Transcript Powerpoint-Big 6 - Department for Education and Child Development
The Fogarty Learning Centre Edith Cowan University
School of Education
The Big Six in SA Schools
The Big Six of Reading
Assoc Prof Deslea Konza
The Fogarty Learning Centre Edith Cowan University
School of Education
Purpose
• To present a framework of the reading process that is based on research • To provide some strategies for implementing the Big Six
Module 2
The Fogarty Learning Centre Edith Cowan University
School of Education
Your role
• Engage and participate • Ask questions if there’s anything you don’t understand
The Fogarty Learning Centre Edith Cowan University
School of Education
First some definitions…
• Phonological awareness • Phoneme • Phonemic awareness • Phonics/alphabetic principle/letter-sound knowledge • Orthographic skills • Morpheme • Grapheme • Digraph • Blend (n) • Diphthong • Automaticity • Coarticulation • Sight word • Sight vocabulary • Onset • Rime
The Fogarty Learning Centre Edith Cowan University
School of Education
Approaches to teaching reading…
Essentially two theoretical approaches… • A decoding, phonics or
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skills-based approach vs • A meaning first, look-say or whole language approach • Over a century of debate
The Fogarty Learning Centre Edith Cowan University
School of Education
In the beginning…a decoding approach
• Children were taught the alphabet before engaging in reading
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• Reading was seen as a hierarchy of skills, whereby ~ reader analysed letters, then words, etc ~ higher order comprehension processes then engaged to integrate meaning
The Fogarty Learning Centre Edith Cowan University
School of Education
Weaknesses of decoding or bottom-up model
• Explanation is too simplistic • Decoding doesn’t necessarily lead to understanding
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• Good readers read more quickly than decoding alone suggests • Beginning of sentence would be forgotten before end of sentence reached • Context often decides pronunciation and comprehension • It can be taught in a really boring manner!
The Fogarty Learning Centre Edith Cowan University
School of Education
Top down “whole language”approach…
• Learning to read is as natural as learning to speak
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• Good readers don’t decode – they use background knowledge and context to predict text and “sample print” to confirm their predictions • Decoding is the least useful reading strategy – Children should skip words they don’t know, or put in another word that makes sense
The Fogarty Learning Centre Edith Cowan University
School of Education
Top down “whole language”approach…
• Teaching phonics systematically decreases enjoyment of reading
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– Letter-sound knowledge can be embedded at “teachable moments” Goodman (1968, 1976); Smith (1978) • Children learn to read by reading high quality children’s literature, gradually building up knowledge of words, predicting what will appear and monitoring text to confirm predictions (some do but most do not)
The Fogarty Learning Centre Edith Cowan University
School of Education
Top down “whole language”approach…
• Great enthusiasm for the approach among teachers
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• Brought attractive and well-written books into classrooms to replace primers and graded readers • Had great intuitive appeal • Whole language greatly influenced university education programs from late seventies
The Fogarty Learning Centre Edith Cowan University
School of Education
Weaknesses of Top down approach…
• Research evidence has overtaken a number of the top down assumptions 2.
(history of language development vs writing development; brain research; Watt’s poem) Good readers don’t decod e (Van Orden) 3. Readers only sample print ( Rayner’s eye movement research) 4. Good readers use context (multi-age group research) 5. Embedded phonics instruction OK if necessa ry (synthetic vs analytic phonics research) 6. Use of high quality literature (some students need controlled vocabulary texts)
The Fogarty Learning Centre Edith Cowan University
School of Education
Brush up your English – T.S. Watt
I take it you already know Of
tough
and
bough
and
cough
Others may stumble, but not you, and
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On
hiccough
,
thorough
,
lough
and
through
.
Well done! And now you wish, perhaps To learn of less familiar traps?
Beware of
heard
, a dreadful
word
, that looks like
beard
and sounds like
bird
.
And
dead
: it’s said like
bed
not
bead
For goodness sake don’t call it
deed
.
– Watch out for
meat
and
great
and
threat
(They rhyme with
suite
and
straight
and
debt
).
The Fogarty Learning Centre Edith Cowan University
School of Education
Brush up your English – T.S. Watt
A
moth
is not a moth in
mother
Nor
both
in
bother
,
broth
in
brother
.
And
here
is not a match for
there
, Nor
dear
and
fear
for
bear
and
pear
.
And then there’s
dose
and
rose
Just look them up – and
goose
and
lose
– and
choose
, And
core
and
work
, and
card
and
ward
.
And
font
And
do
and and
front go
and and
word thwart
and
sword
.
and
cart
–
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Come, come, I’ve hardly made a start!
A dreadful language? Man alive, I’d mastered it when I was five!
