9/9/20151 Teaching Literacy across the John Munro Teaching students who have literacy comprehension...
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Transcript of 9/9/20151 Teaching Literacy across the John Munro Teaching students who have literacy comprehension...
04/21/23 1
Teaching Literacy across the
John Munro
Teaching students who have literacy comprehension difficulties :
Building the oral language component
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What is literacy ?
Literacy is the knowledge students use to convert written information to knowledge
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Things you do
Re-read parts of the text more than onceLink the text with what they know
Work out its topic
Say parts of it in their own words
Use what they know about grammar to take the sentences apart
Use punctuation
Link what two or more sentences say
work out what words mean in the context.
Try to summarize or review every so often
You look for sentence meanings
You look at word meanings
You look for the topic meaning
You look for discourse meaning – text thread
You look for the topic meaning
You look for sentence meanings
You look for sentence meanings
You look for sentence meanings
You look for discourse meaning – text thread
Comprehending strategies : readers use employ a range of actions to comprehend text and to learn from it.
What is the difference between comprehending and comprehension ?
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Comprehension versus comprehending
Comprehension : what you know about a text having read it
Comprehending : what you do while reading to comprehend a text.
Our focus : on comprehending
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Reader
Manage and direct the
reading activity
What knowledge does the reader need to comprehend the
text ?
Integrate the
outcomes
What does it tell me ?
What do the words and phrases in the text tell me ?
What do the words and phrases in the text tell me ?
What is it about ? What is its topic ?What is it about ? What is its topic ?
What does each paragraph tell me ? What is the ‘story threat’ ?
What does each paragraph tell me ? What is the ‘story threat’ ?
What is the text about altogether ? What do I know now that I didn’t know earlier
What is the text about altogether ? What do I know now that I didn’t know earlier
What does each sentence tell me ?What does each sentence tell me ?
What is the purpose or disposition of the text? What is its genre ?
What is the purpose or disposition of the text? What is its genre ?
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Existing knowledge scaffolds reading
Two main forms of our general knowledge scaffold our reading activity: our
oral language knowledge experiential knowledge
what words mean, how they are said, sounds in words
how ideas are linked into sentences, grammar.
how ideas are linked into networks. how a topic or theme operates the attitudes and values of the writer
towards the ideas in the text.
• experiences, visual imagery knowledge
• action, motor knowledge
• knowledge of symbols
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Review : The types of literacy knowledge
We can show each type of reading knowledge
Level of text information
The ‘whats’; knowledge units in the text
The ‘hows’; actions to use on the text
The ‘whys’; beliefs about what works
word
sentence
conceptual
topic
disposition
How we manage and direct our reading activity
Your existing knowledge
Oral language Experiential
text units we can recognise automatically
comprehending actions or reading strategies we can use
atttidues, values or beliefs we have about each level
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Planning the literacy teaching
We can show each type of reading knowledge
Phase of reading
word sentence discourse topic disposition
GKR
While reading
Review consolidate
text units we can recognise automatically
comprehending actions or reading strategies we can use
atttidues, values or beliefs we have about each level
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What are the High Reliability Literacy Teaching Procedures?
A set of explicit procedures that teach readers to
• get their knowledge ready for reading and learning• read text aloud • use and learn new vocabulary• paraphrase and visualise the text• link the text with questions it answers• summarize the text• review, consolidate and automatize what was read.
Why ‘high reliability ? Each teaching procedure has substantial research support for its use
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How do you build these into your teaching ?
Beginning a lesson:
Get knowledge ready
GKR
While reading +learning
Teach new ideas
• new vocabulary• new sentence
ideas• new main ideas• new topic• new attitudes
and dispositions
Review + consolidate
• Review new meanings, ideas, link with synonyms and images
• Store in memory
• Automatise recall , use of meanings
Getting ready or orienting actions
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•Focus on possible topic of text. The teacher guides the students to link text with what the readers knows by using the title, the cover, pictures in the text or blurb. What do I think the text is about? What pictures do I make in my mind when I hear the title/look at the cover….. What might happen ?
• Link ideas in text with what the reader already knows, use mapping, networking. What ideas could it mention ? If it is about ….. what else might it say ?
• Focus on how the ideas (such as pictures, key words they have identified) might be said : How can I say these ideas in sentences ?
• Focus on questions it might answer: What are some who / what/ how/ why/ when/ where questions I could ask about it ?
• Focus on possible words that might be in the text. What words might be in the text ? How would they be spelt ? What other words might be used (synonyms for them) ?
• Focus on possible reasons or purposes for writing it. What are different ways of thinking about this topic ? Why might the author have written this text ? How might its purpose affect how it is written ?
• Readers say how they will read, the actions (strategies) they will use. "What will I do as I read/ if I come to a part that I don’t understand ?
• Focus on reader’s self efficacy as a reader Am I ready to read? What more do I need to know before I begin to read ?
While reading actions
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Sentence level reading strategies for literal comprehension of each sentencebreak text into digestible bits, decide where to pause. Where will I pause and ask : What has it told me ? listen to themselves as they read and paraphrase the text. What are other ways of saying this sentence ? How can I tell myself what it says ?
act on ideas, put themselves in the context. What would I see /hear/do /feel If I were in the story ? visualize what was read. What picture can I make of the sentence ?monitor meaning at the sentence level. Does it make sense/fit in? Re-read if necessary.
