teaching literacy across the

66
06/18/22 1 Teaching Literacy across the John Munro Teaching literacy across the curriculum: What does literacy knowledge look like ?

Upload: danyl

Post on 04-Jan-2016

47 views

Category:

Documents


0 download

DESCRIPTION

Teaching Literacy across the. Teaching literacy across the curriculum: What does literacy knowledge look like ?. John Munro. What is literacy ?. Literacy is the knowledge students use to convert written information to knowledge. - PowerPoint PPT Presentation

TRANSCRIPT

Page 1: Teaching Literacy across the

04/20/23 1

Teaching Literacy across the

John Munro

Teaching literacy across the curriculum:

What does literacy knowledge look like ?

Page 2: Teaching Literacy across the

04/20/23 2

What is literacy ?

Literacy is the knowledge students use to convert written information to knowledge

Page 3: Teaching Literacy across the

04/20/23 3

I know that now that the Nile helped the ancient Egyptian culture to grow

Page 4: Teaching Literacy across the

04/20/23 4

How do you read?

Read the text. Your goal is re-tell it. As you read, reflect on what you do.

There are two types of being; the eternal and the transient. The eternal need to return is not exemplified within the collective drama of history, nor can it be nurture through organization. Produce as it will, the eternal is not oriented towards produce. The transient, by its very nature, will end; they want to die, not live eternally.

  The struggles and education of man in social history had meaning

for Marx such that the goal of a body politic free from class conflict so that man might develop as man.

Page 5: Teaching Literacy across the

04/20/23 5

Things you do

Re-read parts of the text more than onceLink the text with what they know

Work out its topic

Say parts of it in their own words

Use what they know about grammar to take the sentences apart

Use punctuation

Link what two or more sentences say

work out what words mean in the context.

Try to summarize or review every so often

You look for sentence meanings

You look at word meanings

You look for the topic meaning

You look for discourse meaning – text thread

You look for the topic meaning

You look for sentence meanings

You look for sentence meanings

You look for sentence meanings

You look for discourse meaning – text thread

Comprehending strategies : readers use employ a range of actions to comprehend text and to learn from it.

What is the difference between comprehending and comprehension ?

Page 6: Teaching Literacy across the

04/20/23 6

Learning text knowledge

Literacy knowledge

Use literacy knowledge

Moreliteracy knowledge

How can I make sure students link new text knowledge with what they know and remember it ?

How can I make sure students stay focused and build new text knowledge ?

How can I make sure students use all that they know when they begin to read a text ?

Page 7: Teaching Literacy across the

04/20/23 7

Things you do

Re-read parts of the text more than once

Link the text with what they know

Work out its topic

Say parts of it in their own words

Use what they know about grammar to take the sentences apart

Use punctuation

Link what two or more sentences say

work out what words mean in the context.

Try to summarize or review every so often

Re-read parts of the text more than once

Try to link the text with what they know

Why do you need to do a range of actions like this ?

What readers do as they read a text is to try to build a representation or a model of it in their heads ?

Page 8: Teaching Literacy across the

04/20/23

Reader

Manage and direct the

reading activity

What knowledge does the reader need to comprehend the

text ?

Integrate the

outcomes

What does it tell me ?

What do the words and phrases in the text tell me ?

What do the words and phrases in the text tell me ?

What is it about ? What is its topic ?What is it about ? What is its topic ?

What does each paragraph tell me ? What is the ‘story threat’ ?

What does each paragraph tell me ? What is the ‘story threat’ ?

What is the text about altogether ? What do I know now that I didn’t know earlier

What is the text about altogether ? What do I know now that I didn’t know earlier

What does each sentence tell me ?What does each sentence tell me ?

What is the purpose or disposition of the text? What is its genre ?

What is the purpose or disposition of the text? What is its genre ?

Page 9: Teaching Literacy across the

04/20/23 9

Importance of vocabulary for literacy and learning

We are going to read about the rules of indoor soccer / living in ancient Egypt. What do you think of /see in your mind when you hear this?

