Providing students the skills to communicate
effectively with others, generate and decode texts and develop understandings
about the world and themselves makes the connection between the modes
meaningful in classroom contexts.
The Four Literacy Resources model
Code-breaking resources
This includes teaching students to use knowledge of:
· letter/sound relationships
· concepts about print
· spelling
· punctuation
· grammar
· structural conventions and patterns.
When code-breaking, students will be asking themselves questions like:
· How do I crack this code?
· What sound does this letter make?
· What keys do I press when I want to write ‘sh’?
Text-using resources
This includes teaching students to:
· recognise the purpose, structure and features of texts
· use texts to increase knowledge and refine understanding
· apply their knowledge of texts to achieve purposes both inside/outside the school.
When using text, students will be asking themselves questions like:
· What is the purpose of this text?
· What changes will I need to make to this text to upload it on a website?
Meaning-making resources
This includes teaching students to use:
· knowledge of literal and inferential meanings
· background information
· prior knowledge and previous experiences with similar texts to make meaning.
When making meaning, students will be asking themselves questions like:
· What is this text about?
· What might happen next?
· What do I already know about this topic?
Text-analysing resources
This includes teaching students to:
· identify the techniques used to position readers, viewers and listeners
· identify opinions, bias, points of view
· consider reactions to a text from varying perspectives
· endorse a position or present an alternative position to that taken by a text.
When analysing text, students will be asking themselves questions like:
· What is fact and what is opinion in this text?
· Whose interests are being served?
· How do I know if this information is accurate or fair?
· How could the text be written differently?
Whenever the word ‘text’ is used it includes written, visual, oral/aural, digital and multimodal texts.
Adapted from, An introduction to quality literacy teaching. NSW Department of Education and Training 2009
The Four Literacy Resources model
Code-breaking resources
This includes teaching students to use knowledge of:
· letter/sound relationships
· concepts about print
· spelling
· punctuation
· grammar
· structural conventions and patterns.
When code-breaking, students will be asking themselves questions like:
· How do I crack this code?
· What sound does this letter make?
· What keys do I press when I want to write ‘sh’?
Text-using resources
This includes teaching students to:
· recognise the purpose, structure and features of texts
· use texts to increase knowledge and refine understanding
· apply their knowledge of texts to achieve purposes both inside/outside the school.
When using text, students will be asking themselves questions like:
· What is the purpose of this text?
· What changes will I need to make to this text to upload it on a website?
Meaning-making resources
This includes teaching students to use:
· knowledge of literal and inferential meanings
· background information
· prior knowledge and previous experiences with similar texts to make meaning.
When making meaning, students will be asking themselves questions like:
· What is this text about?
· What might happen next?
· What do I already know about this topic?
Text-analysing resources
This includes teaching students to:
· identify the techniques used to position readers, viewers and listeners
· identify opinions, bias, points of view
· consider reactions to a text from varying perspectives
· endorse a position or present an alternative position to that taken by a text.
When analysing text, students will be asking themselves questions like:
· What is fact and what is opinion in this text?
· Whose interests are being served?
· How do I know if this information is accurate or fair?
· How could the text be written differently?
Whenever the word ‘text’ is used it includes written, visual, oral/aural, digital and multimodal texts.
Adapted from, An introduction to quality literacy teaching. NSW Department of Education and Training 2009