Transcript Early Reading Invention

Teaching Literacy across the
Teaching students who have literacy
comprehension difficulties :
Building the oral language component
John Munro
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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 once You look for the topic
You look for
Link the text with what they know
sentence meanings
meaning
Work out its topic
You look for the
You look for
Say
parts
of
it
in
their
own
words
topic meaning Comprehending strategies : readers use employ
sentence meanings
Use what
they know
about grammartext
to take
a range
of actions
to comprehend
and the
to
You look for
You look forlearn
sentences
from it.apart
sentence meanings
sentence meanings
Use punctuation
Link what two or more sentences say
You look for discourse
You look at wordwork out what words mean in the context.
meaning – text thread
meanings
What
the difference
between
Try tois
summarize
or review
every comprehending
so often
and comprehension ?
You look for discourse
meaning – text thread
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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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What knowledge does the reader
need to comprehend the text ?
What do the words and
phrases in the text tell me
?
What does each sentence
tell me ?
What does each paragraph
tell me ? What is the
‘story threat’ ?
What is it about ? What is
its topic ?
Integrate
What does it tell
the
me ?
outcomes
Manage and
direct the
reading activity
Reader
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What is the text about
altogether ? What do I know
now that I didn’t know earlier
What is the purpose or
disposition of the text? What
is its genre ?
Existing knowledge scaffolds reading
Two main forms of our general knowledge scaffold our reading
activity: our
oral language 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.
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experiential knowledge
• 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
word
sentence
conceptual
text units we
can recognise
automatically
topic
comprehending
actions or
reading
strategies we
can use
The ‘whys’;
beliefs about
what works
atttidues,
values or
beliefs we
have about
each level
disposition
How we manage and direct our reading activity
Your existing knowledge
Oral language
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Experiential
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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
atttidues, values or beliefs
we have about each level
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text units we
can recognise
automatically
comprehending actions or
reading strategies we can use
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What are the High Reliability
Literacy Teaching Procedures?
A set of explicit procedures that teach readers to
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get their knowledge ready for reading and learning
read text aloud
Why ‘high reliability ?
use and learn new vocabulary Each teaching
procedure has
paraphrase and visualise the text
substantial research
link the text with questions it answers
support for its use
summarize the text
review, consolidate and automatize what was read.
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How do you build these into your
teaching ?
While reading
+learning
Beginning a
lesson:
Get knowledge
ready
GKR
Teach new ideas
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new vocabulary
new sentence
ideas
new main ideas
new topic
new attitudes
and dispositions
Review +
consolidate
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Review new
meanings,
ideas, link with
synonyms and
images
Store in
memory
Automatise
recall , use of
meanings
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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 ?
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While reading actions
Sentence level reading strategies for literal comprehension of each sentence
break 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 information
infer, Why did that happen? Relate then to what they expected
think 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 words
use 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?
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Getting ready or orienting actions
• 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.
Teaching sequence: students
are
scaffolded
to use
strategy
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say it in
words (so they
can transfer it)
and evaluate
how it helps
them (this
motivates
them to use it
in future)
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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Teaching to scaffold students to use the
literacy strategies
Look at the text. Say the
Recall experiences
What questions
title in other ways.
and imagery
Tell: yourself
what
bridge to
textthe
GKR
: experiencesmight the text answer GKR
knowledge,use for you ? What words
pictures show.
pictures and real
might come up in
What will you do
GKR
: language
life contexts
the text
? Spell
as you read it ?
them, synonyms
Read a sentence aloud.
Listen to yourself
What are the main
Any topic
Read
aloud
as
you read it.
ideas / vocabulary
we
Review
and
Tell yourself
have learnt today ?
consolidate
what it says
Other ways of saying
them / images ?
Automatize the
key ideas we
have learnt.
Link with related
Automatize
ideas we have
learnt earlier
What are other ways of What do you think ..
means ? Work out
What is the main idea What questions do saying the sentence ?
vocabulary
Summarize
questions does
what
it
could
mean from
in the paragraph ? What
these sentences
What picture does it
paragraph
the sentence. What
What picture does it sentence/paragraph
answer
tell you to make
?
: paraphrase
are some other words
tell you to make in answer
for us about
women Sentences
in your mind
?
you could use ?
your mind ?
in ancient Egypt? and visualise
Teaching to scaffold students to use the literacy
strategies
Imagine you are
Automatize the
What questions
talking
to
a
key ideas we
might the text answer
woman
living
have learnt.
you ?language
What words
GKR experiencesforGKR
in
ancient
Egypt.
Link with related
might come up in
What
would
you
automatize
ideas we have
the text ? Spell
see
/hear
?
learnt earlier
them, synonyms
What are the main
ideas / vocabulary we
have
learnt today
Review
and ?
Other
ways of saying
consolidate
them / images ?
Women in ancient
Egypt
Look at the text. Say the
title in other ways.
Tell yourself what the
GKR
bridge
to text
pictures
show.
What will you do
as you read it ?
Read a sentence aloud.
Listen to yourself
as you
read it.
Read
aloud
Tell yourself
what it says
What are other ways of What do you think �..
means ? Work out
What is the main idea What questions do saying the sentence ?
it could mean from
in the paragraph ?
these sentences
What picture does it what
vocabulary
Summarize
the sentence. What
What
picture doestoit Question
links
Sentence
answer
tell you to meanings
make
paragraphs
are some other words
tell
you to make in for us about women
in your mind ?
you could use ?
your mind ?
in ancient Egypt?
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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.
Teaching sequence: students
are
scaffolded
to use
strategy
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say it in
words (so they
can transfer it)
and evaluate
how it helps
them (this
motivates
them to use it
in future)
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
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.
A
B
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 ?
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