4 ideas

40 ideas

Page 10: Teaching Literacy across the

Link between vocabulary and text comprehension

04/20/23 10

Page 11: Teaching Literacy across the

04/20/23 11

Extract 2: Read aloud these ‘ba’ words.

Comment on the knowledge and strategies you use to read these words:

bardocucullus bacciferous baragouin batrachophobia

barbigerous batrachian baft baryphonic

Page 12: Teaching Literacy across the

04/20/23 12

Developing the letter cluster generator

Teachers often need to help students

become aware they have a ‘letter cluster generator’ that allows then to learn new letter cluster patterns.

link these with matching sound patterns.

see themselves as ‘self teachers’.

Page 13: Teaching Literacy across the

04/20/23 13

What do these ‘ba’ words mean ? Read aloud the following text and work out what they might mean.

What do you do to work out their possible meanings.

The trees in the orchard were bacciferous. The berry pickers worked without pause. The basket of baft into which they deposited their conquests were placed abraded their bare arms. If only the farmer had invested in containers made of more expensive and softer fabric.

Conversation with the other pickers was difficult. Their baragouin was largely incomprehensible. However, there was no mistaking the batrachophobia shown by the barbigerous giant nearest to them. The first sight of the tree frogs froze him to paralysis. Even his well endowed beard failed to mask the intense fear the batrachian creatures induced in him.

The bardocucullus he wore was reminiscent of the outer garmet of sixteenth century monks. The hood exacerbated his baryecoia and he did not hear much of the speech of those around him. This did not mean, however, he was baryphonic; he had no difficulty speaking with the other pickers.

Page 14: Teaching Literacy across the

04/20/23 14

The meaning making motor tells you to• note the meaning features that might go with the

new word

• try to combine them into an image

• guess at what the word might mean

• check your understanding by reading the text again

• modify your definition if necessary

• check your impression with what the dictionary says.

Page 15: Teaching Literacy across the

04/20/23 15

Teaching students about their meaning making motor

Teachers often need to help students

become aware they have a meaning making motor

develop and use their meaning making motor

see they can teach themselves new meanings.

Page 16: Teaching Literacy across the

04/20/23 16

Our self teaching capacity.

The trees in the orchard were bacciferous. The berry pickers worked without pause. The basket

of baft into which they deposited their conquests were placed abraded their bare arms. If only the farmer had invested in containers made of more expensive and softer fabric.

Conversation with the other pickers was difficult. Their baragouin was largely incomprehensible. However, there was no mistaking the batrachophobia shown by the barbigerous giant nearest to them. The first sight of the tree frogs froze him to paralysis. Even his well endowed beard failed to mask the intense fear the batrachian creatures induced in him.

The bardocucullus he wore was reminiscent of the outer garmet of sixteenth century monks. The hood exacerbated his baryecoia and he did not hear much of the speech of those around him. This did not mean, however, he was baryphonic; he had no difficulty speaking with the other pickers.

What do your students know about this ? Do they know 1.that they can do this ? 2.how to do this ? 3.when and why to do it ?

Note our self teaching capacity.

How often each week do they1.Work out collaboratively the meanings of new words ? 2.Talk about the actions they use to do this ? 3.Learn to make increasingly more complex links between ideas in the text ?

Page 17: Teaching Literacy across the

04/20/23 17

Our integrated knowledge of words.

The word bank or lexicon

how words is said; its phonological properties

What word means’ its semantic properties

How word is spelt; its orthographic properties

Link new word in the word bank or lexicon

how words is said; its phonological properties

What word means’ its semantic properties

How word is spelt; its orthographic properties

bacciferous

Use existing letter cluster knowledge to analyse it and work out how to say it

Assemble how to say it; its phonological name

Link with its meaning

SynonymsImages actions

Page 18: Teaching Literacy across the

04/20/23 18

Apply to practice

What do teachers need to know about word comprehension while reading ? What do you think they know about it already ? How could this knowledge contribute to their effectiveness as a teacher of literacy ?

What do your students know about comprehending familiar and unfamiliar words in a text ?

What do you think they should know about how to deal with unfamiliar words ? How could you teach them various comprehending actions ?

