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 Printable Version
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| Procedure |
To achieve
a goal / outcome through a sequence of steps.
Stage 3:
- Students listen to a wider range of longer, more complex procedures.
- Teacher explicitly models the stages of a procedure.
- Focus on sequencing words in steps.
- Teacher and students jointly, then students independently, construct
and read procedures for a wide range of classroom activities, eg.
science investigations, problem solving, design and make activities.
- Focus on accuracy and clarity through acting on procedure to achieve
the goal.
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| Examples:
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| Procedural Recount |
To record
(orally and in writing) in sequential order the steps taken to achieve
a particular goal / outcome, after doing a procedure.
Stage 3:
- Students listen to and retell recounts based on a wider range of
longer procedures.
- Teacher explicitly models the stages of a procedural recount.
- Teacher and students jointly, then students independently, construct
and read procedural recounts for a wide range of classroom activities.
- Focus on accurate sequential order, appropriate subject-specific
language and use of conjunctions to indicate time.
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| Factual Recount |
To record
a series of events in the sequence in which they occurred.
Stage 3:
- Students give longer, more detailed research recounts about
unfamiliar topics.
- Teacher explicitly models the stages of a factual recount.
- Teacher and students jointly, then students independently, construct
factual recounts.
- Focus on various language choices for indicating time sequence,
eg. 'after several', 'during that time', 'before moving'.
- Focus on language used for assessment, eg. 'remarkable',
'outstanding', 'major influence', 'successful'.
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| Explanation |
To explain
scientifically how technological and natural phenomena come into being.
Stage 3:
- Students listen to and give accurate, researched, sequential and
causal explanations with supporting visual information, eg. diagrams.
- Teacher and students jointly, then students independently, construct
explanations that are causal, eg weather patterns, electric circuit.
- Focus on cause and effect relationships and technical vocabulary.
- Examine how conjunctions and connectives are used to show cause and
effect, eg 'then', 'consequently'.
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| Exposition |
To state a
position with respect to an issue and argue a case for or against.
Stage 3:
- Students listen to and are involved in sustained arguments with supporting
evidence on a range of researched issues.
- Teacher and students jointly, then students independently, construct
expositions that are effectively organized.
- Focus on maintaining point of view, concealing personal bias and
using logical structure.
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See Also:
- The Writing Process Unifies and clarifies
the process, modes, and forms of writing that bring about quality
written communication. Covers Descriptive, Narrative, Expository and
Persuasive as well as the six traits scoring guides
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| Discussion |
To examine
issues from more than one perspective and make recommendations based on
evidence.
Stage 3:
- Students listen to and are involved in sustained argument, with supporting
evidence for different positions, about a range of researched issues
current in the community beyond the school
- Teacher explicitly models the stages of a discussion. and students
jointly, then students independently, construct discussions.
- Focus on discussions that are effectively organized. in the appropriate
stages.
- Focus on stating the issue and indicating different perspectives.
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See Also:
- Discussion Genre
- The Writing Process Unifies and clarifies
the process, modes, and forms of writing that bring about quality
written communication. Covers Descriptive, Narrative, Expository and
Persuasive as well as the six traits scoring guides
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