Reading To Learn

LEARNING TO READ

READING TO LEARN
Scaffolding the English
curriculum for Indigenous
secondary students

NSW 7-10 English Syllabus

Aboriginal Support Pilot Project
Office of the Board of Studies
Final Report
January 2006
Years 7-10 English Aboriginal Support Pilot Project
Acknowledgements
The following people were instrumental in making this project a success.
Teachers Bruce Barclay, June Burtonwood, Mark Ippolito, Garry Ledwidge, Jesse McMaster,
Jan Maslen, Sue Page, Jane Ryan, Sue Smith, Zoe Smith, Rachel Varela, Karen Yager.
Students of Aklexandria Park Community School, Ballina High School, Bonalbo Central
School, Sydney Secondary College, Richmond River High School.
Kevin Lowe, Jennifer Munro, Suzanne Ziems and Maree Stenglin of the Ofiice of the NSW
Board of Studies.
Bob Carbines and Tim Wyatt of Erebus Consultants.
David Rose
January 2006
Learning to ReadReading to Learn

Summary
The aim of this pilot project was to research the integration of literacy development in the
secondary school, particularly for Aboriginal students, with the implementation of the NSW 7-
10 English syllabus. The project used a literacy program, Learning to Read: Reading to Learn,
that has proven highly successful with Indigenous school students (McRae et al 2000) and
mainstream middle school programs (Culican 2004, 2005). The focus of the project was
particularly on sustainable change in teaching practices that could provide long term
benefits for Indigenous students. The outcomes for teachers are described in the report of
Erebus consultants (Carbines, Wyatt & Robb 2005). The following report describes the
implementation of the pedagogy, in the context of the students, their teachers and the
syllabus, and outlines some of their literacy learning outcomes.
The pedagogy
Learning to Read: Reading to Learn is a literacy teaching program designed to enable all
learners to read and write at levels appropriate to their age, grade and area of study. It has
been developed with teachers of primary, secondary and tertiary students of all
backgrounds, across Australia and internationally, to support reading and writing across the
curriculum. The teaching strategies have been proven to enable weak readers to rapidly
learn to read and write at grade appropriate levels, and advanced students to develop
language understandings well beyond their independent competence (Culican 2004, 2005,
McCrae et al 2000). They draw on principles of scaffolded learning (Wells 1999), functional
linguistics (Halliday 1993) and genre approaches to writing (Martin 1993, 1999, 2001), in a
form that is accessible, practical and meets the needs of teachers and students (Martin &
Rose 2005, Rose 2005a, Rose, Gray & Cowey 1999, Rose et al 2004).
The students
Aboriginal students in the target schools were from a wide variety of family and community
backgrounds. However teachers reported that significant proportion of these students
scored among the lowest educational outcomes and literacy achievements in NSW. Almost
all NSW Aboriginal students are in mainstream secondary classes, in which there are many
other students with similar literacy problems. The approach taken by LRRL is not to withdraw
or treat any of these students differently, but to train teachers to support all the students in
their classes to successfully achieve the syllabus outcomes. Additional support can also be
provided to weaker students, working with the same texts as the mainstream classes in
which they are studying.
NSW 7-10 English syllabus

The NSW 7-10 English syllabus aims to engage junior secondary students in the study of
literature, including literary fiction, film and other modalities, as well as encouraging them to
develop their own creative skills. The project used the findings of the major secondary
literacy research project Write it Right, conducted in NSW schools in the 1990s, to correlate
the syllabus outcomes statements with the literacy demands of the curriculum. This formed a
framework for training teachers to select and analyse texts in the English curriculum, and to
teach students to read and write them successfully.

The professional development program

The project involved a two day workshop each term, with classroom practice after each
workshop, followed by review and feedback. The program aimed to support teachers to
develop skills in classroom strategies to support all their students to succeed, and in selection
and analysis of curriculum texts to plan lessons. From the teachers’ perspective, the
sequence of development began with practising the strategies with the support of detailed
lesson plans, followed by initial text selection and lesson planning, then learning high level
tools for discourse analysis of curriculum texts, and finally assessment of students’ writing
using these tools. From the perspective of teaching the syllabus to students, the sequence
began with engaging students in reading literature and writing stories, followed by
interpreting the theme or message of literary texts, and writing texts with a message, and
finally critiquing literary texts, including verbal and visual texts, and writing text responses.
Teachers professional learning

Teachers at the start of the program demonstrated that they had a good intuitive
understanding of the genres and language patterns of texts in the English curriculum, but all
were concerned that many of their students were unable to achieve the outcomes of the
syllabus, and were unlikely to succeed in secondary schooling. In the first stage of the
project all teachers rapidly learnt to use the strategies for classroom interaction, and all
reported an unprecedented level of engagement by all students in their classes. In the next
stage all teachers began to plan their own lessons, selecting and analysing texts in the
curriculum. This practice enabled them to take on high level skills in discourse analysis in the
third workshop, and their mastery of these skills was clearly demonstrated in the final
workshop, as they had no difficulty analysing samples of students’ writing using the discourse
analysis tools.
Literacy outcomes
Analysis of students’ writing provided by the teachers, before, during and after
implementation of the LRRL strategies, showed that students had improved an average of
two to three years expected literacy development, over three terms of implementation. This
is consistent with outcomes of other LRRL projects (McRae et al 2000, Culican 2005). The
report illustrates stages of students writing development over the course of the project, with
samples of stories, poems and text responses. Target students’ writing before the project
ranged from levels expected at Stages 1-2 (junior primary). Following implementation of the
LRRL strategies, students were writing at levels expected at Stages 4-5 (middle school years).
Conclusions
The project has had three key benefits:
• implementation of the literacy and professional development strategies in a specific
secondary curriculum area
• professional development of secondary English teachers using the strategies to meet
the needs of Aboriginal and other students with literacy difficulties
• enabling teachers to map the learning development and needs of their students as
they applied the strategies.
The project has shown that Aboriginal and other students can make rapid progress if:
• teaching reading and writing is integrated in classroom practice,
• classroom interactions are carefully designed to enable all students to succeed in
learning activities,
• teachers are given explicit guidance on scoping and sequencing the curriculum. This
could be facilitated by integrating the findings of the Write it Right research into
secondary school syllabi, including the NSW 7-10 English syllabus.

1 The pedagogy
The Learning to Read: Reading to Learn program (LRRL) trains teachers in scaffolding
strategies that support students to read texts that are expected of their level of study and
curriculum area, with fluency and comprehension. The ability to read these texts then forms
the basis for learning to write texts at similar levels. The strategies enable teachers to actively
engage all students in a class in recognising, interpreting and using the language of texts in
their area of study. They can be used as part of normal classroom practice, engaging and
extending all students, and as additional support for students in need.
For beginning readers the program focuses on recognising, comprehending and spelling
words, and reading and writing stories (Rose 2004b). In the middle school years it includes
techniques for teaching reading and writing of both stories (Rose 2004c) and factual texts
(Rose 2004d).
Teachers support students to read a high level text, firstly by preparing them to comprehend
the text as it is read aloud, and then by giving them meaning cues to recognise and
understand wordings within each sentence. As students are actively recognising wordings
for themselves, these reading skills transfer to other contexts over time. Once students can
read and understand a text, they prepare to write by spelling words and writing sentences
from it, or by taking notes from it. With guidance by the teacher, students then jointly
practise writing a new text that is patterned closely on the one they have learnt to read,
using the information from factual texts, or the literate language patterns from stories.
Students then practise writing their own text that is closely patterned on the original and
jointly constructed texts. The final step is then to independently research, plan and write
write texts of their own, using the language resources they have learnt from the supported
activities. These steps are summarised in the following diagram, Figure 1.
Figure 1: LRRL curriculum cycle

Joint Deconstruction
Prepare before Detailed

Reading Reading
Sentence
Independent or Note
Writing Making
Individual Joint
ReWriting ReWriting
Individual Joint
Construction Construction

