EssayCyclical Flashcards
In the cyclical teaching cycle what 5 steps need including?
1) building knowledge
2) supported reading
3) modelling/deconstruction
4) Joint construction
5) Independent construction
What needs doing in building the field?
1) class discussion of topic
2) estimate - how many caterpillars in school
4) agree on definition
5) subcategories
6) excursion
7) explore through pictures, books and videos
8) discuss sequence and order
9) explore language needed to connect ideas and sentances
What language is needed in building the field
3
1) temporal junctions
2) connectives
3) phases
What is examples of temporal language?
after, when, while, as
What are examples of temporal connective language
Next, then, after, once
What are examples of conjunctions/connectives (phases)
Because, so, leading to, resulting in
What needs doing in supported reading?
1) discuss purpose of this type of text - facts quickly remembered
2) explore the text features that allow quick access to facts
3) use mentor texts to highlight sentance beginnings that are common to reporting, text layout, visuals, diagrams
4) explore life cycle through shared reading
5) internet search life cycle, print images that show it
Cyclical explanations are texts that:
Explain a cyclical phenomenon such as a life cycle.
What needs doing in the modelling/deconstruction phase?
1) use cyclical explanation texts as mentor texts or create exemplar texts to share with kids
2) a focus of the language features of the text are modelled/highlighted
3) select language to teach based on student level and prior learning
4) give students cut up copy of text, get them to order it and explain how they did it
5) critique the mentor text according to criteria about cyclical explanations created by the class
6) examine visual representations and how they are being sequenced
What language can be taught in the modelling/deconstruction phase?
1) identify words to create noun groups (Eg adult cicadas, cicadas) and verb groups (emerge,bury,shed). Discuss how these keep the text together
2) use of generalised nouns (Eg cicadas, early nymphs). Class of things rather than a particular thing. Explain that to kids
3) verb groups (lay, stay, emerge) discuss how they represent the text
4) prepositional phrases(details when or where), compare with and without
5) temporal (time) junctions, connectives and phases (when things happen, how sequence is created eg until it happens, when it happens, at this stage) discuss the role of these words in representing a lift cycle
6) complex sentances on sentance card, write out clauses, independent and dependant, combine to make a sentance
When critiquing the mentor text in modelling/deconstructing, what vocab should be considered?
1) technical vocab
2) time conjunctions, connectives, phases
3) action verbs (tell us what it does)
4) timeless present tense
5) words and phrases that improve description of when and where
What happens in the joint construction phase?
1) read mentor texts and provide a diagrammatically representation of a life cycle and explain the cycle in pairs
2) choose another subheading to read about. Provide a diagram to use as a visual framework to create new cyclical explanation
3) guide students to contribute to jointly constructed text through prompt, think aloud, elaborating and paraphrasing. Use language features highlighted in modelling
4) draft, edit, revise
5) get students to edit cyclical explanation text by inserting words, punctuation, sentance structure. Groups.
6) practice note taking
7) combine compound sentances
8) combine complex sentances
What happens in independent construction?
1) students work independent to create their own cyclical explanation
2) conduct writing references using meta language learnt in modelled and guided practice
3) share work with peers and give feedback