Page 19: Teaching Literacy across the

04/20/23 19

Actions for dealing with unfamiliar text

Thelloun ena spitty konda stee tharlassa. Ecky then preppy na peases krussy sto spitty sas.

Importance of reading aloud

Page 20: Teaching Literacy across the

04/20/23 20

Can you understand nonsense ?

Ujn was too xpssjed about the dblf to fokpz his cbui. He esftted himself without even lopxing what he qvu on. Just as he gjojtied qvuing on the hsffo jdjoh, the cfmm on the tupwf sboh to tbz the ujnf was up. Hesbo to the pwfo and qffsed through the xjoepx.

1. Who was xpssjed?2. What was Ujn xpssjed about?3. Did Ujn esftt himself?4. Where did he sbo to?5. Why did he esftt himself without even lopxing?

Page 21: Teaching Literacy across the

04/20/23 21

Can you understand nonsense ?

Ujn was too xpssjed about the dblf to fokpz his cbui. He esftted himself without even lopxing what he qvu on. Just as he gjojtied qvuing on the hsffo jdjoh, the cfmm on the tupwf sboh to tbz the ujnf was up. Hesbo to the pwfo and qffsed through the xjoepx.

1. Who was xpssjed?2. What was Ujn xpssjed about?3. Did Ujn esftt himself?4. Where did he sbo to?5. Why did he esftt himself without even lopxing?

Page 22: Teaching Literacy across the

04/20/23 22

What we do to comprehend sentences ?

There are two types of being; the eternal and the transient. The eternal need to return is not exemplified within the collective drama of history, nor can it be nurture through organization. Produce as it will, the eternal is not oriented towards produce. The transient, by its very nature, will end; they want to die, not live eternally.

  The struggles and education of man in social history had meaning

for Marx such that the goal of a body politic free from class conflict so that man might develop as man.

Each sentence has a meaning. Sentence meanings differ in how complex they are to comprehend

Which sentence is easiest / most difficult ?

What makes some sentences difficult ?

• refer to more events

• more complex relationship

• more complex grammar

Page 23: Teaching Literacy across the

04/20/23 23

What makes sentences easy /hard to understand ?

Read the text. Your goal is re-tell it. As you read, reflect on what you do.

There are two types of being; the eternal and the transient. The eternal need to return is not exemplified within the collective drama of history, nor can it be nurture through organization. Produce as it will, the eternal is not oriented towards produce. The transient, by its very nature, will end; they want to die, not live eternally.

  The struggles and education of man in social history had meaning

for Marx such that the goal of a body politic free from class conflict so that man might develop as man.

There are two types of being; the eternal and the transient.

The eternal need to return is not exemplified within the collective drama of history, nor can it be nurture through organization.

Which is easier to comprehend and why ?

What makes some sentences more difficult than others ?1.They refer to more events.2.They refer to a more complex relationship.3. They have more complex grammatical structures

Page 24: Teaching Literacy across the

04/20/23 24

Types of sentence meanings ?

Videotapes (SCIENCE ALIVE 1 pages 126-7)

Although magnetic videotape has the advantages of being cheap and easy to record and re-record on, it is easily damaged when stored near magnets. Magnets can change the pattern that has been stored on the tape.

The films that you see at the cinema are different from videotapes. Chemicals create the picture on the cinema film. The film used in cinemas, like that used in normal cameras, cannot be re-recorded on and is more expensive to make. Cinema films last much longer and produce higher quality pictures.

.

Types of sentence meanings in a factual text

Complex sentence meaning, exclusive (although) + temporal (when)

What is the type of sentence meaning ?

Complex sentence meaning, possible relationship (can)

Complex sentence, generalization

Compound sentence, analogous (like) +

Compound sentence, temporal

Page 25: Teaching Literacy across the

Sentence meanings?

04/20/23 25

Some students are investigating how pollution affects the environment. They have researched the effects of plastic bags. This is what they have written. Should we pay for plastic bags? People should pay for the plastic bags they use for their shopping. According to experts from Clean Up Australia, Australians use over six billion plastic bags a year and many of these are used for carrying shopping home from supermarkets. Making people pay for these plastic bags would encourage them to use reusable bags. Some plastic bags can last in the environment for up to 1000 years before they disintegrate (break down). Plastic bags are harmful to wildlife as they can kill animals, especially in the ocean.