Strategies for factual texts support students to practise key skills of reading specialised,
technical or academic language, finding key information, and using this information in their
own writing. These skills are practised in four stages. First the text is read aloud, but students
are first prepared for listening with comprehension, by giving them background knowledge
and summarising the sequence of meanings in the text. Secondly, in a detailed reading of a
short passage, students are prepared to recognise and understand wordings within each
sentence, using cues so that students know what each group of technical or literate words
mean, and where to find it in the sentence. Students identify and highlight these words and
the teacher then elaborates by defining, explaining or discussing them in more depth. This
enables all students to read the passage fluently with full comprehension. Thirdly, students
take turns to scribe the word groups they have highlighted, as notes on the classroom
board. Fourthly the teacher guides the class to write a new text using these notes, but in
words that are closer to the level they would write themselves. Students then practise writing
texts independently from notes. These activities support students to critically interpret texts
they are reading and writing, and prepare them for independent research.
Strategies for reading and writing stories are similar to those for factual texts, although the
focus is on literate wordings, rather than specialised or technical information, and the goal
for writing is to create a new story, using the literate language patterns they have learnt in
reading. Here additional support can be given by writing out sentences or paragraphs on
cardboard strips and using these to practise reading, spelling and writing. (This extra support
can also be used with factual texts.) First the text is read aloud, as with factual texts, and
students are prepared with background knowledge and the sequence of meanings in the
text. Secondly, in the detailed reading of a selected passage, the teacher prepares
students to identify and highlight wordings and then elaborates by defining, explaining or
discussing them. And finally the teacher guides them to write a new text using the overall
structures and language features of the passage they have learnt to read.
The core of the pedagogy is a carefully designed pattern of classroom interaction, in which
the teacher prepares all students in a class to successfully identify features of reading texts,
or select elements to write. Students responses are consistently affirmed, and then
elaborated by defining new words, explaining new concepts, or discussing with students’
experience. By this means all students are engaged in the activity and their learning is
extended. This pattern is known as the scaffolding interaction cycle (Martin & Rose 2005,
Rose 2004, 2006), schematised in Figure 2.
Figure 2: Scaffolding interaction cycle
Prepare
Elaborate Respond

As the pedagogy is designed to integrate literacy teaching with classroom practice across
the curriculum it is ideally suited for implementing the NSW 7-10 English syllabus (along with
other syllabi). The research it draws on includes the major Write it Right secondary school
literacy project conducted within the NSW Department of Education in the 1990s.
Particularly relevant is the internationally acclaimed research on the literacy demands of
secondary English, published by the Department as Exploring Literacy in School English
(Rothery 1994). This research sets out a clear framework for organising and sequencing the
implementation of a secondary English course, such as the NSW 7-10 English syllabus. The
resource is focused on writing in the context of secondary English, but is readily adapted to
teaching reading as well.
2 The students
A wide diversity of Aboriginal students were involved in the project, from a range of
community and family backgrounds. Their community backgrounds ranged from the rural
Aboriginal communities of Tabulam and Cabbage Tree Island, and families living within rural
towns, to the inner-city Aboriginal community of Redfern, as well as suburban Sydney.
Teachers reported that the literacy skills of their Aboriginal students ranged from amongst
the top students in the school, to students who had never been known to write more than a
sentence or two, and some who had never written at all. All the Aboriginal students were in
a minority in mainstream secondary classes, with the exception of Alexandria Park
Community School, where Aboriginal students are a majority in some classes.
The Learning to Read: Reading to Learn program has been developed over a decade in
the context of Aboriginal education. The problems that Aboriginal students experience with
schooling have been extensively researched in this program (Rose 1999, 2004, 2005). This
analysis is summarised as follows.
Aboriginal students’ literacy problems and the nature of schooling

Lack of educational success is not a consequence of particular cultural or personal
differences of Aboriginal learners, but is a normal outcome of educational practices that
have evolved to service a stratified economic order (Rose 1999, 2004, 2005b). That is 10-20%
of students go on to professional training at university, 30% receive vocational training, while
over 50% receive no post-school qualifications (ABS 1994, 2004). Of the latter group many
would traditionally have become unskilled labourers, but now face unemployment,
including a disproportionately high number of high proportion of Aboriginal school leavers.
Educational outcomes for this group have not changed significantly despite economic
changes.
These outcomes reflect levels of engagement of students in any secondary school class in
Australia, according to teachers that we work with. That is, a minority of students are
consistently actively engaged in classroom activities - following teacher explanations,
answering questions, solving problems successfully - another group is generally just keeping
up, occasionally answering questions and solving problems, while a third group rarely
responds to questioning, is not successful with assessment tasks, and is left behind by much
of classroom practice. An unfortunately high proportion of Aboriginal students fall into the
last group.
Secondary teachers generally have no training to deal with this range of ‘ability’ levels in
their classes, other than behaviour management strategies. Most feel constrained to cover
the required curriculum and so cannot slow down the pacing to support weaker students.

Some attempt to teach to the class average, hoping that weaker students will keep up,
and worry about ‘accelerating’ more able students. A common view is that students should
have learnt the skills to engage in the curriculum in primary school.
The central skill required for secondary schooling is the ability to independently learn from
reading. According to Bernstein 1990:53 reading in school is “the crucial pedagogic
medium and social relation”. Without this skill independent homework is not possible, but
independent homework is essential to cover the secondary curriculum, to engage actively
in class activities, and to successfully complete assessments. Bernstein 1990:78 points out
that “the academic curriculum of the school creates the necessity of two sites of acquisition
[school and home]”. Writing is usually not taught explicitly in secondary school, but
successful students learn how to write assessment tasks from their experience of reading.
In upper primary classes the same proportions of ‘ability’ levels already exist. A current major
trend in primary schooling, to cope with this, is to individuate learning activities so that each
child is engaged in an activity at a level determined by their assessments, or by their own
choosing. For some activities children may be grouped according to their assessed ‘ability’
levels, and/or by the books or tasks they have chosen. These practices are rationalised as
giving students ‘choice’ and allowing them to work at their own level. But they
demonstrably do not give weaker students the skills they need to successfully engage with
secondary schooling, particularly Aboriginal students.
In particular normal upper primary practices do not give weaker students the skills to
independently learn from reading, at the levels required for secondary schooling. Explicit
teaching of reading is not a widespread part of standard upper primary classroom
practice. In junior primary years these differences in ‘ability’ levels are already apparent to
teachers. Current standard junior primary practice is focused on assessing children’s ‘ability’
levels and tailoring individual learning programs to these levels. Reading and writing
activities are focused on children choosing their own books to read, and writing their own
stories. Current junior primary practices demonstrably do not give weaker students the
independent reading skills they need to start learning from reading in upper primary school.
At all levels of schooling, teaching practices continually assess and rank students, through
formal assessment tasks and normal classroom interactions, in which teachers continually
ask ‘monitoring questions’ to check students’ understandings. Only a minority of students
are continually successful at assessment tasks and answering teachers’ questions; other
students are moderately successful at tasks and sometimes answer questions successfully;
other students are rarely successful at tasks and rarely answer questions successfully (Lemke
2000, Rose 2004, 2006b, Wells 1999). Evaluation and grading of students begins in junior
primary and continues relentlessly through all school years. Successful students are
continually affirmed and eventually develop identities as independent learners.
Unsuccessful students are continually negated and eventually experience schooling as an
unpleasant waste of time. This includes a high proportion of Aboriginal students.
The ‘ability’ levels of some students are assessed as so low that they need remedial
intervention. Standard one-on-one remedial teaching is pitched at the assessed level of the
student, which is well below the average level of their age or grade. This model of
intervention ensures that few of these students will ever catch up to the level of their peers.
They may improve gradually, but their peers are learning at an accelerating rate. Another
approach is to give students an in-class support tutor, who sits with the student and supports
them in class activities. This is an ineffective and inefficient use of teaching resources.
Whatever benefits the practice is assumed to have are outweighed by its drawbacks. The
student has to attend both to the class teacher, and to their tutor, distracting them and
increasing their cognitive load. It ensures that the student remains dependent on tutor
support, and also stigmatises them in the class as weak students.
An alarmingly high proportion of Aboriginal students are assessed with very low ‘ability’
levels, including various categories of alleged ‘cognitive’ or ‘language’ deficits. These
assessments of Aboriginal students excuse teachers and schools from responsibility for

teaching to the appropriate standard for their ages and grades. It contributes to an
endemic culture in Aboriginal education of accepting low standards, and expecting low
outcomes. It justifies the shift in focus from academic achievement to behavioural control
and pastoral care, that is endemic in Aboriginal education. It justifies encouraging a tiny
number of Aboriginal students to succeed to Year 12, while the overwhelming majority are
expected to not succeed or to drop out before completion.
Attempts in primary school, and some junior secondary classes, to alleviate differences in
‘ability’ levels, by individuating learning activities, only delay their impact until secondary
school. By Year 9 weaker students can no longer cope with the secondary curriculum. This is
the age when many Aboriginal students begin to drop out.
Where the experience of schooling as an unpleasant waste of time is inter-generational and

common to students’ whole peer groups, there is little motivation to stay at school. This is a
major reason for low retention rates of Aboriginal students.
Origin of students’ ‘ability’ levels