The Fogarty Learning Centre Edith Cowan University
School of Education
How important is context?
• The knight leaped upon his horse and drew his _______.
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• A good reader can easily insert the correct word “sword”. Poor readers usually cannot. This has been interpreted as poor readers not being able to use context. Let’s examine how a poor reader might approach the above sentence…
The Fogarty Learning Centre Edith Cowan University
School of Education
A poor reader’s actual atempt
The knight leaped upon his The king leg up his horse and drew his ______. house and do his _______.
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This is not a context problem!!
The Fogarty Learning Centre Edith Cowan University
School of Education
This is not a context problem!
• use of context demands about 90% word recognition to provide context
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• beginning/poor readers do not have sufficient word recognition skills to use context • use of context demands word recognition skills
The Fogarty Learning Centre Edith Cowan University
School of Education
Interactive model
(Rumelhart, 1977) • Reading combines both bottom-up and top-
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memory • Without decoding skills/rapid word recognition, too much attention has to be focused on this aspect • Little cognitive capacity left to focus on meaning
The Fogarty Learning Centre Edith Cowan University
School of Education
Interactive/Compensatory Model
(Stanovich, 1980) • When reader can't use bottom-up processes, will rely more heavily on top-down
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• When reader can't use top-down, will rely more heavily on bottom-up • Beginning/poor readers need focus on word recognition skills to facilitate context, which then facilitates meaning
The Fogarty Learning Centre Edith Cowan University
School of Education
Research into reading acquisition…
• Learning to Read: The Great Debate (Chall, 1967) Examined hundreds of studies 1910-1965
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- Concluded that
alphabetic knowledge is required to develop independent reading
• Becoming a Nation of Readers (Anderson, 1985) Differentiated between “
emerging literacy
” (5-8 yr) and “
extending literacy
” (8 yrs on) - Highlighted importance of preschool years and oral language • Project Follow Through (1967-1995) - Highly explicit approach proved to be superior approach for struggling readers
The Fogarty Learning Centre Edith Cowan University
School of Education
Research into reading acquisition…
• Beginning to Read: Thinking and Learning about Print (Adams, 1990) Sponsored by US Dept of Educ body of reading research” Concluded “deep and thorough knowledge of letters, spelling patterns and words… are of inescapable importance to both skilful reading and its acquisition.” Also that phonics instruction is “necessary but not sufficient” for reading acquisition. - So need both!
The Fogarty Learning Centre Edith Cowan University
School of Education
Research into reading acquisition…
• Report of the National Reading Panel (2000) Included representatives from all “sides”; • Concluded effective reading instruction required explicit instruction in – phonemic awareness – phonics – vocabulary – fluency – comprehension
The Fogarty Learning Centre Edith Cowan University
School of Education
Research into reading acquisition…
• National Inquiry into the Teaching of Literacy (Rowe, 2005) – Reiterated findings of NRP
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– Emphasised the need for explicit instruction of alphabetic knowledge – Also emphasised need for teacher training and teacher professional development to reflect scientific evidence regarding beginning reading
The Fogarty Learning Centre Edith Cowan University
School of Education
Research into reading acquisition…
• Review of the Teaching of Early Reading (Rose, 2006) – Highlighted the need for
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• well-trained teachers • systematic instructional programs • strong supportive school leadership – Supported use of synthetic phonics approach plus exposure to high quality children’s literature; embedded approach too random
The Fogarty Learning Centre Edith Cowan University
School of Education Summarised in a simple framework …the Big Six 1.
2.
3.
4.
5.
6.
Oral language and early literacy experiences
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Phonological Awareness Letter-sound Knowledge (Phonics) Vocabulary Fluency Comprehension
Edith Cowan University
School of Education
The Big Six
Comprehension
The Fogarty Learning Centre
Module 2
Fluency Oral language & early literacy experiences Vocabulary Letter-sound knowledge (phonics) Phonological awareness
Edith Cowan University
School of Education
1. Oral Language and Early Literacy Experiences
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School of Education
Early language and literacy experiences
• Interactions with significant people in a child’s life shape the development of language • Some features of these interactions are very important ~ the frequency of interactions ~ the responses the child receives ~ the language structures, the number and variety of words used ~ the reading aloud of story books
The Fogarty Learning Centre Edith Cowan University
School of Education
Early language and literacy experiences
• Enormous differences at school entry between children from different language backgrounds (Beck & McKeown , 2002) • Bottom 25% of students begin school with 1000 fewer base word meanings than top 25% ( Biemiller, 2005 ) • Gap never completely closes • Need to directly teach vocabulary especially to those who read little
The Fogarty Learning Centre Edith Cowan University
School of Education
Developing oral language skills
• Speak accurately, emphasise important words • Use precise terminology • Verb at beginning of directions • Add visual or written cues (underline important words; number instructions; place vertically not embedded in sentence) • Provide many opportunities for small group interaction
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2. Phonological Awareness
The Fogarty Learning Centre Edith Cowan University
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2. Phonological awareness
• Significance only recognised in mid 1980s • Children have to learn what a
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“sound” is • Sounds (phonemes) are compressed (10-15/sec) so we can process them; receive words as one pulse • Disguises segmental nature of words • If children can’t hear separate sounds, they can’t attach a letter to a sound • They can’t “map” sounds onto paper • Alphabetic system doesn’t make sense to them
The Fogarty Learning Centre Edith Cowan University
School of Education
Phonological awareness assessment
– Not related to intelligence!
