The Four Resources Model of Literacy

Steven Figg guided us through the 4 Resources Model.  He gave us a brief overview of what they were and the background showing us a video with Allan Luke talking about the 4 resources model.

Steven said that the 4 resources were not developmental and should be taught by all teachers.  One is not sufficient on its own – all four are equally important.

All four resources should be identified, explicitly taught and systematically integrated into the planned learning sequences delivered by all teachers at all levels of schooling.

Steven explained that the 4 resources were;

1. Code breaker “How do I crack this code?”

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.

2. Text Participant “What does this mean to me?”

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 poemfor 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.

3. Text User “What do I do with this text?”

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.

4. Text Analyst “What does this text do to me?”

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 beliefs about fathers implied in a range of picture books; looking at newspaper photographs tp consider who is not represented and why this might be; re-writing fairy tales to present different ideas about gender or class.

This is from the literacy section of the English Website http://www.education.tas.gov.au/english/liteng.htm#four

Steven gave us a folder of resources to help us with our teaching.  If you were absent or did not get a copy of the package, please see Ruth.  Claire also made available a booklet of Open ended literacy centre tasks.  Each Unit will get a copy soon.

Steven gave us an example of an ELs unit using the 4 resources model.

Steven also gave us some sample questions to help us with the 4 resources model

Questions to develop code breaker strategies:

• 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 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?

• Is the picture high/low angle, close up/long shot?

• How would you describe the music in this video?

• What colours have been used?

Questions to develop text participant strategies:

• Can you predict what the text is about?

• What message is the author presenting?

• 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?

Questions to develop text user strategies:

• 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?

Questions to develop text analysis strategies:

• 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?

Christine Ludwig 2004

More Reading

A Map of Possible Practices: further notes on the four resources model