Conceptual level reading strategies for summarizing what has been read, monitoring and for inferential, evaluative and dispositional comprehension of text:
review and consolidate, What do I know now? How does this fit with the topic ?What has happened so far?, underline, note down useful informationinfer, Why did that happen? Relate then to what they expectedthink ahead, predict, anticipate. What might happen next ? evaluate dispositional techniques. How has the text so far attempted to influence my view ?
Word level reading strategies to work out unfamiliar wordsuse context of word + initial few sounds, word analysis and re-read. How can I say the word ? How will I work out how to say it ? How can I break it up ?work out the meanings of unfamiliar words. What does the word do in the sentence ? What does it tell me about ? What picture have I made of the sentence ? What is another word I could say for it?
Getting ready or orienting actions
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• Link positive emotion response with the text How I liked the text? Were ideas useful /interesting? Did I feel happy / sad ? How could it have grabbed me better ?
• Review understanding of the text at the various levels. What did the text tell me? The text didn’t say this but if …. ?
• Why was the text written ? Did it say what I expected it to say ? How well did it achieve its purpose ?
• How can the text be interpreted from different points of view or perspectives ? What was the writer’s purpose in writing this text ? What techniques used to influence the reader to take a particular interpretation ?
• Review and evaluate the reading strategies used, particularly the strategies being learnt at the time. What reading actions did I use to help me understand the text ?
• Store in memory what has been learnt. What key new ideas have I learnt; how has my knowledge changed? How do they fit with what I know already ?
• Identify the new language and literacy knowledge that has been learnt What new ways of saying things have I learnt ? What new words were in the text ?
• Automatise and practise reading aloud and silently similar text to achieve increased fluency.
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How each reading action is taught.The actions can be taught on a whole class basis, in small groups, or individually.
Teach each comprehending strategy in a systematic way and guide the students to automatize how they use each.
are scaffolded to use strategy
say it in words (so they can transfer it) and evaluate how it helps them (this motivates them to use it in future)
Teaching sequence: students
say they will use the strategy before they begin to read a text; they cue themselves in to comprehending the text
Say without cueing they will use it, practise applying the strategy more widely, say when they will use it
use it automatically, link strategy with other strategies they know.
Teaching to scaffold students to use the literacy strategies
Any topic
Automatize the key ideas we have learnt.
Link with related ideas we havelearnt earlier
What questions might the text answer
for you ? What words might come up in the text ? Spell
them, synonyms
Look at the text. Say the title in other ways.
Tell yourself what thepictures show.
What will you do as you read it ?
Read a sentence aloud. Listen to yourself
as you read it. Tell yourself what it says
What do you think .. means ? Work out
what it could mean fromthe sentence. What
are some other words you could use ?
What are other ways of saying the sentence ? What picture does it
tell you to make in your mind ?
What questions do these sentences
answer for us about women in ancient Egypt?
What are the main ideas / vocabulary we have learnt today ? Other ways of saying
them / images ?
Recall experiences and imagery
knowledge,use pictures and real
life contexts
What is the main idea in the paragraph ?
What picture does it tell you to make in
your mind ?
GKR : experiences
GKR : language
GKR : bridge to text
Read aloud
vocabulary
Sentences : paraphrase and visualise
What questions does sentence/paragraph answer ?
Summarize paragraph
Review and consolidate
Automatize
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Teaching to scaffold students to use the literacy strategies
Women in ancient Egypt
Automatize the key ideas we have learnt.
Link with related ideas we havelearnt earlier
What questions might the text answer
for you ? What words might come up in the text ? Spell
them, synonyms
Look at the text. Say the title in other ways.
Tell yourself what thepictures show.
What will you do as you read it ?
Read a sentence aloud. Listen to yourself
as you read it. Tell yourself what it says
What do you think �.. means ? Work out
what it could mean fromthe sentence. What
are some other words you could use ?
What are other ways of saying the sentence ? What picture does it
tell you to make in your mind ?
What questions do these sentences
answer for us about women in ancient Egypt?
What are the main ideas / vocabulary we have learnt today ? Other ways of saying
them / images ?
Imagine you are talking to a
woman living in ancient Egypt. What would you
see /hear ?
What is the main idea in the paragraph ?
What picture does it tell you to make in
your mind ?
GKR experiences GKR language GKR bridge to text
Question links
Read aloud
vocabularySentence meaningsSummarize to
paragraphs
Review and consolidate
automatize
04/21/23 17
How each reading action is taught.The actions can be taught on a whole class basis, in small groups, or individually.
Teach each comprehending strategy in a systematic way and guide the students to automatize how they use each.
are scaffolded to use strategy
say it in words (so they can transfer it) and evaluate how it helps them (this motivates them to use it in future)
Teaching sequence: students
say they will use the strategy before they begin to read a text; they cue themselves in to comprehending the text
Say without cueing they will use it, practise applying the strategy more widely, say when they will use it
use it automatically, link strategy with other strategies they know.
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Contrast the strategy teaching approach with the content teaching approach
AA B
Read the section about Women in ancient Egypt. Then answer
the questions and we’ll correct your work.
We’ll read together the section about
Women in ancient Egypt. As we go I’ll ask
you to think about what says. Then we’ll answer
the questions and we’ll correct your work.
Which teacher
1.Takes account of individual differences in what students know at beginning of lesson ?
2.Takes account of individual differences in how students think and learn during lesson ?3.Helps students feel more confident of what they are learning ?