– About 20% of people have some difficulties – Strongly related to early literacy
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experiences – Essentially nothing to do with phonics but phonics builds on p.a.
– Relates to
sounds
of language – If the sounds the child is hearing are not Standard English, s/he will be disadvantaged from beginning – Now for an empathy task
The Fogarty Learning Centre Edith Cowan University
School of Education
Phonological awareness
• Skills develop in broad sequence – Word awareness
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– Syllable awareness (rhythm) – Awareness of onset/rime division – Awareness of individual phonemes – phonemic awareness (alliteration, isolation, segmentation) –
Ability to blend and segment phonemes
– Ability to manipulate phonemes
The Fogarty Learning Centre Edith Cowan University
School of Education
Developing phonological awareness
• Word awareness – Point to words as they are read – Ask chn to count words in sentences • Syllable awareness – Clap beats in chn’s names – Clap beats in multisyllabic words – Use compound words first if children
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have difficulty – Count chin drops
The Fogarty Learning Centre Edith Cowan University
School of Education
Developing phonological awareness
• Awareness of rhyme – Model which part of word is
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important for rhyming – Read traditional nursery rhymes – Read modern stories that incorporate rhyming • Awareness of onset – Add an adjective, occupation to names (Energetic Emily, Amazing Amanda, Jolly Jack, Andrew the astronaut, Lainey the lion tamer
The Fogarty Learning Centre Edith Cowan University
School of Education
Developing phonological awareness
• Begin using letters at this stage to develop both phonic and phonemic
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skills together • Concentrate on blending of sounds at beginning, end and middle of CVC words wherever possible; teach continuous sounds first • Use magnetic letters to practise blending and segmenting
Edith Cowan University
School of Education
3. Letter-Sound knowledge (Phonics)
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3. Letter-sound knowledge (phonics)
• Builds on phonemic awareness • The English language is a
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coded system • The alphabet is the code • Without knowledge of the code one can never be an independent reader • Some children build knowledge of this code easily • Others require a great deal of explicit teaching
The Fogarty Learning Centre Edith Cowan University
School of Education
Letter-sound knowledge (phonics)
• A difficult language
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different spellings of “or” (20) - different pronunciations of “ough” (8)
The Fogarty Learning Centre Edith Cowan University
School of Education
Letter-sound knowledge (phonics)
• Different spellings of “or” –
or, more, poor, roar, four, saw, awe, warm, broad, talk, water, bought, sure, caught, Boer, author, dinosaur, rapport,
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Moore, abattoir (some SA)
• Different pronunciations of “ough” –
cough, tough, bough, although, thought
,
lough
.
thorough, through,
• Too complicated for random approach to teaching for most students
The Fogarty Learning Centre Edith Cowan University
School of Education
To be independent, readers need to know
• Letter sounds and letter names – When should you begin?
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– How quickly should you go?
– Should letter shapes be related to animals, etc?
– Should sounds be related to actions and songs?
– How should they be taught?
