LITERACY PARTNERSHIPS READING- SESSION 1 A PROGRAM FOR MOONEE PONDS PRIMARY SCHOOL PARENTS MAY 2015...
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LITERACY PARTNERSHIPS READING- SESSION 1 A PROGRAM FOR MO ONEE PONDS PRIMARY SCHOOL PARENTS MAY 2015
Transcript of LITERACY PARTNERSHIPS READING- SESSION 1 A PROGRAM FOR MOONEE PONDS PRIMARY SCHOOL PARENTS MAY 2015...
LITERACY
PART
NERSHIPS
READING- S
ESSION 1
A PR
OG
RAM F
OR
MO
ON
E E PO
ND
S PR
IMARY S
CH
OO
L
PA REN
T S
MAY 2
0 1 5
LEARNING GOAL
• To gain a deeper understanding of how reading is taught at MPPS.
• To understand how to support the reading program at home.
RATE YOURSELF
I don’t know much about the way reading is taught at MMPS.
I know a little bit about the way reading is taught at MMPS.
I know all I need to know about the way reading is taught at MMPS.
I know all I need to know about the way reading is taught at MMPS..
What are your memories of learning to read?
Accessing Prior Knowledge
How does this differ from your observations of your child’s experience?
SOURCES OF INFORMATION USED IN READING
The three interrelated sources of information in written language used readers and writers are:
Meaning– The meanings of words and of images, such as pictures and diagrams, in their context;
Structure – Grammatical structures of phrases and sentences;
Visual Information- The look of the printed letters, words, punctuation. The visual aspects of the print itself.
Our goal is to have students using these sources in an integrated and flexible manner, to support the comprehension of text.
New Information
THE RICHEST SOURCE OF INFORMATION IS...
MEANING
New Information
THEREFORE WE NEED TO EXPLICITLY TEACH
COMPREHENSION
Research shows that explicit teaching of comprehension strategies helps all readers to
understand what they read more deeply
gain enjoyment from what they read
remember what they read
communicate with others about what they read
want to read more
improve their overall academic results!
New Information
COMPREHENSION IS...… “intentional thinking during which meaning is constructed
through interactions between text and reader.”
(Harris and Hodges, 1995)
… a process in which readers construct meaning by interacting with text through the combination of prior knowledge and previous experience, information in the text and the stance the reader takes in relationship to the text. (Pardo, 2004)
The important aspect in these definitions is “meaning”.
If readers can say the words but do not understand what they are reading, they are not really reading.
New Information
COMPREHENSION STRATEGIES
Prediction/ Prior Knowledge
Thinking-aloud
Understanding Text structures and features
Visualising
Summarising
Questioning
Inferring
New Information
PREDICTION/ PRIOR KNOWLEDGE
• Using life experience, drawing upon world knowledge
• Making text to self, text to text, text to world connections
• Using information from titles, pictures, diagrams, skimming and picking up on key words to make informed forecasts about what will happen
New Information
THINK-ALOUD
• Letting students into a reader’s thoughts
• Articulating what the reader is thinking
• Modelling the “reader’s voice” and what it is saying about a particular aspect of reading
• Tuning learners into their own “reader’s voice”
New Information
TEXT STRUCTURES AND FEATURES
• The structure or format used when writing in different genres
• The vocabulary which is typically used in different genres.
New Information
VISUALISING
• Creating visual images in the mind about what is read
• Being able to use the “mind’s eye”
New Information
SUMMARISING
• Being able to outline the main points of a text
therefore demonstrating understanding
• Identifying the gist of the text
• Locating key words in a text.
New Information
QUESTIONING
Asking questions to clarify understandings about the text, prior to reading, as it is being read and once it has been read.
“I am still wondering why ...”
“I wonder if this will be similar to...”
“I’m unclear about why the woman said...”
“What does this word mean?”
INFERRING
Working out ideas beyond the information given in the text
New Information
WE USE THE CAFÉ READING MENU
TO ADDRESS THE FOUR ESSENTIAL
COMPONENTS OF SUCCESSFUL READING…
C A F E
COMPREHENSIONI understand what I read
ACCURACYI can read the words correctly
FLUENCYI can read accurately, with expression and”get” what I read
EXPANDING VOCABULARYI know, find and use interesting words
New Information
The Literacy CAFE System helps students understand and masterthe four key components of successful reading:Comprehension, Accuracy, Fluency, and Expanding Vocabulary.
How does it work?The CAFE Menu breaks each component—comprehension, accuracy, fluency, and expanding vocabulary—into significant strategies that support each goal.
The “Menu” is posted on the classroom wall and built throughout the year, it serves as a visual reminder of whole-class instruction as well as individual student goals.
HOW DO WE TEACH READING?
Expose students to a broad range of literature.
Discuss different purposes for reading.
We teach students how to self select just right books.
Whole group- text read aloud or shared reading to model a specific strategy.
Small groups- students with like needs work with teacher through guided reading
Individual conferences- teacher and student set goals or discuss reading strategies that are being used confidently and those that need to be practised and refined.
Share time revisits focus and students reflect on the learning goal.
New Information
HOW DO WE TEACH THE STRATEGIES?
• Learning goal explicit in each lesson• Model strategies in authentic reading situations• Teachers “think aloud” about using strategy • Students discuss their understandings and justify their
reasons• Always relate the use of strategy to student’s own reading• Provide many opportunities for students to use the
strategy independently
New Information
OTHER ESSENTIAL FACTORS IN TEACHING READING
• Knowledge of the world is powerful (Prior Knowledge)
• Building stamina for reading!!
New Information
THE GRADUAL RELEASE OF RESPONSIBILITY
THE PLACE OF HOME READING• “Just Right Books”
• It is ok to choose “too easy” or “too hard” books.
• Children must be allowed to self select material.
• Celebrate the love of reading.
• Hear how proficient readers read.
• Message is that families hold reading in high regard.
• Reading is not just a “school thing”.
• Builds vocabulary and stamina.
• Be calm! Don’t panic! Children will pick up on your anxiety.
• It should be a happy, relaxed time.
• It is ok to have expectations that they will practise daily.
New Information
Let’s try some of the strategies:
Applying Information
MAKE SOME PREDICTIONS?Twas Mulga Bill form Eaglehawkthat caught the cycling craze.
He gave away his good old horsewho’d served him many days.He dressed himself in cycling clothes,resplendent to be seenAnd hurried off to town and bought a shining new machine.
TEXT STRUCTURES- NARRATIVE- FRAMEWORK
It struck a rock and gave a springthat clipped a fallen tree.
The build up!
TEXT STRUCTURES-
It made a leap of twenty feet Into the Dead Man’s Creek.
The climax!
AUTHOR’S MESSAGE? INFERRING
What did the character learn?Did he change?
What squared with your thinking today?
What is still going around in your head?
3new
things I found out today are…
RATE YOURSELF AGAIN…
I don’t know much about this.
I know a little bit about this.
I know all I need to know about this.
I know all I need to know about this.