It is now generally assumed that differences in ‘ability’ levels are less attributable to
biological differences in children, than to cultural differences in their families that prepare
them for school learning, in particular parent-child reading practices in the home. Children
in middle class literate families spend up to 1000 hours reading with their parents before
starting school. They experience reading as highly pleasurable, and have already
developed identities as readers before starting school (Bergin 2000).
Assessments of children in junior primary are focused on reading and learning skills that are
acquired in parent-child reading in the home. Children who have not acquired these skills in
the home will be assessed as weaker than those who have. This includes a high proportion
of Aboriginal children, whose family culture tends be oral rather than literate, and may not
include parent-child reading to the same extent.
Normal reading practices in junior primary school have evolved to provide maximum
benefit to children from middle class literate families. They do not provide sufficient support
for children from oral family cultures to develop independent reading skills, especially
Aboriginal children (Rose 1999, Rose, Gray & Cowey 1999).
Children who are not independent readers by the end of junior primary are not prepared to
start learning from reading in upper primary. If they are not able to independently learn
from reading by the end of upper primary they will not be ready to engage with the
secondary school curriculum. In this way, normal teaching practices in junior primary, in
upper primary and in secondary school ensure that children from oral family backgrounds
are unlikely to succeed. This includes a high proportion of Aboriginal students.
So-called low ‘ability’ levels are a consequence of a mismatch between primary

socialisation in the home, and normal teaching practices in junior primary and later stages.
Schools, teachers and teacher training must take responsibility for teaching all students
equally to the same level no matter what their starting points.
Addressing the problem

As almost all Aboriginal students in NSW schools are in classes with a majority of non-
Aboriginal students, their needs cannot be addressed without addressing normal classroom
practices. In general terms the solution is that reading and writing must be integrated with
classroom activities, at all levels of schooling, in all curriculum areas (Feez 1998). Teaching
reading should not cease after junior primary, should not be separate from the curriculum
content that is being read, and should be aimed at engaging all students equally. This
means that teachers at all levels of schooling must be trained to teach reading and writing

as part of their normal classroom practice, and support teachers/tutors must be trained to
teach weaker students to read class texts (not lower level texts).
Secondary teachers need to know how to teach reading and writing in the context of their
curriculum and normal classroom activities. All curriculum activities need to be planned
around texts that students need to read and write for homework and assessment. At least
25% of class time should be devoted to developing skills including intensive reading of key
texts, note taking, and writing. These activities must involve all students equally and be led
by the teacher, not left to individual students or groups to struggle or succeed on their own.
The practice of ‘peer teaching’ in groups should be limited to activities that the teacher has
already shown all students how to do, and supported the whole class to practise together.
Students may then support each other to practise reading and writing tasks in groups.
3 NSW 7-10 English syllabus

The NSW 7-10 English syllabus aims to engage junior secondary students in the study of
literature, including literary fiction, film and other modalities, as well as encouraging them to
develop their own creative skills. These aims are implicit in the opening syllabus statement:
The aim of English in Years 7 to 10 is to enable students to use, understand,

appreciate, reflect on and enjoy the English language in a variety of texts and to
shape meaning in ways that are imaginative, interpretive, critical and powerful.
The underlying philosophy informing the syllabus is a progressivist-constructivist one of

personal growth through immersion in texts (Brophy 2002). It is not explicitly concerned with
addressing the needs of disadvantaged students, including Aboriginal students. As such it is
not explicitly framed to provide teachers with tools for teaching the literacy skills they need in
the context of the curriculum. However its lack of specificity in relation to supporting students
in need offers wide opportunities for using strategies that engage students and extend their
literacy. Key relevant statements in the syllabus are as follows:
In Years 7-10, English is the study and use of the English language in its various textual
forms. These encompass spoken, written and visual texts of varying complexity
through which meaning is shaped, conveyed, interpreted and reflected.
Students learn English through explicit teaching of language and through immersion in
a diverse range of purposeful and increasingly demanding language experiences.
The syllabus enables teachers to draw on the methods of different theoretical

perspectives and models of teaching to assist their students to achieve the syllabus
outcomes at the highest levels.
Through responding to and composing texts, students learn about the power, value
and art of the English language for communication, knowledge and pleasure.
The NSW Department of Education sponsored a major research project in the early 1990s, into
the literacy demands of the secondary curriculum in English and other subject areas, entitled
Write it Right. This research identified a set of genres, or types of texts, that students are
expected to read and write in the context of the curriculum set out in the 7-10 syllabus
(Rothery 1994). These are summarised in the Table 1.

Table 1: Genres in the secondary English curriculum

Orientation
Personal recount Recounting events
Record of events
Biographical Orientation
Recounting life stages
recount Record of stages
Orientation
Complication
Narrative Resolving a complication in a story
Evaluation
Resolution
Orientation
Anecdote Sharing an emotional reaction in a story Remarkable event
Reaction
Orientation
Exemplum Judging character or behaviour in a story Incident
Interpretation
Lead
News story Engaging and informing about public affairs
Anglesn
Personal Evaluation
Reacting emotionally to a text
response Reaction
Context
Review Evaluating a literary, visual or musical text Description of text
Judgement
Evaluation
Interpretation Interpreting the message of a text Synopsis of text
Reaffirmation
Evaluation
Critical
Challenging the message of a text Deconstruction
response
Challenge
Thesis
Exposition Arguing for a point of view Arguments
Restatement
Issue
Discussion Discussing two or more points of view Sides
Resolution
These genres give teachers and students a basic framework for recognising and interpreting
the texts they are expected to read, respond to and compose within the English curriculum,
including written, spoken and visual texts. They also provide a systematic framework for
sequencing the development of reading and writing skills (Feez 1998).
The natural starting point for students with little experience of reading for pleasure or for
learning is with short stories. Short stories and novels include passages of narratives,
anecdotes and exemplums. These passages can be used as patterns to begin writing
complex literate stories.
The second stage is then to explore stories with a theme or message, both to interpret the
message, and to practise writing stories with a message. Such thematic stories are a major
component of the English curriculum, as adult literature is expected to convey messages of

personal and social significance which the reader is expected to interpret. As such
thematic stories they are seen as a vehicle for students’ personal development, and as a
first step towards critical interpretation of literature.
A third stage is then to begin reading and writing text responses. The starting point here is
with reviews which simply describe and evaluate a literary text (verbal or visual), but then to
practise writing interpretations that both evaluate a text and interpret its message. The
interpretation genre is thus a key genre in the English curriculum. Research shows that this is
the response genre most highly valued by English teachers and in public assessments, that
reviews are less highly valued, and that students who can only write personal responses are
likely to fail. This is despite the tendency of both English teachers and assessment tasks to
encourage students to respond personally to texts (Rothery & Macken 1991). A fourth stage
is then to look beyond stories and text responses to other genres, particularly expository
genres that argue for a point of view or discuss two or more points of view.
In such a curriculum, skills that students develop in reading and writing genres at each stage
provide a platform to begin mastering more complex genres in the next stage. The first
stage enables all students to read and write stories with full comprehension and enjoyment,
and to recognise how authors construct complex stories. The second stage builds on these
skills to start recognising how authors construct the themes or messages in stories, and to use
this knowledge to write thematic stories. The third stage builds on these skills to recognise
how texts are evaluated and interpreted in literary culture, and to begin writing reviews and
interpretations. At the same time these skills can be applied to recognising how arguments
are constructed in public discourse, and to begin writing expository texts.
These skills in reading and writing complex stories, thematic stories, text responses, and
expository texts underlie the explicit aims of the NSW 7-10 English syllabus. However, it would
be an enormous advantage to teachers and their students if the syllabus also provided
explicit guidance for organising and sequencing its implementation, using a systematic
model of genres in the English curriculum. It would be of great benefit if the syllabus
included the findings of the Write it Right research project, as they provide precisely the kind
of guidance that secondary English teachers need and ask for to support all their students.
This recommendation should ideally be extended to other syllabi in relation to students’

literacy needs. The Board of Studies could significantly enhance its role in enabling all
students to achieve success in schooling, if syllabi provided explicit guidance to teachers on
the literacy demands associated with syllabus content and outcomes statements. This is
provided to some extent in the K-6 syllabus, that incorporates research and practice in
genre writing, under the name ‘text types’. It would be of great benefit to all NSW
secondary students if secondary syllabi incorporated the research of the Write it Right
project.
A range of teacher resources have been published by the Department of Education for use
in various subject areas (Humphrey 1996, Humphrey & Takans 1996, Iedema, Feez, & White
1994, Rothery 1994). These resources lead the international field in school literacy, and are
just as relevant today as when they were first published. In addition the research findings
have been published extensively in academic books and journals (Christie 1999, Christie &
Martin 1997, Cope & Kalantzis 1993, Halliday & Martin 1993, Johns 2002, Macken-Horarik
2002, Martin 1993, 1999, 2002a&b, Martin & Rose in press, Martin & Rothery 1990, 1993, Martin
& Veel 1998, Rothery Macken 1991, Unsworth 1997, 1999, 2001, 2004, Veel, 1992, 1998). It
would be of inestimable value to NSW school students if this body of research into the
literacy demands of the secondary school curriculum was systematically integrated into
NSW secondary syllabi.

