ENGB3 Developing Language Session 2: Language Acquisition and exam techniques
Second session: main areas of focus <ul><li>Thinking about approaches to written data in the exam ( developing writing ) <...
Written acquisition: data set 4
Thor visit’s the land of the Giant’s  <ul><li>One day Thor and Some of his friend’s decided to go to the land of the Giant...
Analysing written data <ul><li>Pick out the positives. </li></ul><ul><li>Don’t just leap in and identify errors. </li></ul...
Advice about reading, note-taking and planning. <ul><li>A heavily-annotated question paper is the sign of a good candidate...
Advice about reading, note-taking and planning. <ul><li>Reading: make sure you understand the context in which the data ha...
Advice about reading, note-taking and planning. <ul><li>Note-taking should be informed by linguistic methods/ frameworks. ...
For example... All features of tense (grammar)
For example... All features of CDS/ caretaker language
Analytical sentences <ul><li>Each group of observations could then form the basis of at least one topic paragraph in your ...
Analytical sentences <ul><li>In analytical sentences you are  IDENTIFYING  an area to discuss,  LABELLING  the features li...
Bringing in context (AO3) <ul><li>The marks awarded for each question are: </li></ul>From Principal Examiner’s report on E...
Bringing in context (AO3) <ul><li>Perhaps offer some brief discussion of the context at the start of your answer and then ...
Re-drafting tasks <ul><li>Can you re-draft these paragraphs of student answers to improve their AO1, 2 or 3? </li></ul><ul...
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Engb3 developing language 2

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ENGB3 power point on children's acquisition of writing

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Engb3 developing language 2

  1. 1. ENGB3 Developing Language Session 2: Language Acquisition and exam techniques
  2. 2. Second session: main areas of focus <ul><li>Thinking about approaches to written data in the exam ( developing writing ) </li></ul><ul><li>How to read and annotate data </li></ul><ul><li>Approaches to note-taking and planning </li></ul><ul><li>Writing analytically </li></ul><ul><li>Re-drafting exercises </li></ul>
  3. 3. Written acquisition: data set 4
  4. 4. Thor visit’s the land of the Giant’s <ul><li>One day Thor and Some of his friend’s decided to go to the land of the Giant’s. When they got their they found that the gate was locked. </li></ul><ul><li>Loki had a Good Idea. He sliped through the Gate. They went into the hall of utgard. “Greetings” said Thor “I sapose you’ve come here to test your strenth”. </li></ul><ul><li>“ The first thing you have to do is drink from this horn”. So Thor began to drink from the horn. A couple of minites later Thor ran out of breath. He had to stop. </li></ul><ul><li>“ Next you’ve got to lift up my cat”. Thor went over to a enormous cat. He tryed to lift it up. But all he could do was to lift up one paw. </li></ul><ul><li>By this time Thor was geting angry. “Let me someone wrestle with me. The Giant’s Started laughing. “O.K” Said one Giant you can wrestle with Ellie. </li></ul><ul><li>The next morning Thor woke up his friend’s before the Giant’s woke up. “Come on lets sneek out before they wake up”. So they sneaked out. </li></ul>
  5. 5. Analysing written data <ul><li>Pick out the positives. </li></ul><ul><li>Don’t just leap in and identify errors. </li></ul><ul><li>Use linguistic detail: narratives like this often contain time connectives or adverbials. </li></ul><ul><li>If spelling errors follow a pattern is it an identifiable one? </li></ul><ul><li>Can you place the writing within a stage or model – Kroll, Rothery, Britton, Perera – and explain why? </li></ul><ul><li>What is the context of the task? What type of writing is the child doing? What stimulus material has been used? </li></ul>
  6. 6. Advice about reading, note-taking and planning. <ul><li>A heavily-annotated question paper is the sign of a good candidate! </li></ul><ul><li>But, be organised in your annotation: good note-taking can save you time. </li></ul><ul><li>Read the rubric on the paper: AQA advise you to spend half an hour of your 2 hours 30 minutes reading and preparing before you start writing your answers. </li></ul>
  7. 7. Advice about reading, note-taking and planning. <ul><li>Reading: make sure you understand the context in which the data has been produced. </li></ul><ul><li>How old are the children? </li></ul><ul><li>Who are they interacting with? </li></ul><ul><li>What kind of writing or reading have they been set to do? </li></ul><ul><li>What genders are the children? </li></ul><ul><li>What is their physical environment? </li></ul><ul><li>Are they engaged in a specific task? </li></ul>
  8. 8. Advice about reading, note-taking and planning. <ul><li>Note-taking should be informed by linguistic methods/ frameworks. </li></ul><ul><li>Can you use the skills you developed on ENGB1 to group features of the extracts together? </li></ul><ul><li>Can you select and group features of lexico-semantic, grammatical, phonological, pragmatic development from the data? </li></ul>
  9. 9. For example... All features of tense (grammar)
  10. 10. For example... All features of CDS/ caretaker language
  11. 11. Analytical sentences <ul><li>Each group of observations could then form the basis of at least one topic paragraph in your answer. </li></ul><ul><li>Try to write concisely, using analytical sentences. </li></ul><ul><ul><li>e.g. “The childminder in text D uses a range of features of child-directed speech, including tag questions ( didn’t we/you in lines 33, 37 and 40) and expansion in lines 39-40. These CDS features encourage interaction between carer and child, and are discussed by Jerome Bruner and Catherine Snow in their social interaction model as scaffolding the child’s language development.” </li></ul></ul>
  12. 12. Analytical sentences <ul><li>In analytical sentences you are IDENTIFYING an area to discuss, LABELLING the features linguistically, EXEMPLIFYING them and EXPLAINING their significance. </li></ul><ul><li>Try to write concisely, using analytical sentences. </li></ul><ul><ul><li>e.g. “The childminder in text D uses a range of features of child-directed speech , including tag questions ( didn’t we/you in lines 33, 37 and 40 ) and expansion in lines 39-40 . These CDS features encourage interaction between carer and child, and are discussed by Jerome Bruner and Catherine Snow in their social interaction model as scaffolding the child’s language development .” </li></ul></ul>
  13. 13. Bringing in context (AO3) <ul><li>The marks awarded for each question are: </li></ul>From Principal Examiner’s report on ENGB3 June 2010: “ The best marks were awarded to candidates who had considered a range of situational contexts, as well as the contexts relevant to text production and reception, and linked these to evidence from the data.” Assessment Objective Total /48 AO1 24 AO2 16 AO3 8
  14. 14. Bringing in context (AO3) <ul><li>Perhaps offer some brief discussion of the context at the start of your answer and then use that as a starting point for your first topic paragraph. </li></ul><ul><ul><li>e.g. If the extract is focussed on a child reading a story book in class, explain how the interaction between teacher and child will influence the child’s performance and then pick out key moments where that interaction occurs (corrections, praise etc.) </li></ul></ul><ul><ul><li>Alternatively, if the extract is focussed on two children playing together, explain how the room they are in and the game they are playing gives rise to shared understanding, co-operation and examples of context-dependent language ( that one / this one , examples of children completing each other’s utterances). </li></ul></ul>
  15. 15. Re-drafting tasks <ul><li>Can you re-draft these paragraphs of student answers to improve their AO1, 2 or 3? </li></ul><ul><li>Example 1 </li></ul><ul><ul><li>The child has used incorrect spelling on two or three words ( geting , sliped , strenth ) but has been accurate with many other words… </li></ul></ul><ul><li>Example 2 </li></ul><ul><ul><li>The child is using a narrative structure which is shown in several examples where connectives start sentences ( next , by this time )… </li></ul></ul>
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