Transcript Reading in Post Primary

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The Second Level Support Service is funded by the Department of
Education and Science under the National Development Plan
Literacy Link and Core
team
Core
team
Link
Teacher
Whole
staff
Support from
management is vital
for this model to
work
Looking at Literacy
Speaking
Listening
Reading
Writing
Digital
Critical Thinking
Reading
Education and reading are circular – the more one has of
one, the better the development of the other
Fluency
Vocabulary
Knowledge
Text
Comprehension
Some ideas to support reading fluency
in your class
Create a safe reading environment
Create opportunities for students to read
aloud in a way they will be comfortable- pairs/
small groups
Allow students time to practice if you are
asking them to read aloud
Teacher models good reading
No round robin
Why is it important to spend time on
Vocabulary?
Vocabulary knowledge is important to reading because the oral and
written use of words promotes comprehension and communication.
However, according to Swanborn and de Glopper (1999) the probability
that students will learn new words while reading is relatively low – about
15%.
Content areas teachers should engage in vocabulary instruction
strategies to enhance students' vocabulary knowledge and aid
comprehension
Text Comprehension
What is Comprehension?
It is constructing meaning from text; being able to
understand and interpret what is read.
It is a process that is intentional and thoughtful.
It occurs before, during and after a person reads a
piece of writing.
It can be supported by direct and explicit teaching of
comprehension strategies.
Explicit Instruction Model
I do, you watch
I do, you help
You do, I watch
You do, I help
Regardless of the strategy being taught, the process of explicit
instruction remains the same.
Vocabulary Vignettes
"Most individuals would agree that no single method, material or
strategy will consistently guarantee that students will improve their
word knowledge. Therefore, it seems advantageous for teachers to
select a variety of approaches."
Brozo and Simpson, 2003
Activity
Individual work: read the vocabulary vignette and
complete the graphic organiser as you read.
Group work: share your findings with your group
Fill in your agreed findings on the flip chart.
Each member of your group will be assigned a role.
Maths Vignette: Mr. Patten
 Acknowledge the meaning of the word in other contexts. Then
highlight that the word has a specific meaning in your subject.
Actively demonstrate the concept where possible
Provide opportunities for multiple exposures to new terms
History Vignette: Mrs. Rice
Activate prior knowledge
Generate interest prior to reading
Group work- gives students the opportunity for multiple
exposures to vocabulary
Group work- gives students the opportunity to really interrogate the
meaning of vocabulary
Science: Mr. Stack and Ms. Long
 Identify which are the important words to teach and spend time on those
 Use a variety of methods
 Actively demonstrate concepts where possible
Provide opportunities for multiple exposures (spoken, print and in writing)
Home Economics: Ms. O' Connor
Provide students with opportunities to work out meanings of words
independently
 Use explicit model of instruction
 Highlight all the features/ different definitions
 Use a student dictionary
 Get students to actively engage with and use the words (move beyond
the definitional meaning)
Construction: Mrs. Mc Keon
 Equip students with the skill to work out the meanings of words
independently
 Use context clues
 Break the words down in to their meaningful parts
 Use the explicit model of instruction
Three Goals of Vocabulary Instruction:
1. Provide students with skills/opportunities
to learn words independently
2. Teach students the meanings of
specific words
3. Nurture a love and appreciation of
words and their use
"Kindling students' interest and engagement with words is a vital part
of helping all students, but especially less advantaged
students, to develop rich and powerful vocabularies”
(Graves, 2006, p. 120)
Approaches to deepening understanding
of specific meanings
Semantic Map
Peer teaching of semantic map
Active demonstration of meaning/concept
Matching words
Finding a synonym or antonym
Approaches to promote
independent word learning
Use of Context Clues
Morphemic Analysis
Use of Dictionaries
Glossaries
Use of 'Fix-Up' strategies
Explicit Instruction Model
I do, you watch
I do, you help
You do, I watch
You do, I help
If we want students to use the
strategies INDEPENDENTLY then
we should teach the use of the
strategy using the EXPLICIT
INSTRUCTION MODEL.
