INFORMING FRAMEWORKS
Several informing frameworks have been incorporated into this unit plan to ensure students are given optimum opportunity to become literacy learners.
Gradual Release of Responsibility Model
Retrieved From: Pearson, P., & Gallagher, M. (1983). The Instruction of Reading Comprehension. Contemoporary Educational Psychology , 8, 317-344.
Gradual Release of Responsibility Model
Retrieved From: Pearson, P., & Gallagher, M. (1983). The Instruction of Reading Comprehension. Contemoporary Educational Psychology , 8, 317-344.
The Gradual Realease of Responsibility Model was developed by Pearson and Gallaghar in 1983 to assist in effective literacy teaching. This framework is an effective approach to improving literacy achievement, reading comprehension and literacy outcomes for all language learners. As shown in the diagram above, there are 4 components to this model. These components include demonstration, shared demonstration, guided practice and independent practice, all of which play a crucial part in implementing the Gradual Release of Responsibility Model.
This model has been intergrated into the Year 5 unit plan to support each individual learner in developing vital English literacy skills. The beginning of the 2 week block was teacher demonstration orientated and gradually students input was incorporated into the plan which resulted in students demonstrating independent practice.
Semiotic Systems
Anstey and Bull support the notion that all learners make meaning of a text through understanding and interpreting the visuals and symbols provided by the author (Anstey & Bull, 2006). These are referred to the 5 semiotic systems and include:
Specific concepts from this learning framework have been considered when planing appropriate tasks for students literacy learning. Students are encouraged during specific learning experiences to look beyond the text, and to analyse the images and words behind the text. This is a excellent technique to incorporate into the unit as it supports all individual learners, from those who learn through linguistic teaching to those who think spatially. As i have a diverse range of students with individual needs, the semiotic systems framework works well throughout the unit.
This model has been intergrated into the Year 5 unit plan to support each individual learner in developing vital English literacy skills. The beginning of the 2 week block was teacher demonstration orientated and gradually students input was incorporated into the plan which resulted in students demonstrating independent practice.
Semiotic Systems
Anstey and Bull support the notion that all learners make meaning of a text through understanding and interpreting the visuals and symbols provided by the author (Anstey & Bull, 2006). These are referred to the 5 semiotic systems and include:
- Linguistic (oral and written language use vocabulary and grammar)
- Visual (still and moving images use colours, vectors and viewpoints)
- Auditory (music and sound effects; volume, pitch and rhythm)
- Gestural (facial expression; body language);
- Spatial (layout, organisation of objects; proximity, direction & position).
Specific concepts from this learning framework have been considered when planing appropriate tasks for students literacy learning. Students are encouraged during specific learning experiences to look beyond the text, and to analyse the images and words behind the text. This is a excellent technique to incorporate into the unit as it supports all individual learners, from those who learn through linguistic teaching to those who think spatially. As i have a diverse range of students with individual needs, the semiotic systems framework works well throughout the unit.