The Fogarty Learning Centre Edith Cowan University
School of Education Synthetic, Analytic and Embedded approaches
…
• Embedded/analytic/ approaches entail – Looking for common patterns in words read in stories – Analysing patterns in words
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• Synthetic (synthesising) approaches entail – explicit and systematic instruction of letters and their sounds in an order that promotes blending – Emphasis on blending very early – Using knowledge in reading asap, so practice with cvc words in simple stories, etc
The Fogarty Learning Centre Edith Cowan University
School of Education Synthetic, Analytic and Embedded approaches
…
• Explicit, systematic instruction in letter-sound knowledge has been demonstrated in many studies to be more effective
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than embedded or analytic approaches for beginning (R/1) and struggling readers (Johnston & Watson, 2003, 2005; NRP, 2000; Rose Review, 2006)
The Fogarty Learning Centre Edith Cowan University
School of Education Synthetic, Analytic and Embedded approaches
…
Gender differences disappear (Johnston & Watson, 2003)
Module 2
The Fogarty Learning Centre Edith Cowan University
School of Education To be independent, readers also need to know… • Common letter combinations – digraphs, prefixes (esp. un-, re-, in-, dis-), suffixes • High frequency sight words
Module 2
The Fogarty Learning Centre Edith Cowan University
School of Education To be independent, readers also need to know… • Common letter combinations – digraphs, prefixes (esp. un-, re-, in-, dis-), suffixes • Base words and how to build on
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them • Etymological roots • High frequency words – Oxford Word List …TO THE POINT OF AUTOMATICITY… IN ORDER TO BUILD A LARGE SIGHT VOCABULARY
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4. Vocabulary
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School of Education
4. Vocabulary
•
Vocabulary has the highest correlation with intelligence than any other measured factor (Manzo, Manzo & Thomas, 2006)
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• One of the best predictors of educational achievement in children, especially reading accuracy and comprehension (Beck, 2007, Irvin, 2001, Nash & Snowling, 2006)
The Fogarty Learning Centre Edith Cowan University
School of Education
Vocabulary
•
Beginning readers have a much more difficult time reading words that are not already part of their oral vocabulary.
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• Very important to reading comprehension - chn cannot understand what they are reading without knowing what most of the words mean
The Fogarty Learning Centre Edith Cowan University
School of Education
Levels of word knowledge…
1. Have never seen or heard it 2. Have seen or heard it but unsure of meaning 3. Vaguely know meaning; can
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associate it with concept or context 4. Know meaning well enough to explain it interlocutor acclivity fudiciary osculate
The Fogarty Learning Centre Edith Cowan University
School of Education
Tiers of word knowledge…
• Tier One words are basic, everyday words; should be known • Tier Two words are understood by mature users. These should be
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targeted for instruction; will differ depending on age of group; should increase text comprehension • Tier Three words are low-frequency, specialised words limited to certain fields of knowledge; should only be taught as required
The Fogarty Learning Centre Edith Cowan University
School of Education
What teachers can do…
• Explicitly pre-teach new terminology • Build large “living” Word Wall” of Unit vocabulary; lists with definitions and spelling tips displayed (large) and referred to often • Group similar words to show patterns • Interesting word charts to flag particular words in specific text
The Fogarty Learning Centre Edith Cowan University
School of Education
Teach relevant morphemes (units of meaning)
• Morphemes are letter patterns that also have meaning – so knowing these helps word reading, spelling and comprehension • Many technical words have been created by joining morphemes together • Morphemes may be – syntactic (-s, -ed, ing), – Prefixes, suffixs – etymological (Greek/Latin roots)
The Fogarty Learning Centre Edith Cowan University
School of Education
Morphemes, cont.
• Older students don’t mind learning morphemes – larger units • Knowing
hydro
means “water” helps with meaning of
hydrogen, hydrant, hydroelectric, hydrofoil
and
hydrophobia
and the less common
hydroacoustic, hydrostatics
and
hydrographic
.
• What is the meaning of haemocytometer
The Fogarty Learning Centre Edith Cowan University
School of Education
Word sorts
• Give student pairs a collection of words related to unit for categorisation in different ways • Can also provide category names • Can be left to students to decide as long as they can defend categories • Can categorise on basis of syntactic features
Edith Cowan University
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5. Fluency
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Fluency is…
…when the magic happens… When “learning to read” turns into “reading to learn”
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School of Education
Fluency occurs when…
•
All
subskills of reading from decoding to semantic understanding must occur automatically – must be completed without overt attention • Need high level of automatic word recognition • Attention can then be focused on comprehension • If your students are struggling through the text, they are not able to understand
The Fogarty Learning Centre Edith Cowan University
School of Education
Reading rates
• By end Year 1 • By end Year 2 • In Years 3-6 60 wpm 90/100 wpm 100-120 wpm with < 3 errors with material getting progressively harder
Edith Cowan University
School of Education
What teachers can do…
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• NRP (2000) suggested two major strategies – Wide independent reading – Repeated reading of short passages • Readers Theatre • Read-along with CD • Poems, jokes • Paired reading – Echo reading – Song lyrics
Edith Cowan University
School of Education
What teachers can do…