4 The professional
development program
The Reading to Learn inservice program provides teachers with two sets of skills: firstly in
supporting learners to recognise and use literate language patterns in texts, and secondly in
selecting texts and analysing their language patterns to plan lessons and programs. The
discussion used to scaffold all students in a class, including weaker readers, is different from
the practices that teachers are generally used to, and the analysis of language patterns to
discuss with students is unique. The program provides careful demonstration and supported
practice over time for teachers to take on these skills, using a series of workshops, training
videos and print resources.
The inservice program for this project was designed to integrate the professional
development of teachers with the literacy development of their students, in the context of
the literacy demands of the 7-10 English curriculum. Four two day workshops were planned
with this twin focus. Each workshop following the first began with a review of teachers’
experience putting the strategies into practice.
Term 1 Engaging with texts

The theme for Term 1 was Engaging, that is the aim was to begin engaging students in the
pleasures of literature by teaching them to read enjoyable stories, and to begin using the
language patterns they learnt to read, in order to write successful stories. To this end the first
stage in developing students’ reading and writing skills was to start them reading and writing
complex literate narratives, in other words stories that are more complex than the simple
texts used in remedial classes, and the simple little stories that weak students tend to write.
Lesson notes were provided for supporting students to start reading Paul Jennings short
stories, followed by Henry Lawson, and a brief autobiographical recount from Nelson
Mandela’s Long Walk to Freedom.
The professional development focus for Term 1 was to support teachers to begin using the
strategies in their classes. To this end the lesson plans provided highly detailed notes for
discussing the language in the stories, to support students to read them with full
comprehension. The first workshop was designed firstly to show teachers how the strategies
work in principle and in practice, using videos of demonstration lessons to show the
curriculum and scaffolding interaction cycles. Then teachers practised the strategies
together in the workshop using detailed lesson notes. This practice then enabled teachers
to start using the provided lesson notes in their classes.
Some teachers stuck closely to the lesson plans as they practised the strategies, taking as
long as required to work through whole passages of text, with reading them in detail with
their classes, and then writing new stories patterned on the reading text. Other teachers
began writing their own lesson plans after briefly practising with the provided lesson plans.
The most powerful outcomes for all teachers were firstly to begin teaching reading of high
level texts as part of their classroom practice, and secondly to use the carefully planned
interactions to prepare all students in the class to succeed in the reading and writing tasks.

Term 2 Interpreting texts

Term 2’s theme was Interpreting, that is to begin supporting students to recognise and
interpret the messages in thematic stories, and to start writing stories with messages.
The professional development focus for Term 1 was on selecting and analysing stories, in
particular to identify messages in thematic stories, and to analyse how messages are
constructed by accomplished authors. To this end a set of stories were prepared for
teachers to practise analysing, two written by Indigenous authors. These included:
• Butterfly Song by Terri Jaenke, Penguin 2002

• Finding Ullagundahi Island by Fabienne Bayet-Charlton, Allen & Unwin 2002
• Rain by Glen Dolman from Australian Short Stories, Longman 1993
• Macbeth Act V, Scene 5 by William Shakespeare
The workshop began with discussion of the genres in English, as outlined in Table 1 above,
followed by discussion of levels of analysis of texts, as follows in Table 2.
Table 2: Levels of text analysis for preparing reading lessons

rank examples
genre narrative
stage Orientation ^ Complication ^ Resolution
phase description, setting, problem, reaction, solution. comment…
sentence Later, on the beach, we set up our picnic.
element time ^ place ^ people ^ process ^ thing
Teachers first practised identifying the message in each example story. This was followed by
identifying the phases of the story, and finally the elements in each phase through which
the message was constructed.
In addition, teachers had requested analysis of some factual texts that were related to the
English or Human Society and Environment curricula, which most also taught. These
included:
• classifying report Gladiators

• compositional report The Rule of the Republic
• historical explanation When Emperors Ruled, all from Jacaranda SOSE 5
Teachers then practised writing detailed lesson plans for stories and for factual texts. Writing
and using these lesson plans are highly specialised skills that take considerable training in
educational linguistics and classroom practice. This exercise was the first step in developing
skills in writing the lesson plans.

Term 3 Critiquing texts

The theme for Term 3 was Critiquing. The aim for students in this stage was to start to
analyse, interpret and evaluate literate texts (verbal or visual), using text response genres.
The aim for teachers’ professional development was to be able to select and analyse a
range of texts for lesson planning, including text responses. The starting point was to review
analysis of thematic stories, identifying messages and story phases. The text used for this
was:
Follow the Rabbit-Proof Fence by Doris Pilkington University of Queensland Press,

1996, pg 43
This was followed by discussion and practising analysing types of metaphor in literary texts.
Metaphors are some of the features of written language that Aboriginal students, among
others, have most trouble with. Practise included analysis of a passage from Follow the
Rabbit-Proof Fence, and reports on the Bandjalung peoples of northern NSW.
Teachers were then introduced to tools for analysing discourse patterns in written texts,
including:
• APPRAISAL for expressing attitudes about feelings, people & things

• LEXIS, including people, things, places, qualities, and relations between them
• CONJUNCTION for constructing sequences
• REFERENCE for introducing & keeping track of people & things
• PHASES for organising waves of information.
These tools were applied to analysing a range of texts, including stories, text responses,
expository texts, and factual texts. Texts for analysis were provided from Genre Relations:
mapping culture by J.R. Martin and D. Rose, Continuum, in press. Teachers found the use of
these tools accessible and practical. Control of these tools make these teachers experts in
selection and analysis of reading texts in their curricula, and in assessing their students’
writing.
Text responses analysed in the workshop were responses to Follow the Rabbit-Proof Fence,
including:
• Personal response by sweetprincess

www.imdb.com/title/tt0252444/board/nest/5105043 2004
• Review by J. Korff. www.creativespirits.de 2004
• Interpretation by K. Martin www.abc.net.au/message/blackarts/review/s773970.htm
By the use of such texts, the expectations of the syllabus may be integrated with both
literacy development and Indigenous perspectives.

Term 4 Assessing writing

The theme for Term 4 was Assessing. The aim for teachers in this stage was to develop skills in
assessing students’ writing, built on the understandings of language in the Term 3. These skills
would enable teachers to diagnose the exact nature of students’ writing, and use this
knowledge to plan effective teaching programs. In this perspective, the development of
students’ writing is a clear indication of the effectiveness of the teacher’s literacy teaching,
which can be planned accordingly.
The approach in the workshop was to provide teachers with a set of students’ writing
samples, to rank against each other. The following set of criteria were then introduced, and
the writing samples were analysed for these criteria. The teachers found it easy to use these
criteria, given their experience with the relevant language systems introduced in the
preceding workshop.
Table 2: Story Writing Assessment

PURPOSE Is the story genre appropriate for the writer’s purpose?
Genre
STAGING Does it go through appropriate stages?
FIELD Is the story plot imaginative, interesting and coherent?

Is the reader engaged with characters’ reactions and
Register TENOR
reflections?
Is the creative use of literate descriptive language and
MODE
metaphors appropriate for the level?
Are story phases used creatively to build problems and
PHASES
reactions, and to describe, comment, reflect?
Are people, things and places followed through
LEXIS
coherently to build up context.
Are logical relations between each step clear, e.g. shifts
Discourse CONJUNCTION
back and forward in time, comparisons, cause?
REFERENCE Is it clear who or what is referred to, e.g. in dialogue?
Conscious control of appraisal, such as feelings,
APPRAISAL judgements of people and appreciation of things and
places.
Grammar Are grammatical conventions used appropriately?
SPELLING Is spelling accurate?

Graphic PUNCTATION Is punctuation used appropriately?
Features
Is the layout clear and attractive?
PRESENTATION
Is it well organised/presented?

Table 3: Factual Writing Assessment

PURPOSE Is the factual genre appropriate for the writing task?
Genre
STAGING Does it go through appropriate stages?
FIELD Does the writer understand and explain the topic?
Register TENOR Is it appropriately objective?

Is there an appropriate use of technical and abstract
MODE
language?
PHASES Is it organised in appropriate phases?
Is the field well constructed by sequences of lexical
LEXIS
items?
Are logical relations between each step clear, e.g. time,
Discourse CONJUNCTION
comparisons, cause?
REFERENCE Is it clear who or what is referred to?
Is appraisal used judiciously to evaluate things, processes
APPRAISAL
and relations?
Grammar Are grammatical conventions used appropriately?
SPELLING Is spelling accurate?

Graphic PUNCTATION Is punctuation used appropriately?
Features
Is the layout clear and attractive?
PRESENTATION
Is it well organised/presented?
In addition to the writing assessment, this workshop was also concerned with evaluating the
program as whole, and involving the schools and community in planning further work. This
included Aboriginal Education Assistants from the schools, together with teachers, Board of
Studies personnel and project evaluators Erebus.