2 event complex sentence 1 event simple sentence

2 event complex sentence

3 event complex sentence

experts from Clean Up Australia say

Australians use over six billion plastic bags a year

Many carry shopping home+

Page 26: Teaching Literacy across the

Sentence meanings?

04/20/23 26

Also, when plastic bags are made, dangerous gases are released that pollute the atmosphere. If we use fewer plastic bags there would be less air pollution, as well as less land and water pollution. We need to reduce the number of plastic bags in the environment. Making people pay will help to stop them using plastic bags and force them to use reusable bags for their shopping!+

2 event complex sentence

3 event complex + compound sentence

2 event complex sentence

Help stop people using plastic bags

Make people pay

Many carry shopping home+

Cause-effectconditional

consequence

Page 27: Teaching Literacy across the

04/20/23 27

Types of sentence meanings ?

Videotapes (SCIENCE ALIVE 1 pages 126-7)

The inside of a video recorder has two electromagnets, called heads. The recording head creates the magnetic pattern on the tape. The playback head reads the pattern and turns it into pictures and sound.

The plastic ribbon inside a videotape is coated with substances that contain ‘mini-magnets’ or domains.

When the ribbon passes through a magnetic field, the domains are forced into a pattern.

. .

Types of sentence meanings in a factual text

Simple sentence meaning, defining

What is the type of sentence meaning ?

Simple sentence meaning, cause-effect relationship

Compound sentence, generalization

Complex sentence, descriptive + defining

Complex sentence, temporal + cause-effect

Page 28: Teaching Literacy across the

04/20/23 28

What actions do we need to use to comprehend a written sentence ?

Videotapes (SCIENCE ALIVE 1 pages 126-7)

Research has shown that children have a significant impact on what ends up in the shopping trolley. They also choose a lot of their own clothes, especially sports items, such as shoes, t-shirts and caps. When it comes to take-away food, it is often the children who decide. Many companies pitch their advertising directly to children. Some people think this is wrong.

People in favour of advertising to children say that ads give them ideas for how to spend money. They say that children can be taught to be wise buyers and that advertising tells children about new products. These advocates also believe that companies act responsibly when they advertise to children and that the parents have the final say.

. .

We need to segment complex sentences, identify events and how they are linked

3-event complex sentence, 2 levels of embedding events

1-event complex sentence with 2 levels of adjectival elaborations

Evidence tells us that children affect what parents buy

As well they pick most of what they wear, especially their sports clothes.

Page 29: Teaching Literacy across the

04/20/23 29

What actions do we need to use to comprehend a written sentence ?

Videotapes (SCIENCE ALIVE 1 pages 126-7)

Research has shown that children have a significant impact on what ends up in the shopping trolley. They also choose a lot of their own clothes, especially sports items, such as shoes, t-shirts and caps. When it comes to take-away food, it is often the children who decide. Many companies pitch their advertising directly to children. Some people think this is wrong.

People in favour of advertising to children say that ads give them ideas for how to spend money. They say that children can be taught to be wise buyers and that advertising tells children about new products. These advocates also believe that companies act responsibly when they advertise to children and that the parents have the final say.

. .

We need to segment complex sentences, identify events and how they are linked

2-event complex sentence, 1 event embedded , said first

1-event sentence, 1 level of elaboration

They usually select the take away food.

A lot of manufacturers direct their publicity to children .

Page 30: Teaching Literacy across the

04/20/23 30

What actions do we need to use to comprehend a written sentence ?

Videotapes (SCIENCE ALIVE 1 pages 126-7)

People in favour of advertising to children say that ads give them ideas for how to spend money. They say that children can be taught to be wise buyers and that advertising tells children about new products. These advocates also believe that companies act responsibly when they advertise to children and that the parents have the final say.

. .

We need to segment complex sentences, identify events and how they are linked

2-event complex sentence, 1 embedding, nouns with complex adjectival elaboration

3 event sentence, the 2 embedded clauses linked by ‘and’ (compound)

Those who think it is OK to advertise to children say that ads help them see how they can spend their money

They say advertising teaches children to be clever shoppers and informs them about new goods.

