In sessions we looked at examples of text and broke them into genre, purpose and stages. We asked ourselves ‘What is the primary social purpose of the text?’ Is it engaging? Is it informing or Is it evaluating? From there we broke it down until we discovered the genre. This map of genre was essentially broken down into 5 key stages.
-Prepare each paragraph
-Highlight key terms
-Transfer to notes (bullet point for the sentence, dash for information in the same sentence)
-Joint construction with the class.
-Remove text from board but leave notes, pupils construct their own version.
By breaking down the text in this way the children could identify the stages. It gave focus but by teaching a Year 3 class this area was covered lightly so the children could identify genre, purpose and stages. This activity I feel is more suitable for older children as they can identify the areas in this way more clearly as they understand the complexity of it.
We have used the full steps of de-construction in History and Literacy, again this has been limited to a few lessons because of the age group.
In school due to the number of teachers taking responsibility for Literacy planning, we did not complete many examples of this process. When completed the process was effective.
-Prepare each paragraph
-Highlight key terms
-Transfer to notes (bullet point for the sentence, dash for information in the same sentence)
-Joint construction with the class.
-Remove text from board but leave notes, pupils construct their own version.
By breaking down the text in this way the children could identify the stages. It gave focus but by teaching a Year 3 class this area was covered lightly so the children could identify genre, purpose and stages. This activity I feel is more suitable for older children as they can identify the areas in this way more clearly as they understand the complexity of it.
We have used the full steps of de-construction in History and Literacy, again this has been limited to a few lessons because of the age group.
In school due to the number of teachers taking responsibility for Literacy planning, we did not complete many examples of this process. When completed the process was effective.