5 Teachers professional
learning
Teachers in the program represented a spectrum of professional experience and
specialisations. Some teachers were first year out of training, or recent graduates, others
had decades of experience. Some teachers had been many years in the school in which
they practised, others had recently transferred from other areas in the state, including
western areas of NSW.
Most had experience working with Aboriginal students in their current schools, as well as in
other schools in different regions. Specialisations included head English teachers in at least
two schools, specialists in history and geography who also taught English, and special
education teachers.
Subject specialist teachers were in a good position to apply the L2R strategies to their
subject areas, as they quickly recognised the kinds of texts that students need to read and
write in the subject, and had the subject knowledge and experience teaching it to plan
lessons using the strategies. Special education teachers were in a good position to apply
their experience supporting weaker students to provide a higher level support to all their
students, using the strategies.
The two major areas of skills that all teachers needed to develop, to use the strategies
effectively, were teaching reading in the context of their classroom practice, so that all
students were engaged and extended, and to select and analyse texts to plan reading
lessons.
Changes in teachers professional knowledge and

practices
Teachers reported the following changes in their professional knowledge and practices over
the course of the project:
Techniques for engaging all students in learning tasks, and extending

their skills and knowledge.
All teachers agreed at the start of the project that a significant proportion of their students,
including Aboriginal students, were rarely engaged actively in classroom activities and
discussion, and many more students were not optimally engaged. The first major change in
practice that teachers reported was to engage all students, using the LRRL preparation
strategies to enable all students to respond successfully in classroom interaction.
Teachers were also asked to video their lessons and these videos were discussed during
school visits by project consultants and in the second training workshop. The videos
demonstrated that all teachers were starting to use preparation strategies effectively.
Videos also enabled feedback to refine and improve the strategies. Improvements enabled
by this feedback were pf three main kinds:
• strategies for extending students understanding once they were engaged, using
elaboration moves in the scaffolding cycle
• management strategies for ensuring that all students participated equally
• using affirmation and praise to motivate all students to participate actively.

All teachers reported an unprecedented level of engagement by all students in their

classes. However it was reported that some students in some classes were at times still not
effectively engaged. In discussion this was attributed by the teachers to four main factors:
• failure to adequately affirm and praise students for successful responses
• failure to adequately extend students through elaboration moves
• selection of texts that were not sufficiently challenging to keep students
engaged
• habituated resistance by a few students to classroom interaction and
challenging tasks.
These problems were largely overcome as teachers skills developed. However one response
to behaviour problems by some students in a ‘low ability’ class, was to lower the level of
texts used for reading and writing. This is a universal response by teachers in ‘low ability’
classes, and in Aboriginal education in particular, to behaviour problems arising from
challenging tasks. In this case it was clearly demonstrated to be an ineffective response. The
teachers decided instead that a more effective approach was to maintain the high level of
text, but to more quickly cycle through activities of reading and writing, by focusing on
shorter passages at a time.
Using detailed reading as a part of classroom practice.

Teachers varied in the extent to which they would use reading as an activity in the
classroom, in the level of support they gave students to read, and in the level of text they
expected students to work with. Detailed reading was an entirely new approach that
enabled teachers to introduce reading of high level texts into their classroom practice.
They reported that the strategies for supporting all students in detailed reading
simultaneously engaged all students in the classroom activity and enabled all students to
read the high level texts with comprehension and accuracy.
Selecting and analysing texts to plan lessons.

Teachers began the project with a broad intuitive understanding of the language demands
and genres of the English curriculum, but with little systematic knowledge of the language
demands and how to teach them.
At the start of the professional development, teachers were asked to identify and classify a
range of texts in relation to the English curriculum.
There was consensus about the place and purposes of each text in the curriculum, and
these interpretations by teachers were then systematically related to the genres of the
English curriculum identified in Table 1. This activity demonstrated that:
• the genres and their purposes outlined in Table 1 are consistent with the
expectations of teachers for the English curriculum
• teachers involved in the project had a clear understanding of the genres their
students are expected to read and write in the English curriculum.
Teachers then agreed that the appropriate starting point for the project was with reading
and writing stories, followed by interpretation and writing of thematic stories, followed by
critique and writing of text responses.
In the first workshop, teachers were provided with detailed lesson plans for reading and
writing a range of stories at middle school levels. They first practised using these in the
workshop, discussing the language patterns that were focused on in the lesson plans, and
how to discuss these with their students. After successfully implementing one or two of the
detailed lesson plans, some teachers already felt confident to select and analyse other
texts in the curriculum for planning lessons.

In the second workshop, teachers were introduced to some general tools for systematically
selecting and analysing texts in the curriculum. This approach used the genres in Table 1 as
a starting point, and analysed the phases of meaning within each text. As the genres of the
curriculum are intuitively understood by subject teachers, so too are these phases of
meaning in specific texts. The approach was first demonstrated with a range of texts, and
teachers were rapidly able to independently begin identifying genres and analysing
phases.
In the third workshop, teachers were introduced to a set of high level tools for systematically
identifying the language features of texts to focus on in teaching reading and writing. These
tools are typically taught in detail, in post-graduate courses on discourse analysis. However
the practice that teachers in the project had experienced, in identifying and discussing
language patterns in their teaching, enabled them to rapidly learn to use these tools
independently. The approach was again to demonstrate the relevant language patterns in
texts from the curriculum, then for teachers to practice identifying them in the workshop,
and then to apply these tools in their lesson planning and teaching.
In the final workshop, teachers were introduced to a set of tools for analysing students’
writing, using the discourse analysis tools introduced in the previous workshop. These tools
are set out below in Tables 2 and 3. Teachers had no trouble using these tools to practise
analysing samples of students writing in the workshop.
This sequence of development in teachers knowledge about texts and language, and skills
in selecting and analysing texts, demonstrated that:
• subject teachers generally have a strong intuitive understanding of the genres
and language demands of their subject areas
• English teachers generally have no resistance to explicitly analysing the
language patterns of texts in the English curriculum, and using these analyses in
their teaching
• the most effective approach to developing teachers’ knowledge and skills with
language analysis is to start with their intuitive understandings, and then to make
these understandings conscious and systematic
• a scaffolding approach of demonstration with curriculum texts, supported
practice in workshops, and independent practice in the school, enables
teachers to rapidly develop a high level of professional skills in selecting and
analysing texts.
Teachers’ experiences in acquiring and implementing these skills are also discussed more
broadly in the Erebus Final Report on the project.

6 Literacy outcomes
The aim of this final section is to illustrate the gains that students made during the pilot. The
focus in this section is on qualitative assessment of students’ writing improvement, using the
criteria introduced in the preceding section. In terms of quantitative assessment, average
gains in writing improvement, measured from writing samples provided by teachers, were
on the order of two years expected rate of progress, over the three terms of
implementation of the project. This is consistent with the findings of other major projects
conducted with Learning to Read: Reading to Learn strategies. These include work
evaluated for DEST in the 2000 report What Works and Will Again:
Significant increases in student achievement have been measured...the average

improvement in reading and writing was 2.5 [National Literacy Profile] levels... At the
same time, teachers have noted a range of student learning outcomes that are
more difficult to measure, like an increased level of student engagement in their
learning. Video and anecdotal evidence reflects much higher levels of student
participation - especially in terms of the quality of dialogue between students and
teachers (McRae et al 2000).
It is also consistent with the 2004 project report by Catholic Education Office Melbourne:
The project confirmed the effectiveness of the Learning to Read: Reading to Learn
(LRRL) literacy pedagogy for students in the middle years of schooling, particularly
those considered to be educationally disadvantaged or at risk. …average literacy
gains across all schools and classes, and among students from all backgrounds and
ability ranges, was…approximately double the expected rate of literacy
development (Culican 2004).
However it must be emphasised that targeted students in the Board of Studies project were
starting from an extremely low base. One school reported that literacy assessments of many
of their Aboriginal students were among the lowest literacy achievements in NSW. Average
literacy levels of students at the start of the project ranged from that expected in Year 2
(Stage 1) to that expected in Year 4 (Stage 2). In consequence, accelerating these
students’ literacy learning at over twice the expected rate of improvement resulted in
average writing outcomes at upper primary level. This is still short of the level these students
need to independently succeed in secondary school.
On the other hand, these gains were made in three terms implementation, by teachers
were themselves learning to apply the strategies in the project. As these strategies provide
students with skills for independently learning from reading, it would be expected that they
are now far better equipped for coping with secondary schooling than they previously had
been, and that their learning will accelerate accordingly, even without further intervention.
In addition most of these students still have access to the teachers trained in the project,
and these teachers are now training other teachers in their schools to use the strategies.
Furthermore, improvements in writing consistently lag behind improvements in reading skills.