Page 31: Teaching Literacy across the

Sentence meanings ?

04/20/23 31

Page 32: Teaching Literacy across the

Sentence meanings?

04/20/23 32

Page 33: Teaching Literacy across the

Sentence meanings?

04/20/23 33

Page 34: Teaching Literacy across the

04/20/23 34

Tapping into the grammar of sentences in written text

Read the text. Your goal is re-tell it. As you read, reflect on what you do.

There are two types of being; the eternal and the transient. The eternal need to return is not exemplified within the collective drama of history, nor can it be nurture through organization. Produce as it will, the eternal is not oriented towards produce. The transient, by its very nature, will end; they want to die, not live eternally.

  The struggles and education of man in social history had meaning

for Marx such that the goal of a body politic free from class conflict so that man might develop as man.

It is difficult to parse into grammatical functions

ThThe struggles and education of man in social history had meaning for Marx such that the goal of a body politic free from class conflict so that man might develop as man.

What makes this sentence difficult to comprehend grammatically ?

It has complex personal and relative pronouns

It has embedded clauses in embedded clauses

Page 35: Teaching Literacy across the

Multiple grammatical forms for a sentence meaning

04/20/23 35

2 simple active sentences "Bill threw a book. Bill sat down".

a sentence constructed by adjoining the two active sentences

"Bill threw a book and then sat down".

a passive voice sentence "The book was thrown by Bill

a sentence with a main clause and a subordinate adverbial clause

Before Bill sat down, he threw a book".

a sentence containing a relative clause "The boy who sat down threw the book first".

as a cleft sentence "It was Bill who threw the book and then sat down

Bill saw Fred throw a book and then sit down and then told his teachers what happened.

Page 36: Teaching Literacy across the

Order in which students learn to use relative clauses

04/20/23 36

The girl who hit the boy went home

"The girl spoke to the man whom she knew"

"The girl whom the boy hit went home".

"The girl spoke to the man who was here

Teachers need to be aware of the variation in the demand of grammatical complexity and teach students how to deal with more complex grammatical forms as they read.

Page 37: Teaching Literacy across the

04/20/23 37

How we think ahead when we read

Tom was a tired weight lifter. He had worked hard on the weights for quite a while. It was tiring work. Finally, his coach pointed to a set in the corner: "That's the last for you today". As Tom walked towards it he thought "This barbell looks light", but as he moved closer, he was that it was

dark. "I'll need to paint this one too", he said.

Page 38: Teaching Literacy across the

Tom’s day in the gym

weight lifter

Work with weights

Bench press

Goal to strengthen muscles

Shoulder pull downsDo exercises with weights

Light weightHeavy weight

Exercises change how their body looks

Gym singlet

Wear particular gear

Page 39: Teaching Literacy across the

04/20/23 39

How well did you think ahead ?

Tom was a tired weight lifter. He had worked hard on the weights for quite a while. It was tiring work. Finally, his coach pointed to a set in the corner: "That's the last for you today". As Tom walked towards it he thought "This barbell looks light", but as he moved closer, he was that it was dark. "I'll need to paint this one too", he said.

The flow-on to linked ideas predict, infer, anticipate

Page 40: Teaching Literacy across the

Tom’s day in the gym

weight lifter

Work with weights

Bench press

Goal to strengthen muscles

Shoulder pull downs

Do exercises with weights

Light weightHeavy weight

Exercises change how their body looks

Gym singlet

Wear particular gear

Weights need to be painted

Weights can be dark colour

Page 41: Teaching Literacy across the

How does each sentence contribute to paragraph meanings

04/20/23 41

An extract from 'Rain' by Libby Gleeson from Kids'Night In. I'm up my tree now. There's warm rain falling but the broad, flat leaves keep me dry enough. I can't actually see the river but I know it's there. First, there's the road and then it drops down to the market gardens all flat and brown with splashes of shiny green lettuces and other vegetables that I don't recognize. Then there's a line of trees. They straggle around like a line of kids and I know the river is there. We saw it in the first week. Dad took us for a drive, down across the river flats and over the old White Bridge, and we looked down on the slow-moving brown water. All the rivers are like that out here.