Rooting out the Meaning
Rationale: Students who understand words
at the morphemic level are better prepared
to deal with the increased reading and
writing demands across the curriculum and
content areas (www.adlit.org)
Extract from Mrs. McKeon's Construction Vignette
The most remarkable feature of this multipartite development, the titanic signature building in
Belfast, is the unusual design that represents the bow of a boat.
“The most remarkable feature of this multipartite development, the Titanic signature building in Belfast, is the unusual design
that represents the bow of the boat,"
First Mrs. McKeon considered its place in the sentence and context – “the word comes before development therefore must
describe the building.”
She then broke the word in to its different parts. She modelled her thought process aloud for the students. “Multi is a prefix
which I’ve seen in another context, multi -purpose, meaning many purposes. The root word is part. I know what this means. So
now I can guess the word means many parts. I wonder what the suffix ‘ite’ means. I will check my list. The list tell me that ‘ite ‘
as a suffix turns a word into an adjective. It adds nothing to the meaning. Putting all my learning together I now know that a
multipartite development means a development that has many parts”
Morphemic Analysis
is a strategy in which the meanings of words could be worked out by
examining their meaningful parts (morphemes).
A morpheme is the smallest unit of a language that expresses meaning or
serves grammatical function
Words that consist of more than one morpheme usually consist of a root
word and either a prefix or a suffix or both.
UN Prefix
A morpheme added
at the start of a word
FAIR
Root
Core of the word,
Carries the major
Component of the
meaning
- NESS
Suffix
A morpheme added
at the end of a word
Only 20 prefixes account for 97 percent of prefixed words that appear in
printed school English (Graves, 2004; Stahl, 1999).
Looking at Science...
Greek and Latin Words
Morpheme
Adipo
An
Ante
Anti
Meaning
Fat
Without
In front
Against
Found In
Adipose Tissue
Anaerobic
Anterior
Antibody
Important Note
We cannot expect subject teachers to teach morphemic structures but they
could introduce the morpheme patterns that are related to the content
vocabulary that they will need to teach in their class.
How could this work in our school?
1. English teachers could agree to build on work from primary school
teaching word parts.
2. Teachers from other subjects could agree to:
*Teach the key morphemic patterns that occur most frequently in the
subject
* Explicitly model the process of morphemic analysis and using context
clues using 'think aloud'
3. Teachers of history could support the work when studying if studying a
unit on Ancient Greece/ Rome.
4. It might be possible to put lists of the most common roots, prefixes
and suffixes in students' journals as a reference tool.
What are Comprehension Strategies?
Comprehension Strategies are the unobservable in the head
thought processes that good readers use to understand text.
(Clay 1991)
Before
During
After
Strategies
*activate students'
prior knowledge
* set a purpose for
reading
Strategies help
students
* make connections
*monitor their
understanding
*generate
questions
* stay focused
Strategies provide
students an
opportunity to:
*summarise
*question
*reflect
*discuss
*respond to text.
The goal of text comprehension instruction is to help students become active, purposeful, and independent
readers of science, history, geography, literary, mathematics and other subject texts.
Themes we should keep in mind when
talking about promoting literacy
Active
Motivating
Collaborative
Independent
Challenging
Comprehension Strategy that
can be used
During Reading
Strategies help students
* make connections
*monitor their understanding
*generate questions
* stay focused
How do Graphic Organisers support
comprehension?
1. Organise disjointed information in a structured way
2. Enhance their understanding of text structure
3. Work together to derive meaning from texts
4. Actively read as they identify and extract relevant information
5. Can support students in planning and organising a piece of
writing
Using graphic organisers in the classroom
Important considerations:
Use of the explicit instruction model when introducing the use of graphic
organisers
Use of graphic organisers to highlight features of text structure
Use of cooperative learning strategies
Remember that Graphic Organisers are useful for students of all abilities
This isn't just putting information into boxes!
