Innovating on Text Year 2

Friday 2nd May 1200 Group Members

Carly Leitch Ethan Moffat Kristian Olsen Kim Moore

Story Innovation as an Instructional Strategy

Story innovation, sometimes known as text innovation, can be a powerful instructional strategy for teachers to use in their classroom that supports childrens vocabulary and fluency development. (Griffith, 2007). The strategy starts with the reading and enjoyment of particular text acting upon a particular feature (Flint et al, 2014)
As a strategy, text innovation builds a bridge between reading and writing. (Flint et al, 2014)

How to get started

Three steps of simultaneous procedures for teachers to follow in order to successfully implement this instructional strategy: Determining the way in which a story might be innovated. Familiarizing children with the sentence and episode patterns within the story to be innovated. Developing childrens oral vocabulary around a topic that interests them and will later be used in the story innovation. (Griffith, 2007).

Innovating on text promotes reading as a text analyst

A reader who understands how text positions readers, users and viewers. That texts represent the views values and interests of the writer. Texts have an influence on and impact the reader. Texts can empower and disempower different audiences. (Flint et al, 2014)

WAYS IN WHICH A TEXT CAN BE INNOVATED UPON:

Preparation for Innovating on a Text.

Comparing characters from different versions of the story: The Gingerbread Man using a T-Chart.

Building on the sentence structure through word substitution/word patterns (Martin and Brogan, 1972) Changing all of the characters or changing the key protagonist or character in the story Changing the setting to a different time period or cultural/social context Changing the genre (e.g. the social purpose) by changing a story to a play, a song etc. Changing the key message or theme of the text treating the topic matter in a different way (e.g. by adding humour) Changing the audience of the text (e.g. by rewriting a story as a childrens picturebook) Changing the narrative viewpoint of the story (e.g. from third-person narrator to first-person narrator).

(Flint et al, 2014)

Australian Curriculum Descriptors Year 2

.

Possible Assessment Criteria of Innovating on Text for Year 2.

COMPONENTS TO ASSESS Newly created Text Details of the setting, characters and vocabulary were changed according to instruction. The story line and plot made sense and the text was self edited to check for correct text structure, spelling, sentence boundary and punctuation. Legible handwriting . Reading and Fluency Pauses do not interrupt the story structure and meaning Expression

Literacy - Texts in Contexts

Discuss different texts on a similar topic, identifying similarities and differences between the texts.

Literature Literature and Context

Discuss how depictions of characters in print, sound and images reflect the contexts in which they were created.

Responding to Literature
Compare opinions about characters, events and settings in and between texts

Examining Literature
Discuss the characters and settings of different texts and explore how language is used to present these features in different ways. Identify, reproduce and experiment with rhythmic, sound and word patterns in poems, chants, rhymes and songs

Creating Literature
Create events and characters using different media that develop key events and characters from literary texts