The focus of this three-day course presented by Kathy Rushton and Joanne Rossbridge is supporting participants to identify the language demands of texts commonly read and written in the secondary school and recognising the features of their students’ writing.
We will focus on the teaching of writing as the context in which grammar is taught to support meaning and we will outline those grammatical features which best support teachers to make an impact on students who are writing extended responses.
Our aim is not to focus on the basics, but we will briefly review or address grammar for those who may be addressing it explicitly for the first time. This will support participants to identify and address their students’ needs as they analyse their written work. We will provide practical examples of strategies for engaging students in writing and supporting students to write effectively.
Surry Hills (3 Days, Aug – Sept)
Day 1 – Friday 11 August 2023
Day 2 – Friday 25 August 2023
Day 3 – Friday 15 September 2023
Talking and Listening – What’s the difference? (Grammatical intricacy and lexical density)
Reading – What’s going on? (The verbal group)
- Overview of sessions. (Incl. Australian Professional Standards for Teachers – BOSTES & session outcomes).
- Discussion of Assessment tasks.
- Introduction of field, tenor and mode:
- Types of verbs and aspects of verbal groups identified and discussed.
- The importance of teacher identification of verbal groups for exploring clause patterns in texts students are both reading and writing.
Whole group trials and share strategies for supporting students to explore verbal groups
Reading – Who and What? (The noun group)
Writing – Where? When? How? (Adverbials and Theme)
- Aspects of the extended noun group explained as well as the use of noun groups in developing lexically dense texts.
- Analysis of texts suitable for all stages. Discussion at clause and group levels building on knowledge of the verb group to introduce the concept of marked theme of clause realised as an adverbial phrase of time, place or manner.
- Analysis of texts and strategies for teaching adverbial phrases and their use in thematic position across the stages of texts.
- Sharing of scaffolds.
The third voice in your classroom – Using quality texts. (Nominalisation)
- Identifying the role of nominalisation and active and passive voice in quality texts and how they are used to develop theme across the stages of texts.
- Identifying strategies for developing writing through a joint construction.
- Sharing of notes for a joint construction.
Kathy Rushton is interested in the development of language and literacy especially in disadvantaged communities. She has worked as a classroom teacher and literacy consultant and provides professional learning for teachers in the areas of language and literacy development. Her current research projects include a study of multilingual pre-service teachers and the impact that teacher professional learning has on the development of a creative pedagogical stance which supports translanguaging and student identity and wellbeing.
Joanne Rossbridge is an independent language and literacy consultant working in both primary and secondary schools and with teachers across Australia. She has worked as a classroom teacher and literacy consultant with the DET (NSW). Her expertise and much of her experience is in working with students from diverse linguistic and cultural backgrounds. Joanne is particularly interested in student and teacher talk and how talk about language can assist the development of language and literacy.
Secondary teachers especially teachers of all subjects requiring extended response writing such as HSIE, English, PDHPE and Science.
$600 for three days
Three whole-day workshops with participants actively engaged in each session and undertaking pre-course and in-between course readings.