" (2016) teaching language in context (2nd ed. ). The australian curriculum: english calls for us to teach a range of imaginative texts. --parents support children to interpret experiences through oral storytelling (fivush, habermas, waters, & zaman, 2011) --parents tell their children oral narratives of personal experience to help develop their understanding of the text type and socialise them (miller, chen, --reading fictional texts with children can be a bridge to literacy in schools - narratives are privileged in school settings (griffin, hemphill, camp, & wolf, --picture books model mature story structures (van kleeck, van der woude, --picture books model more complex, written language (s n chal, pagan, Lever, & ouellette, 2008) (pesco & gagne, 2017) --social purpose: to provide entertainment by posing a problem that needs to be resolved (derewianka & jones, 2012, p. 63) --contexts of use: narrative texts are strongly relied upon enlgish and. --conclusion (the story ends) (martin & rose, 2008)
