The FOUR RESOURCES Model
USING THE FOUR RESOURCES ORIENTATION
Reference: GENERIC GUIDE from ‘Making A Difference’, Page (2003:407)
Roles
/ Explanation / Practices / Questions to develop ….1. Code Breaker:
The practices required to decode systems of written and spoken languages and visual images. / This involves being able to decode and encode language at an appropriate level of proficiency. It includes recognising and being able to speak and write words and sentences; it incorporates phonics and the use of accurate spelling and grammar.
§ / § Recognising such structures as questions, statements and commands
§ Using pace, volume, pronunciation and stress appropriately in speech
§ Using cues arising from written and visual symbols / § What words are interesting?
§ How did you work out the difficult word?
§ What letter/s make that sound?
§ What other words have that sound?
§ What other words have that sound?
§ What do particular words mean?
§ What other words have a similar meaning?
§ How is the word used in this context?
§ What other words come from the same base word?
§ What other words have the same prefix/suffix?
§ How is this type of text set out?
§ What are the features of this text?
§ Where are the sentences and paragraphs?
§ What kinds of punctuation can I find?
§ Does the layout match a text type?
§ Is the picture high/low angle, close up/long shot?
§ How would you describe the music in this video?
§ What colours have been used?
2. Meaning Maker (as Text Participant):
The practices required to build and construct cultural meaning from texts. / Students use their knowledge of the world, knowledge of vocabulary and knowledge of how language works, to comprehend and compose texts. Examples of activities that involve this role include: making a list of questions after reading a poem for the first time; comparing the worlds created in two science fiction films; predicting the style and content of a television program from the opening titles.
§ / § Identifying the main idea and supporting details in an explanation
§ Predicting meaning by using title, illustrations and text format
§ Inferring word meanings from context
§ Matching graphic information such as symbols or diagrams to textual information / § Can you predict what the text is about?
§ What message is the author presenting?
§ What is the text telling me?
§ What do I already know about the topic?
§ What words, pictures or labels help me to understand what it means?
§ What words do I recognise?
§ What information might be in the text?
§ Where have I seen something like this before?
§ Does the text remind you of something that has happened to you?
§ What did you feel as you read the text?
§ What might happen next?
§ What would you do in this situation?
§ What words or phrases give you this idea?
§ What are the main ideas presented?
§ How does the picture make you feel?
§ What other information does the picture give you?
§ Is the character like anyone you know?
§ What are the characters thinking/feeling? What does text mean?
§ Can I explain the text to someone else?
§
3. Text User:
The practices required to use texts effectively in everyday, face-to-face situations and for different cultural and social functions. / Students understand how language varies according to context, purpose, audience and content, and are able to apply this knowledge. Examples of activities that involve this role include: creating an information leaflet for a sporting club; preparing a talk about new books in the library for an assembly; choosing an appropriate style for a letter or phone call thanking a visiting speaker. / § Telling a story
§ Interviewing others
§ Following instructions
§ Finding information / § What text form is this?
§ How do you know?
§ How is this text put together?
How can you find information in this text?
§ If you wrote a text like this, what words would you make sure you used?
§ How is this text like others you have read?
§ What is the purpose of this text?
§ If you were going to put this text on the web, what changes would you make?
§ How would the language/structure change if you were to use these ideas in a poem/brochure/poster?
§ How is this text different from/like the last one we read?
§ What I am supposed to do after reading, viewing or listening to the text?
§ How can I share what I have done with this text with others?
§ How do I read or view this text to use the information?
§ Can I use this text to help me create my own text?
§ What information can I discuss about this text with others?
4. Text Analyst:
The practices required to analyse, critique and second-guess texts. / Students critically analyse and challenge the way texts are constructed to convey particular ideas and to influence people. Examples of activities that involve this role include: working out the beliefs about fathers implied in a range of picture books; looking at newspaper photographs to consider who is not represented and why this might be; re-writing fairy tales to present different ideas about gender or class.
§ / § Comparing the cultural conventions of transactions in different languages
§ Recognising the transferability of literacy skills from language to language
§ Understanding the literacy skills of other languages / § Is this text fair?
§ What would this text be like if the main characters were boys/girls/from different cultural background?
§ Why do you think the author chose that particular word/phrase/title/illustration?
§ How would this text be different if told in another place or time or point of view?
§ Are there stereotypes in the text?
§ Who is allowed to speak?
§ Who is quoted?
§ What is fact and what is opinion?
§ Who does the text favour or represent?
§ Who does the text reject or silence?
§ What is the text trying to make me think and feel?
§ What opinion or point of view does the author have?
§ Who is the target audience?
§ Do I agree or disagree with what is being portrayed?
§ Who produced the text?
§ Why was it produced?
§ For whom is the author writing?