Post on 12-Jan-2016
Tamara Bromley, Kingston Primary School, November 2012
Read some/all of your book to your
partner.
Before you read, select 1/2 questions to
ask your “child”.
After you read, reflect on the questions
you used, what you achieved with your
“child” as a result.
Tamara Bromley, Kingston Primary School, November 2012
Accountable talk
Purposeful talk
Shared sustained thinking
Sustained or Substantive
conversations
Tamara Bromley, Kingston Primary School, November 2012
Accountable talk = Substantive
conversations/ shared sustained
thinking around a text.
Serves to scaffold/ extend the child’s
deeper meaning making in a
community of learning.
Tamara Bromley, Kingston Primary School, November 2012
Read handout from FS, S and L
Resource Book p. 13-16.
As you read, think about how you, as a
teacher, can use substantive conversations
to get accountable talk around a text.
Complete “t” chart (activity 2) and share
with partner.
Tamara Bromley, Kingston Primary School, November 2012
KEEP THE TEXT IN THE CENTRE
JUSTIFY, EVIDENCE FROM THE
TEXT, KEEP IT PURPOSEFUL
Tamara Bromley, Kingston Primary School, November 2012
Learning community
Accurate knowledge
Rigorous thinking
Di Rees, Balanced Reading Comprehension, August 2012
Tamara Bromley, Kingston Primary School, November 2012
“No matter what we do with them in terms of basic
reading and writing skills, numeracy and literacy
skills, unless the activities are somehow
connected to the world and unless there is
critical intellectual engagement with
knowledge – unless there is an educative act going
on – we might as well pack up and go home”
Luke, A 2003 Making literacy policy and practice with a difference. Australian Journal of Language
and Literacy 26(3) 58 -82
Tamara Bromley, Kingston Primary School, November 2012
Maturational, developmental, behaviourists, psychologists
Skills, measurable, targetable, “easy”
Emergent and whole languageFirst Steps, Literacy Net, K-2 writing
assessment
Sociocultural views Australian Curriculum, First Steps
Tamara Bromley, Kingston Primary School, November 2012
Tamara Bromley, Kingston Primary School, November 2012
Phonological Awareness
Decoding Sight word knowledge
Word Attack Skills
Vocabulary
Fluency
Comprehension
Concepts of Print
General Purposes
for Reading
Strategy InstructionReading- For Specific Purposes for Reading
Meaning derived
from “text”
Background
Knowledge
Vocabulary and Word
Consciousness
Knowledge of
Structure
(McKenna & Stahl, 2003:8; Kibby, 1995:28-29; Clay, 2001:84-85)
These form the core essential knowledge for reading success.
4 essential jigsaw pieces for reading success
The aim of reading
Essential knowledge that supports Reading Performance
STRATEGIES APPROACH CONTENT APPROACH
Models of thinking and learning, developmental psychology approach
Models of text processing, focussed on developing coherent meaning of a text.
Think about mental processes No direction to consider specific processes.
Explicit teaching of strategies, processesChoose and execute specific strategies to comprehend the text.
Attend to text ideasBuild mental imagery of those ideas, relating new information to background knowledge, existing schemas etc.
Specific routines to deal with new information Focus on processing the information, link new with old and get meaning.
National Reading Panel supported this approachFirst Steps Reading Strategies teaching
Meaningful talk about a text; interpretive community that jointly constructs meaningCollaborative discussions, dialogic instruction, instructional conversations, open ended questions; student control of the inquiry, teacher responds to students’ responses.
How strategies should be taught is still under lots of research and discussion – however, see Oakley 2011 re metacognitive knowledge, declarative knowledge, procedural knowledge etc.
Strategies exist but don’t drive the comprehension; unclear as to instructional guidance.
Tamara Bromley, Kingston Primary School, November 2012
Margaret G. McKeown, Isabel L. Beck, Ronette G.K. Blake (2009) Rethinking Reading Comprehension Instruction: A Comparison of Instruction for Strategies and Content Approaches Reading Research Quarterly , 44(3) , pp. 218–253
Oakley, Grace (2011) The assessment of reading comprehension cognitive strategies: Practices and perceptions of Western Australian teachers. Australian Journal of Language and Literacy 34(3), 279-294
Literal question – right there in the text Inferential as in “why” did things happen, why characters
may feel that way, what happened between the lines that is not actually stated
Reaction – what did they think of the text? What part or character did they particularly react to and why? How did it make them feel?
Think about purpose and audience - Why did the author write it? What is the purpose of the book/ story? (even stories can have a purpose or message within them) What in the book told them this?
Connect characters and events with the student’s experiences. This is a very important part of understanding a story or information.
Extend the students’ knowledge/ experiences, springboarding from the text.
Scull, Janet (2010) Embedding comprehension within reading acquisition processes. Australian Journal of Language and Literacy 33(2) 87-107
Tamara Bromley, Kingston Primary School, November 2012
Tamara Bromley, Kingston Primary School, November 2012
HAVE A CONVERSATION!
Persuasive writingTo be accountable, need to justify with evidence from the
text.
Newell, G.E., Beach, R., Smith, J. VanDerHeide, J. (2011) Teaching and learning argumentative reading and writing: A review of the research Reading Research Quarterly 46 (3) 273-304
EAL/ EAD LearnersMetalanguage used, explicitness and think alouds will assist
the EAL/D learnersNassaji, H (2011) Issues in second language reading: Implications for acquisition and instruction.
Reading Research Quarterly 46 (2) 173-184
Early YearsShared sustained thinking and the importance of the early
years. Iram Siraj-Blatchforda*, Brenda Taggarta, Kathy Sylvab, Pamela Sammonsc and Edward Melhuishd
Towards the transformation of practice in early childhood education: the effective provision of pre-school education (EPPE) project (2002) Cambridge Journal of Education 38(1) 23-36 2008
Tamara Bromley, Kingston Primary School, November 2012
How will accountable talk support
learning within the intentions,
pedagogy and desired outcomes of the
EYLF and AC? In partners, one read the EYLF document, the other
read the Australian Curriculum document with a view to answering this question.
Share your thoughts with your partner and then
complete the chart on your table as a whole group.
Tamara Bromley, Kingston Primary School, November 2012
Read your book again with your
partner but this time facilitate a
substantive conversation.
Use the sheet to reflect what you did
this time and how it differed/ was the
same.
Tamara Bromley, Kingston Primary School, November 2012
Substantive conversations make talk
accountable.
Need a good book, intellectual challenge,
passion and excitement!Some warnings: Substantive
conversations take time. Kids may get excited and all want to talk at once.
However, that may be a sign of a real conversation!
Tamara Bromley, Kingston Primary School, November 2012