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• Create short summary (250 words) of main point of each lesson, definitions; distribute to pairs of readers (better with poorer) – At end of lesson, few minutes of paired repeated reading (better reader first, then poorer, 3-4 times) – Builds reading skill and content knowle dge
Edith Cowan University
School of Education
What teachers can do…
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• Dictogloss (Content dictations) • Teachers reads short passage of content three times • Students write as much as they can each time • End up with summary to be used for fluency exercise
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School of Education
Link between fluency and comprehension
• A reader cannot be fluent without comprehending • A reader cannot comprehend without being fluent • Two components have a strong connection
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6. Comprehension
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Comprehension
• Understanding the purpose of reading • Connecting with prior knowledge • Actively engaging with the text • Monitoring comprehension • Adjusting reading strategies
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The Fogarty Learning Centre Edith Cowan University
School of Education
Requires active engagement with text
• For some students this means an actual activity to do while reading – Look for particular word/answer – Write questions on a sticky note – Pictorial and graphic organisers • Skeletal diagrams • Pyramids - many options on Inspiration and Kidspiration)
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High fat
Semantic grid
High salt High carb FOOD
Meat Grains Dairy Fruit/vegetables
High sugar
Cakes/sweets
The Fogarty Learning Centre Edith Cowan University
School of Education
Location
Retrieval chart
Climate Plants Environment
Savannah Tundra Desert Rainforest
Animals
The Fogarty Learning Centre Edith Cowan University
School of Education Continuing impact of oral language and vocabulary • Oral language important on school entry and forever after • Vocabulary continues to develop throughout life and also has a continuing impact • Students need more opportunities for one-on one conversations
The Fogarty Learning Centre Edith Cowan University
School of Education
Paired discussions
• Paired or small group discussions are one of the best ways to build students’ language and comprehension of content • Mixed ability tends to be most effective but groupings can be changed for different purposes • Many different ways to structure a discussion
The Fogarty Learning Centre Edith Cowan University
School of Education
Say something!
• Students in pairs (A & B) • Reader A reads paragraph/subsection (keep chunks fairly small) • Reader B then has to “say something ” – agree or disagree – ask a question – predict what comes next – request clarification (I didn’t understand it when…) – state main point – make a connection (This reminds me of… • Readers swap roles
The Fogarty Learning Centre Edith Cowan University
School of Education
Three facts, one fib
• Good mixed ability activity • Practice strategy before using on content (perhaps 3 facts, one fib about themselves) • Fibs have to be subtle so they trick other students • Students read text; write four statements on an index card • Students swap cards and try to identify fibs • Can get points for correctly identifying fib
The Fogarty Learning Centre Edith Cowan University
School of Education
Give one get one
• Works as a think/pair share activity • After class or individual reading, students complete card • Write four ideas/statements about text/input • Discuss with partner to share idea and get one in return • Discuss with other pairs until four new ideas are recorded
Give one get one
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One sentence/one word
• After reading activity • Helps students focus on main idea or theme • Students read assigned section individually • Each student chooses most important sentence • Students justify their choice in pairs • Can be done as circle activity • Can be modified to selecting most meaningful word
The Fogarty Learning Centre Edith Cowan University
School of Education
Insert notes
• Students use sticky notes to respond to text • Begin with 2-3 • Practice as class; work in pairs to begin
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School of Education
Change the Form
• Narrative to timeline • Recipe to flow diagram • Compare/contrast to Venn diagram • Narrative to newspaper report • Text to picture/graph • Graph to text • Description of event to a diary entry • Single incident from three different points of view
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3 2 1 Discussion
• Gives opportunity to review after reading or any input • Can be generic or specific • Requires students to synthesise information • Students work individually to complete a card • Discuss in pairs • Cards are collected and used to start discussion in next lesson • Provides feedback on your teaching and their learning
3 2 1 Discussion
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Take home messages
• Strategies need to be – Modelled a number of times – Practised by students with guidance and feedback – Used many times before students become effective users • Usually best to keep to a small number of strategies, even across classes, esp for struggling students
The Fogarty Learning Centre Edith Cowan University
School of Education
Free on-line resources
• • • • • • • •
On Target: Reading Strategies to Guide Learning On Target: Strategies to Help Struggling Readers On Target: Strategies to Improve Student Test Scores On Target: Strategies to Help Readers Make Meaning through Inferences On Target: Strategies to Build Student Vocabulary On Target: More Strategies to Guide Learning On Target: Bringing Writing into Content Area Classrooms On Target: Strategies That Differentiate Instruction, Grades 4-12
Edith Cowan University
School of Education
The Big Six
Comprehension
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Module 2
Fluency Vocabulary Letter-sound knowledge (phonics) Early language & literacy experiences Phonological awareness
The Fogarty Learning Centre Edith Cowan University
School of Education
Contact details
Dr Deslea Konza Assoc/Professor of Language and Literacy School of Education Edith Cowan University [email protected]