Transcript LNPP Conference November 2012

Tamara Bromley, Kingston Primary School, November 2012
Read some/all of your book to your partner.
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Before you read, select 1/2 questions
to ask your “child”.
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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
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Accountable talk
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Purposeful talk
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Shared sustained thinking
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Sustained or Substantive
conversations
Tamara Bromley, Kingston Primary School, November 2012
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Accountable talk = Substantive
conversations/ shared sustained
thinking around a text.
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Serves to scaffold/ extend the child’s
deeper meaning making in a
community of learning.
Tamara Bromley, Kingston Primary School, November 2012
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Read handout from FS, S and L
Resource Book p. 13-16.
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As you read, think about how you, as a
teacher, can use substantive conversations
to get accountable talk around a text.
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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
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Learning community
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Accurate knowledge
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Rigorous thinking
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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”
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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
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Maturational, developmental,
behaviourists, psychologists
Skills, measurable, targetable, “easy”
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Emergent and whole language
First Steps, Literacy Net, K-2 writing
assessment
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Sociocultural views
Australian Curriculum, First Steps
Tamara Bromley, Kingston Primary School, November 2012
Essential knowledge that supports Reading Performance
Decoding
Phonological
Awareness
Sight word
knowledge
4 essential jigsaw
pieces for reading
success
Word
Attack
Skills
Background
Knowledge
Vocabulary and
Word
Consciousness
Vocabulary
Knowledge of
Structure
Fluency
These form the core essential knowledge for reading
success.
Concepts
of Print
General
Purposes
for
Reading
Strategy
Instruction
Reading- For
Specific
Purposes for
Reading
The aim of
reading
Meaning
derived
from “text”
Comprehension
(McKenna & Stahl, 2003:8;
Kibby, 1995:28-29; Clay,
2001:84-85)
Tamara Bromley, Kingston Primary School, November 2012
STRATEGIES APPROACH
CONTENT APPROACH
Models of thinking and learning, developmental
psychology approach
Think about mental processes
Models of text processing, focussed on developing
coherent meaning of a text.
No direction to consider specific processes.
Explicit teaching of strategies, processes
Attend to text ideas
Choose and execute specific strategies to comprehend the
text.
Build 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 approach
Meaningful talk about a text; interpretive
First Steps Reading Strategies teaching
community that jointly constructs meaning
Collaborative 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
Strategies exist but don’t drive the
of research and discussion – however, see Oakley comprehension; unclear as to instructional
2011 re metacognitive knowledge, declarative
guidance.
knowledge, procedural knowledge etc.
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
Tamara Bromley, Kingston Primary School, November 2012
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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
HAVE A CONVERSATION!
Tamara Bromley, Kingston Primary School, November 2012
Persuasive writing
To be accountable, need to justify with evidence from the text.
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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 Learners
Metalanguage used, explicitness and think alouds will assist the
EAL/D learners
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Nassaji, H (2011) Issues in second language reading: Implications for acquisition and instruction. Reading
Research Quarterly 46 (2) 173-184
Early Years
Shared sustained thinking and the importance of the early
years.
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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?
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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