<<MyRead Home List of Guides
Frontloading Guideposts
B = Beginning D = Developing A = Achieving
| Code breaker Decoding the codes and conventions of written and spoken texts, eg: |
B | D | A |
|---|---|---|---|
| recognises the conventions of diaries and the strategies necessary to decode and make meaning, eg the codings of symbolism and how to recognise them | |||
| identifies the codes and conventions of particular texts which helps them to more explicitly reflect on their own reading strategies | |||
| Text user Understanding the purposes of different written, spoken and visual texts for different cultural and social functions, eg: |
B | D | A |
| identifies the various features of particular text structures or genres, and how to meet the interpretive demands of these text types, eg the various personal purposes of a diary, and the various social purposes of publishing a private diary, or writing a novel in diary form | |||
| analyses text features of diaries or personal writing to scaffold the creation of other texts in diary form, or with electronic means | |||
| leads to transforming or transmediating such texts into different forms | |||
| recognises that inferences must be made, or ‘ghost’ chapters written, about the time between dates in diaries | |||
| Text participant Comprehending written, spoken and visual texts, eg: |
B | D | A |
| uses prior knowledge to make meaning throughout reading, bringing meaning forward to make predictions and monitor predictions | |||
| sets purposes for reading, making reading a powerful act of inquiry that can do ‘work’ | |||
| makes simple and complex inferences based on simple and complex implied relationships | |||
| constructs subtextual, symbolic and implied meanings | |||
| constructs a framework for meaning so that text becomes more coherent and predictable | |||
| constructs and understands characters and their evolving relationships | |||
| builds background understanding on the concepts of family, relationships, multiculturalism, cultural critique, the role of sport in culture, etc | |||
| builds interest in inquiry around the topics raised by the reading and discussion of the reading | |||
| Text analyst Understanding how texts position readers, viewers and listeners, eg: |
B | D | A |
| interprets characters and how readers are aligned for and against certain characters | |||
| considers whose perspective is presented and whose is not, and with what effect | |||
| considers how presentation and silencing of voices in a text contributes to textual meaning | |||
| understands the authorial vision/ theme/central focus being expressed by the author through her textual construction, ie the diary, thereby allowing the student to embrace, adapt or resist this vision | |||
| understands and critiques how diaries present particular times, and particular cultural and social understandings and situations |