The project did not involve quantitative assessment of students’ reading levels, using tolls
such as miscue analyses, as these kinds of assessments lie outside the responsibilities of
secondary teachers. However the teaching strategies themselves provide continuous
opportunities for evaluating students’ reading development, in the context of classroom
practice. Teachers report that all students made rapid gains in reading comprehension and
fluency, and that detailed reading activities enabled all students to accurately read the
texts used in these activities.
The following discussion is designed to illustrate the kinds of writing improvement that has
taken place in the course of the project. To this end eight writing samples are analysed in

terms of the criteria set out in Table 2 and 3 above. The first two samples illustrate the
average writing skills of target students at the start of the project, including a lower and
higher level text in this range. The second pair illustrate a range of achievements in the first
stage of the project, as teachers were first learning to make the shift from standard
teaching practices to the LRRL strategies. The third pair show the kinds of achievements that
students can make using the LRRL strategies systematically, exemplified with story writing.
The fourth pair shows these kinds of achievements with other genres in the curriculum.
Students’ writing before intervention

The following two writing samples were written before intervention in the project. Although
they are extremely weak, they are characteristic of many Aboriginal and other students
from oral family backgrounds, who have not received adequate support in the course of
their schooling to develop their literacy skills. Although these samples illustrate extremely
weak writing skills for junior secondary students, they do not represent the weakest literacy
skills at the start of the project, as teachers reported that many of their Aboriginal students
never wrote more than a few lines, and some never wrote at all.
Writing sample 1: low range

This story was originally written as continuous text, but it has been transcribed here with one
clause per line to show the sequence more clearly.
we went hunt for goanna and kangaroo rob Max and scott
we went to the bush and we had a rifle
and we went to this place up to the bush was a little camp place
and up there we seen a speargun and it work so we put a bag at the camp
and we went hunt and we was lookin around the bush
and Max seen a kangaroo
and scott shot the kangaroo in the head
and we took back to the camp
as we was took the kangaroo back rob saw a goanna and another kangaroo
Max miss the goanna and it was run
Max and rob was chasing
and Max shot it in the eyes
and rob was at the camp with the kangaroo
and Max rob and scott was eating bush tucker
The following analysis describes both the strengths and weaknesses of this piece. For
explanations of these categories see Tables 2 and 3 above, and the Definitions in the
Appendix.
PURPOSE attempted narrative – Complication is ‘Max miss the goanna’

long Orientation - Complication signalled by time theme ‘as we was took
STAGING
the kangaroo back’ - but no Evaluation so that Resolution is weak
FIELD plot is potentially interesting, but little elaboration of events
no explicit attitudes expressed – reader is expected to engage with events
TENOR
without any expression of feelings
MODE a spoken story written down, expected Stage 1 level
some development of phases in the Orientation, with setting and events,
PHASES
but no reaction or description phases
people, things and places are followed through coherently, so that the
LEXIS
story makes sense, but very simple oral vocabulary
CONJUNCTION conjunctions are almost all ‘and’ - typical in oral stories
REFERENCE reference is simple but clear
APPRAISAL no use of appraisal to evaluate events, things or people

very weak grammar – result of stress with writing, together with writer’s
GRAMMAR
spoken dialect
SPELLING generally accurate
PUNCTATION no control of punctuation or letter cases
PRESENTATION no use of paragraphs
This is a spoken story that the student has attempted to write down, with few skills for writing
except for letter formation and spelling. The effort required means that other elements of
language have suffered, including obviously grammar, but also resources for elaborating
the story, such as characters’ reactions, and descriptive and attitudinal wordings. In the
spoken mode this may have been a successful story, but in order to produce successful
written stories, this student needs continual practice with detailed reading of literate stories,
and continual supported practice with writing that is closely patterned on these literate
stories.
Writing sample 2: high range

The following sample was in the high range of writing produced by target students before
the project commenced.
On my first day of high school it has been fun. I got here by car. I got to the hall and
listen to some boring speech. Then we got classes chosen. I got a good class
because it has two friends in it. Then I went to the class with the peer leaders and I
met the [unreadable] girls wich was a highlight of my first day.
PURPOSE recount highlights of first day at school

STAGING simple recount, including comments
FIELD simple personal experience
TENOR evaluated with personal feelings
MODE a spoken story written down, expected stage 1-2 level
PHASES initial comment signalled by time theme On my first day
LEXIS simple oral vocabulary
CONJUNCTION simple sequence in time with then and cause because
APPRAISAL some appraisal fun, boring speech, good class, a highlight
GRAMMAR accurate simple grammar
SPELLING generally accurate
PUNCTATION control of sentence punctuation and letter cases
Although it is still very weak, writing sample 2 was classified as high range because it displays
some features of written language, including sentence punctuation, accurate grammar,
and appraisals that evaluate the events, which was a requirement of the writing task.
These types of writing are representative of the plight of many Aboriginal and other students
in secondary schools. Standard approaches to teaching have almost completely failed
such students throughout their primary schooling. These types of text are produced as
responses to the typical primary school activity of personal story writing, sometimes called
‘journal writing’ or ‘process writing’. Such activities allegedly allow students to learn by freely
expressing their creativity, but their actual function is evaluative, since it is only those
students who are adequately prepared by their experience of reading that can produce
successful stories. Students from oral family backgrounds, particularly Aboriginal students,
rarely develop adequate literacy skills through such activities.

Early stages of the project

The next two writing samples illustrate the kind of development that were achieved by
target students at the beginning of the project. At this stage, teachers did not yet have full
control of the LRRL strategies, and were still influenced by standard teaching practices. One
such standard practice is known as ‘modelled writing’. In this activity a text is read and
discussed with the class, and students are asked to write a text of their own modelled on it.
These activities resemble the LRRL strategies of detailed reading and text patterning, but
are far less supportive for students to use the language resources of the model text.

The following text response was written after watching and discussing a film, and reading
model reviews, but without whole class text patterning to support the writing activity.
Bend it like beckham

Film Review
The movie is about a girl who has a dream to be like David beckhm.
One day as Jess Minder was playing in the park with her friends a girl called Jules
came to the park and saw how good Jess was good at soccer. Jules invited Jess to
play soccer for her rep team. Then they travelled to Germany to verse [sic] a team.
Jess and the team went to a club and Jess tried to hook up with the coach when
Jules liked him so they had a fight.
Her sister was having a wedding and she could not go to an important game so she
ends up leaving and going to the game. They one [sic] and Jess and Jules got
selected by the selector so she ended up playing soccer and becoming good at it.
The end
PURPOSE evaluate a visual text (movie) – but only recounts events

STAGING Orientation and Record of events – no evaluation of text
FIELD summarises events relevant to student’s experience
TENOR no evaluation
MODE a spoken story written down
PHASES only setting and events phases, stage 2 level
LEXIS mostly spoken lexis, but some specialised soccer, rep team, selector
CONJUNCTION simple time sequence with then
almost no appraisal how good Jess was good, important game,
APPRAISAL
becoming good
GRAMMAR simple spoken grammar with some problems
SPELLING generally accurate with some problems
PRESENTATION uses paragraphs
This text clearly displays the ineffectiveness of standard practices such as modelled writing
to adequately support weaker students to produce successful text Reponses. Although the
student can use accurate spelling, punctuation and paragraphs, she has no resources for
producing a review that evaluates a text. As a result she is restricted to simply recounting the
film’s events from her own perspective.


The following sample was produced after detailed reading of a story, but without whole
class text patterning. The story that was read in was A Good Tip for Ghosts by Paul Jennings,
in which two boys encounter a ghost in a rubbish tip. Elements of this story are used by the
writer here. The students were then asked to write their own ghost story.
My Ghost story
When I was 13, I was walking down the road with my best friend Mitchell.
It was my birthday & my parents weren’t home, so we went to egg people houses
(sic) One the way home around midnight we had to walk past the tip. The story that
was going round at the time that there lived a ghost in the tip.
As we were about half way past, we heard a weird nosie.
We went to investigate, when we got there a rat was rolling a tin can. We heard the
nosie again except it wasn’t tin can.
We went to investigate again we saw this thing floating in the air like something
invisible was taking it along with them.
We were so scare that we screamed so loud that the whole town could here us.
Everyone came & by that time the ghost left.’
Everyone thought we were just causing trouble.
Every since we never walk around town after 6:00pm.
The End!!!
PURPOSE attempted narrative – Complication is ‘thing floating in the air’

Complication signalled by time theme As we were about half way past -
STAGING
Evaluation We were so scare but Resolution is weak the ghost left
plot is partly borrowed from a read story, with some personal and
FIELD
imaginative elements
personalised with best friend and my birthday – feelings are expressed in
TENOR
Evaluation
MODE a slightly more written story, expected Stage 3 level
setting and comment in Orientation - minor problem and then major
PHASES
problem in Complication – reaction in Evaluation
generally coherent, so that the story makes sense – some written lexis,
LEXIS
went to investigate, floating in the air like something invisible
CONJUNCTION sequenced with time themes One the way home around midnight etc
some use of appraisal weird noise, screamed so loud that the whole town
APPRAISAL
could here us
GRAMMAR grammar is generally controlled, with some problems
SPELLING generally accurate with some problems
While this student controls more literacy skills than the first sample, the practice of ‘modelled
writing’ does not provide sufficient support for students at this level to use the written
language that they read in model texts. Modelled writing provides slightly more support for
students than personal story writing illustrated with sample 1, but still pushes weaker students
to write an original story before they are ready to do so successfully.

