2 Metapedagogy
Pedagogic genre
Regulative field:
learning activities
doing/ studying
Regulative tenor:
success/failure,
inclusion/exclusion
Instructional field
‘specialized skills’
projecting
Regulative mode:
spoken, written
visual, manual
Mode: the reading development sequence
Tenor: managing inequality in the classroom
Field: the scaffolding learning cycle
Levels of analysis
learning programs
lesson activities
classroom discourse
Program planning model
Reading to Learn lesson cycle
Assessing
Independent
Tasks
Designed interaction: Detailed reading
Highlight
Unplanned interaction
Elements of lesson planning
analysing
instructional
field
scaffolding
interaction cycles
Regulative field:
learning activities
doing/ studying
Regulative tenor:
success/failure,
inclusion/exclusion
planning
exchanges
to engage
all students
Instructional field
‘specialized skills’
projecting
Regulative mode:
spoken, written
visual, manual
analysing written
and planning
spoken wordings
Detailed lesson notes
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Modalities of detailed reading
spoken
visual
written
manual
Prepare
Focus
Identify
Highlight
spoken
Elaborate
Attention
meaning
position
wording
letters
Emotion
purr
affirm
meaning
Psychology of learning
categorisation
& memory
attention
Regulative field:
learning activities
doing/ studying
Regulative tenor:
success/failure,
inclusion/exclusion
Instructional field
‘specialized skills’
projecting
Regulative mode:
spoken, written
visual, manual
language
emotion &
identity
2 Metalanguage
The reading and writing task
Complexity of reading and writing
Approaches to the task
Reading to Learn approach
Writing Assessment
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NATIONAL ASSESSMENT
AUDIENCE
READING TO LEARN
0Р6 TENOR
PURPOSE
0-3
0-3
TEXT STRUCTURE
0Р4 STAGING
0-3
IDEAS
0Р5 FIELD
0-3
CHARACTER
0Р4
AND SETTING
VOCABULARY
PHASES
0Р5 LEXIS
APPRAISAL
COHESION
0Р4 CONJUNC TIO N
REFERENCE
SENTENCE STRUC TURE
0-3
0-3
0-3
0-3
0-3
0Р6 GRAMMAR
0-3
MODE
0-3
PARAGRAPHING
0Р2 PRESENTATIO N
0-3
PUNCTUATIO N
0Р5 PUNCTUATIO N
0-3
SPELLING
0Р6 SPELLING
0-3
TOTALS
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42
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stages
phases
Complication
problem1
reaction
problem2
reaction
problem3
description
problem4
Evaluation
reaction
reaction
Resolution
solution
problem
reaction
A little way off behind some old rusting car bodies, I thought I heard
a noise. Pete was look ing in the same direction.
I was too terrified to move. I wanted to run but my legs just wouldn't
work. I opened my mouth to scream but nothing came out. Pete
stood staring as if he was bolted to the ground.
It wa s a rustling tapping noise. It sounded like someone digging
around in the junk, turning things over. It wa s coming in our
direction.
I just stood there pretending to be a dead tree or post. I wished the
moon would go in and stop shining on my white face.
The tapping grew louder. It wa s coming closer.
And then we saw it. Or him. Or whatever it wa s. An old man, with a
battered hat. He wa s poking the ground with a bent stick . He was
rustling in the rubbish. He came on slowly. He was limping. He
was bent and seemed to be holding his old, dirty trousers up with
one hand. He came towa rds us. With a terrible shuffle.
Pete and I both noticed it at the same time. His feet weren't
touching the ground. He wa s moving across the rubbish about 30
centimetres above the surface. It wa s the ghost of Old Man
Chompers.
We both screeched the same word at exactly the same moment.
"Run!"
And did we run. We tore through the wa ist-high rubbish.
Scrambling. Screaming. Scrabbling. Not noticing the waves of
silent rats slithering out of our way. Not feeling the scratches of
dumped junk. Not daring to turn and snatch a stare at the horrible
spectre who hobbled behind us.
Finally, with bursting lungs, we crawl ed into the back of an old car.
It had no doors or wi ndows
so we crouched low, not breathing, not looking, not even hoping.
Story phases
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Register criteria
Field
Is the story plot imaginative, interesting and coherent?
Tenor
Is the reader engaged with characters’ reactions and
reflections?
Mode
Is the creative use of literary descriptive language and
metaphors appropriate for the grade level?
Discourse criteria
Lexis
Are people, things and places followed through
coherently to build up the field?
Appraisal
Is the reader engaged through expression of feelings,
judgements of people and appreciation of things?
Conjunction
What are the logical relations between each step, e.g.
shifts back and forward in time?
Reference
Is it clear who or what is referred to, e.g. in dialogue?