Name: Jose

Grade: 2

Focus: Reading comprehension through genre recognition

What does my Learner Already Know? Can pronounce most words in level 20 books. Student is from a non-English speaking house, parents speak very little English. Lesson No. 1. Where does my learner need / want to be? More effectively use written texts and other resources for specific tasks. (Procedural Knowledge): To have stronger skills in selecting appropriate texts for specific tasks. Using texts as resources for personal situations. 2. Practice selecting appropriate texts Student given 3 scenarios and then asked to choose texts and explain why they would be useful. Example scenarios: You are planning a holiday & You have just adopted a new puppy. Outcome focus Exploring different genres Learning Experiences Pedagogical Approach

Student will be given a range of magazines, text-books, recipe-books, newspapers, internet site print-outs, e-mails, letters, reports, fiction and non-fiction books. Student will explore through different genre texts and write down which ones she recognizes. Discuss how each text could be used

Understanding texts though focus on genre: Functional literacies pedagogy. While the focus on different types of meanings being presented as varying yet equally valid voices may be better understood through a critical literacies framework. Texts are treated as social and purposeful Student critically analyzes the purposes and the usefulness of each genre of text in regards to an authentic problem. The idea that all forms of communication have a reason or a purpose behind them will be a core point of understanding in a critical literacies approach.

(Declarative Knowledge) The existence of different genres of texts Books have different purposes, and choosing the right book for the right purpose is important

Learning Management Plan

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Using texts for personal assignment

Student will create a text for a specific purpose of their choosing. They can use other texts for information and ideas on genre specific text structures. For example, the student my choose to make a shopping list for my mum

Flipping the lesson by asking the student to create, rather than read another text places them as an active participant within the text. Allowing the student to explore any style of communication builds on new literacy assumptions that there are multiple valid ways of writing which is in line with critical literacies pedagogy. Having the student choose the topic gives them greater ownership over their learning and shifts the agency from teacher student.

Learning Management Plan

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