What is important to understand is the powerful nature of all the
processes that occur both before and after the information is put into
the boxes.
The role of the teacher and the methodologies used are crucial to
the success of the use of graphic organisers as a strategy.
Where can I find more information/ resources?
SSE:
http://www.slss.ie/resource_category/view/1138
AdLit: http://www.adlit.org/article/27882/
Strategy
Determining Importance (using think aloud)
Active Engagement
Summarising
Note making
Monitoring
Questioning
As we want students to be able to do this independently, we need to
use the explicit instruction model.
When introducing this strategy choose an accessible text, it is not
about the content it is the strategy that they are learning
Determining Importance using
the
Explicit Instruction Model
Step One: I Do, You Watch
1.
2.
3.
4.
5.
6.
7.
8.
It is important to choose
an accessible text when
modelling this strategy
Write the name of the strategy on the board
State why and when you might use it
Read the entire piece first
Using 'think aloud' to model active reading
Highlight the important words
Identify 5 - 6 most significant words
Remove the original piece of text
Using the prompt words recall the main points of the
text
Determining Importance using the
Explicit Instruction Model
"Highlighting is easy,
Step Two: I Do, You Help
1.
2.
3.
4.
5.
6.
7.
8.
9.
determining what to
highlight is the challenge."
Harvey
Use the next part of the text or a different piece of text
Explain to the class that this time we are going to do it together
Read the piece fully first
Explain that nothing will be highlighted unless we are all in
agreement
When students choose a word, ask them to explain why they chose it
If class agrees highlight the word/ if not ask for other suggestions
Reduce the important words to 5-6
Remove the original piece
Ask someone in the class to recall the text
Determining Importance using
the
Explicit Instruction Model
Step Three: I Do, You Help
1.
2.
3.
4.
At this stage the teacher could
circulate the room
watching out for word choice
and understanding of the task
Use the next part of the text or choose a different text
Explain to the class that this time they are going to follow the steps in pairs
It is important that they read the text fully first
Students will: choose important words together
reduce these to 5 -6 important words
remove the piece of text
will recall the story orally to their partner
Determining Importance using
the
Explicit Instruction Model
Step Four: You Do, I Watch
1.
2.
3.
4.
5.
The accuracy of the oral report is a
good means of assessing the
students' comprehension
If students are struggling with the
strategy go back over the steps until
they are comfortable using it
independently
Use the next part of the text or a different piece of text
Explain to the class that they are now going to do it independently
Students will now follow the steps on their own
Students may write down their account or present it orally
It is important that you ask the students about the strategy and
encourage them to reflect on its uses
Extension Activities
Evaluate the arguments on both sides: The Catholic Church and Martin
Luther
What if…
What if Martin Luther had not broken away from the church...consider
how this might have changed the course of history.
Further Investigation
1) Ask students to research an aspect of the reformation referring to
at least three sources
2) Give students a series of statements about Martin Luther. Ask
students to investigate if the statements are true or false and to justify
their answers.
What are Comprehension Strategies?
Comprehension Strategies are the unobservable in the head
thought processes that good readers use to understand text.
(Clay 1991)
Before
During
After
Strategies
*activate students'
prior knowledge
* set a purpose for
reading
Strategies help
students
* make connections
*monitor their
understanding
*generate
questions
* stay focused
Strategies provide
students an
opportunity to:
*summarise
*question
*reflect
*discuss
*respond to text.
The goal of text comprehension instruction is to help students become active, purposeful, and independent
readers of science, history, geography, literary, mathematics and other subject texts.
What Active Readers Do:
Active readers ask questions as they read. These questions
allow the reader to:
• clarify meaning
•speculate on the text
•determine the author's intent
Monitor for Meaning
Good readers will recognise when they lose the thread of what they
read. They will be able to get their flow back through specific
fix-up strategies such as:
•re-reading
•reading ahead
•focusing on specific words for clarity
•summarising the material up to a point to bring ideas together.