Following implementation of LRRL strategies:

stories
The next samples were written independently following systematic implementation of the
LRRL strategies. In each case a passage was selected from an accomplished author.
Detailed reading strategies were used to tune students into the language patterns that the
author used to construct the model text, and with the guidance of the teacher the whole
class then jointly wrote a new text patterned closely on the text they had been reading.
Students were then asked to write their own text using the same language patterns they
had read and written as a whole class.

The first sample 5 shows the gains that a very weak student can make after detailed
reading and whole class text patterning. The passage they have read is from a short story
(title not identified). This student was among those writing at the level of sample 2 before
the project started.
The hitch hiker!

We came out of the garage on to the highway and I jammed my foot on the
accelerator. The big car raced past other traffic like they were standing still. In around
10 seconds or so we leaped to ninety.
‘Lovely,’ he muttered. ‘Beautiful, keep driving.’
I had the accelerator squished like a pancake against the floor and I held like a
pancake.
‘100!’ he cried ‘…105…110…115! Go on don’t slack off .’
I was in the outside lane and we flew past several cars like they were still.
‘A hundred and twenty!’ my passenger screamed, cheering as though it was the
last time he was in a speeding car.
Suddenly, I heard a rattling sound, which was soft, but grew louder. It got so loud
that it felt like my ear drums were going to burst. A tyre had busted.
I looked at the ragged wheel.
‘Oh damn. A tyre busted.’ I said.
PURPOSE write a short anecdote patterned on a model text

well developed Remarkable event stage, with Reaction signalled by
STAGING
Suddenly
FIELD partly borrowed from model story, with imaginative elements
reader engaged with accelerating action, and feelings expressed in
TENOR
reactions
MODE many written language features, expected Stage 4 level
builds excitement through accelerating events, and intensifying reactions,
PHASES
followed by problem and reaction
constructs familiar field through consistent strings of lexis – garage-
LEXIS highway-accelerator-big car-traffic-standing stil-10 seconds-ninety-
driving- the floor-outside lane-speeding car-tyre-ragged wheel
sequenced by series of events, and time themes In around ten seconds,
CONJUNCTION
Suddenly
REFERENCE reference is clear
much use of appraisal using specialised lexis jammed my foot, raced past
and similes like they were standing still, squished like a pancake, as though
APPRAISAL
it was the last time, like my ear drums were going to burst, and feelings in
reaction phases ‘Lovely,’ he muttered, screamed, cheering, Oh damn
GRAMMAR grammar is well controlled
SPELLING accurate
PUNCTATION control of sentence and dialogue punctuation

Although there are elements of this text that are still not strong, such as the repetition of tyre
busted in the last two lines, and a weak reaction at the end, this student has control over a
host of written language resources, such as reaction phases to engage reader, constructing
a coherent field through consistent lexis, time themes to signal changes, similes and
descriptive appraisals, and the complex punctuation of dialogue.

The next sample was written after a detailed reading and whole class rewriting of a
passage from the same Paul Jennings story as in sample 3 above. This time the writer is able
to use many of language resources from the model text, while producing an original story.
A little way off from the biggest car pile in the wreckers we were scratching through
some old car parts for our new go-cart. Tom had just found the fourth wheel. He
pulled it out. It made a lot of noise for a tyre. But after he pulled it out the noise
continued. It sounded like someone pushing a car over but no-one would be strong
enough to do that, unless it was a ghost.
I looked at Tom, Wack! Something had hit him in the head. He fell to the ground. The
tyre rim that had hit him came from the same direction as the noise. This was starting
to freak me out. I wanted the headlights of a car to turn on so I could see what the
noise was. I went to run but then I thought about Tom. I couldn’t leave him here and
let the ghost get him. I looked over at the pile and saw a head. It was hanging loose
from a blurry body.
I grabbed Tom and dragged him into the nearest car. I jumped in but couldn’t get
Tom in quickly enough. The ghost looked directly towards him. I ducked down
behind the car door… (extract)
PURPOSE accomplished narrative (extract)

Complication signalled by time theme But after he pulled it out… – well
developed Evaluation This was starting to freak me out. I wanted the
STAGING
headlights of a car to turn on so I could see what the noise was… –
temporary Resolution predicting a second Complication
plot is partly borrowed from a read story, with well developed imaginative
FIELD
elements
reader engaged with build up of tension and action, and feelings
TENOR
expressed in Evaluation
MODE a more written story, expected Stage 5 level
builds tension through worsening problems, followed by reactions,
PHASES
temporary solution and further problem
imaginative use of new go-cart to find wheels that ghost throws – tied to
LEXIS
context of wreckers, car lights and nearest car
sequenced by series of events (using Jennings’ strategy), time theme
CONJUNCTION
signals Complication
reference is clear – including text reference This was starting to freak me
REFERENCE
out
much use of appraisal, e.g. biggest car pile, no-one would be strong
APPRAISAL enough, Wack!, starting to freak me out, I couldn’t leave him, couldn’t get
Tom in quickly enough
SPELLING accurate
PRESENTATION some use of paragraphs
Detailed reading and joint rewriting of a story by an accomplished author has enabled this
student to independently write a highly successful written story. Continual practice of these

activities over time, with a range of texts, will soon make such students successful
independent readers and writers across the curriculum. These activities rapidly overcome
the problems created by standard classroom activities such as personal story writing and
modelled writing.
Following LRRL: other English genres

The last two writing sample illustrates how continual practice with detailed reading and
whole class text patterning can eventually enable all students to write effectively across the
curriculum.
Writing sample 7: poem

The following poem was jointly written by two of the weakest students in the project. These
students had not been known to write at all before the project began. It was written
following a detailed reading of a poem from the novel So Much to Tell You by John
Marsden. Marsden’s poem uses metaphor to encode a message that reflects on a
personality and relationship. A new poem was then jointly constructed by the whole class,
patterned on Marsden’s, and the students were asked to write their own.
Pale as a ghost you walked past

I wondered what its like to die
I waited for time to go past
To see if I would fly
I thought that ghost would come back

But there are things that cannot be
The ghost can touch nothing
There are things I cannot see
PURPOSE poem patterned on reading, using metaphors to encode message

STAGING exemplum genre - Incident and Interpretation
FIELD imaginative use of ghost and death metaphor to reflect on life
TENOR generally personal, with objective generalisations
towards literary poetry, using alternating rhyme and scanned rhythm –
MODE
expected stage 4
two stanzas/phases – events and reflection, realising Incident and
PHASES
Interpretation
simple everyday lexis, but used for metaphors and reflections Pale as a
LEXIS
ghost, what its like to die, things that cannot be, things I cannot see
implicit cause you walked past (so) I wondered, concession But there are
CONJUNCTION things, implicit comparison The ghost can touch nothing (likewise) There
are things I cannot see
REFERENCE reference is clear
judgements Pale as a ghost, can touch nothing, I cannot see used to
APPRAISAL
reflect on life things that cannot be
SPELLING accurate
PUNCTATION control of letter cases
PRESENTATION control of lines and stanzas
Although the poem is apparently very simple, a large set of written language resources are
used to encode a message about life. This achievement is particularly striking as these
students’ literacy skills would be assessed at Stage 1 (Years 1-2) before the project
commenced.

Writing sample 8: interpretation

In sample 7 the genre is an interpretation, that is it interprets of the message of a text, in this
case Steinbeck’s Grapes of Wrath. The interpretation genre was modelled and practised by
the whole class over time, and students were then asked to write their own interpretation.
The task was to interpret the message of a novel from the perspective of ‘chance’.
The Grapes of Wrath is a story of a poor family living on a farm whose living is
destroyed by drought (a natural force). By chance (fate) they are forced to leave
their farm to work. In doing so they took a great risk because they had no home and
no job, and were going by chance to find these.
When they do find work their labour is exploited through low wages, poor working
conditions, inadequate housing and poor quality food. They had not achieved the
certainty they had taken a risk for. Only a few had the collective vision to organise
(planning) to strike for better conditions. In doing so, however, these people, like the
character Tom, take a great risk with their lives. Tom feels any risk is worth it to make
life better.
The Grapes of Wrath is a story of how chance can affect a whole generation of
people.
PURPOSE interprets message in novel

STAGING message is interpreted through Synopsis, but no Evaluation of the text
FIELD good control over the field of the text, summarising key elements
TENOR objective, but implicit empathy for characters, e.g. poor family
MODE written mode appropriate for secondary school
repeated sequence of key events and reflections on chance and risk,
PHASES
concluding with summary of reflections
well developed field, e.g. destroyed by drought (a natural force), labour is
LEXIS exploited through low wages, poor working conditions, inadequate
housing and poor quality food, collective vision to organise (planning)
good control of consequence By chance, In doing so, however - and
CONJUNCTION
comparison like the character Tom
REFERENCE reference is clear – including text reference In doing so…
good control of objective appraisal, e.g. a poor family, destroyed by
APPRAISAL drought, took a great risk, their labour is exploited, Only a few had the
collective vision, chance can affect a whole generation
SPELLING accurate
PRESENTATION some use of paragraphs
In some respects sample 7 is not as successful as sample 6 above. This is partly because the
task of interpreting a message in a novel is far more complex than writing a story patterned
on a reading. On the other hand, this student is able to produce the key elements of
synopsis and reflections to interpret the text, using the criteria of ‘chance’ set in the task. The
student also has a strong command of the field of the text, is able to construct an argument
using written conjunctions, and is able to use objective appraisals appropriately.

Conclusions
From the perspective of the Learning to Read: Reading to Learn program, this project has
provided three key benefits. Firstly it allowed the implementation of the literacy and
professional development strategies in the contexts of both a specific secondary curriculum
area, and the needs of Indigenous secondary students. Secondly it provided opportunities
to follow the professional development of secondary English teachers using the strategies
with Indigenous and other students. And thirdly it enabled teachers to map the learning
development and needs of their students as they applied the strategies.
Achieving literacy demands of the the syllabus

The project demonstrated that the Learning to Read: Reading to Learn strategies are well
suited to enabling all students, including Aboriginal students, to engage more successfully
with the secondary English curriculum than many currently do. The professional
development program was adapted to meet the criteria of 7-10 English syllabus, in terms of
the types of literacy skills that students need to achieve its outcomes, and the professional
development needs of teachers. This was made possible by using research on the literacy
demands of secondary English from the Write it Right project, published as Exploring Literacy
in School English (Rothery 1994). This framework was adapted to the reading pedagogy and
text analysis developed in the Learning to Read: Reading to Learn program.
An important finding of the project is that syllabi need to provide explicit guidance for
teachers in the literacy demands of their subject areas, and appropriate models for scoping
and sequencing the curriculum to enable all students to achieve the syllabus outcomes.
With respect to the literacy demands of secondary curricula, the findings of the Write it Right
research, sponsored by the NSW Department of Education, provide an excellent framework
for integrating literacy in the curriculum. If NSW schools are serious about providing access
and equity for all students, including Aboriginal students, these findings should be
incorporated in all secondary syllabi.
Teachers professional learning

The professional development of teachers in the project has been extensively reported in
the Erebus report. Teachers need effective tools to enable all their students to achieve
curriculum outcomes, including:
• strategies for classroom interactions that engage, affirm and extend all students, and
• knowledge about language and literacy in the context of the curriculum demands.
All teachers in the project rapidly took on the strategies for classroom interaction, as soon as
the workshops showed them how to do so, since all had a strong desire to engage all their
students in work appropriate to their grades, and to close the ‘ability gap’ in their classes. By
the end of the project all teachers had also developed a high level of expertise in selecting
and analysing texts for teaching reading and writing in the context of the curriculum.
This finding has significant implications for future inservice and preservice training for
teachers. In order to provide quality education for all students in their classes, including
Aboriginal students, teachers need training to teach reading and writing as a part of normal
classroom practice. And they need training to enable all students to succeed in learning
activities at their grade level. The Learning to Read: Reading to Learn program shows
teachers how to achieve these goals. This project has demonstrated that teachers can
make these skills their own and use them in the context of their curriculum.

Key strategies to overcome educational disadvantage

Finally the project has reinforced our understanding of both the extent to which Aboriginal
students are currently failed by standard teaching practices and the progress they can
make with well designed teaching strategies. Current teaching approaches fail to give
many Aboriginal and other students the skills they need to achieve curriculum outcomes at
any school level, but particularly in secondary school. While these approaches are often
legitimated with apparently progressive rhetoric of creativity and choice, they ultimately do
no more for weaker students than reinforce their position at the bottom of the educational
hierarchy (Brophy 2002). This problem can be overcome if teachers are given explicit
guidance on the skills their students need and how to teach them. The project has shown
that Aboriginal and other students can make rapid progress if:
1. teaching reading and writing is integrated in classroom practice,

2. classroom interactions are carefully designed to enable all students to succeed in
learning activities,
3. teachers are given explicit guidance on scoping and sequencing the curriculum.

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Appendix 1: Some definitions

The overall structure of the text. Different genres are used for different purposes,
GENRE
each with their own sequence of stages.
REGISTER The ‘content’ of the text, including its field, tenor and mode.
The subject matter, what the text is about. From technical fields in science,
Field
technology, geography and history, to everyday or fictional fields in stories.
The relationship between writer and reader, e.g. as more personal (first person) or
Tenor more objective (third person). Stories may be personal but most writing is expected
to be objective. Arguments can sometimes shift between objective and personal.
The continuum between highly written or more spoken language. Texts generally
become more written from school year to year – e.g. more technical and
Mode nominalised (changing verbs into nouns eg. Instead of ‘Humans discovered that
some plants can be eaten’ – ‘The discovery that some plants could be eaten…’)
in factual texts, and more literate in English (eg. metaphors, similes).
DISCOURSE Sequences of meanings as a text unfolds, and how they are tied together.
Phases are the steps that a text goes through. They are a few sentences or a
paragraph long. Types of phases vary with the genre and the field. A well-
Phases organised text has a clear sequence of phases – each paragraph should be one
or two phases. Paragraphs in non-fiction texts usually begin with a topic sentence –
what the phase is about.
The way links are set up within a text through association between words and
Lexis groups of words. Including repetitions, synonyms, contrasts, and class-member
(mammal – kangaroo) and whole-part relations (body – hands).
Logical relationships between phases and between sentences. Including addition,

Conjunction comparison, time and consequence. Logical relationships are often expressed by
a conjunction, but they are also often implicit.
How people and things are introduced into a text and tracked through each
Reference sentence, using pronouns, articles, comparison and so on. So that the reader can
easily recognise who or what is being referred to at each step.
How attitudes are expressed, including feelings (happy, sad), judgements of

people (kind, cruel), and appreciation of things (interesting, boring). Appraisals
Appraisal
can be positive or negative. They can be amplified or diminished (stronger or
weaker).
OTHER FEATURES
The correct use of words according to the conventions of written English. For
Grammar writing assessment, we can focus on things like appropriate tenses, pronouns,
articles, and plural/singular forms of nouns and verbs.
Presentation Presentation & layout includes appropriate margins, headings, paragraph

& Layout spacing, placement of illustrations and neatness.

Appendix 2: Teacher resource booklets

The following resource booklets (to be attached) were used in workshops in the project,
and as resources for teachers in the classroom.
Booklet 1: Engaging
Booklet 2: Interpreting
Booklet 3: Critiquing
Booklet 4: Assessing
Lesson plans

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LEARNING TO READ

NSW 7-10 English Syllabus

Learning to ReadReading to Learn

NSW 7-10 English syllabus

Learning to ReadReading to Learn

The professional development program

Teachers professional learning

Learning to ReadReading to Learn

Figure 1: LRRL curriculum cycle

Prepare before Detailed

Learning to ReadReading to Learn

Figure 2: Scaffolding interaction cycle

Learning to ReadReading to Learn

Aboriginal students’ literacy problems and the nature of schooling

Learning to ReadReading to Learn

Learning to ReadReading to Learn

Where the experience of schooling as an unpleasant waste of time is inter-generational and

Origin of students’ ‘ability’ levels

So-called low ‘ability’ levels are a consequence of a mismatch between primary

Addressing the problem

Learning to ReadReading to Learn

3 NSW 7-10 English syllabus

The aim of English in Years 7 to 10 is to enable students to use, understand,

The underlying philosophy informing the syllabus is a progressivist-constructivist one of

The syllabus enables teachers to draw on the methods of different theoretical

Learning to ReadReading to Learn

Table 1: Genres in the secondary English curriculum

Learning to ReadReading to Learn

This recommendation should ideally be extended to other syllabi in relation to students’

Learning to ReadReading to Learn

Term 1 Engaging with texts

Learning to ReadReading to Learn

Term 2 Interpreting texts

• Butterfly Song by Terri Jaenke, Penguin 2002

Table 2: Levels of text analysis for preparing reading lessons

• classifying report Gladiators

Learning to ReadReading to Learn

Term 3 Critiquing texts

Follow the Rabbit-Proof Fence by Doris Pilkington University of Queensland Press,

• APPRAISAL for expressing attitudes about feelings, people & things

• Personal response by sweetprincess

Learning to ReadReading to Learn

Term 4 Assessing writing

Table 2: Story Writing Assessment

FIELD Is the story plot imaginative, interesting and coherent?

SPELLING Is spelling accurate?

Learning to ReadReading to Learn

Table 3: Factual Writing Assessment

FIELD Does the writer understand and explain the topic?

Register TENOR Is it appropriately objective?

SPELLING Is spelling accurate?

Learning to ReadReading to Learn

Changes in teachers professional knowledge and

Techniques for engaging all students in learning tasks, and extending

Learning to ReadReading to Learn

All teachers reported an unprecedented level of engagement by all students in their

Using detailed reading as a part of classroom practice.

Selecting and analysing texts to plan lessons.