Says where it takes place Says more about the context

new idea - the river

more detail about where the river is.

more detail about river

Emerging discourse meaning

Page 42: Teaching Literacy across the

How does each sentence contribute to paragraph meanings

04/20/23 42

If there was another flood, when there's another flood, 1 can watch it from up here. 1'll watch it and then I’ll have something to tell.

At breakfast Dad told me to shush, he wanted to listen to the weather report. I told him he wasn't a farmer so why did he bother? He said everyone should bother and why didn't I listen? Over the crunching of my cereal, I heard them say it was also raining up north and the rivers were sending huge amounts of water down into New South Wales.

new idea that extends the topic of the river and could be the problem in the story

Why writer is thinking about the river flooding and why it could be a concern.

evidence of reasons for the concern about the issue

Page 43: Teaching Literacy across the

How does each sentence contribute to paragraph meanings

04/20/23 43

 'In a few days,' said Dad, 'some of that water will reach us, and when it does, when it joins up with that river out there,' he pointed across the road, we could be in for something.' 'A flood?'  He shrugged.

Page 44: Teaching Literacy across the

04/20/23 44

Conceptual level knowledge

Readers have ideas linked together in different ways:

Readers use these networks of ideas to comprehend text when they read.

Some ideas are linked by the time and place where they occurred in experiences; experiential knowledge stored as images

Some ideas are linked in more abstract, decontextualised ways.

Page 45: Teaching Literacy across the

04/20/23 45

Conceptual knowledge = learning style

Tom uses experiential meaning network

Ideas linked in space and time in particular experiences

Visual imagery learning style

Bill uses abstract meaning network

Ideas linked in abstract ways

Verbal abstract learning style

Like many animals the giant Panda needs a special environment to survive. Its natural habitat is bamboo forest found in China. While there are many varieties of bamboo, the Panda will only eat four types. Their basic diet is arrow bamboo…

Page 46: Teaching Literacy across the

How knowing the topic helps us

04/20/23 46

Working out the topic of the text helps us to

•link the text with what we know and to use of our relevant existing knowledge. •know what ideas and vocabulary to expect. •streamlines our comprehension activity.• organise and link the ideas in the text, sort the main ideas from the details and organise the main ideas in order.• decide the questions the text might answer. When we are reading a text we may change out mind about its topic. Young readers need to learn how to do this.

Page 47: Teaching Literacy across the

04/20/23 47

The model of reading we use

The model of reading we use extends this approach.

When we read texts we tell ourselves the words and phrases; work out what the sentences mean ; link the concepts in the text into a network of ideas; the ideas into a topic we know; guess at what the writer wants us to believe;

We form an impression of the text by collecting knowledge from each of these information sources.

work at the word level

work at the sentence level

work at the conceptual level

work at the topic level

work at the dispositional level

Page 48: Teaching Literacy across the

04/20/23 48

In addition to knowing about written text, we

know how to use this knowledge to achieve our purposes ; how we direct and manage our reading activity

use our general knoweldge; this includes our

* oral language; what words mean and how they are said, grammar

* bank of earlier experiences.

Page 49: Teaching Literacy across the

04/20/23 49

We manage and control how we use our literacy knowledge

We manage our literacy activity : we

frame up reasons or goals for reading a text, plan how we will read.

monitor our reading, decide when to re-read, take corrective action, self-correct, monitor our progress,

review and self-question to see how we achieve our goals, review or consolidate what they have read.

organise the information gained to fit our purpose for reading.

Page 50: Teaching Literacy across the

04/20/23 50

We use various types of knowledge when we read

Our model of reading

Literacy or text Word level

knowledge Sentence level

Conceptual level

Topic level

Dispositional level

Metacognitive Knowledge

General knowledge Oral language

Experiential

Page 51: Teaching Literacy across the

04/20/23 51

An integrated model of reading knowledge Levels of text knowledge of text

features; the 'what', conventions of writing

reading strategies, how to' . What reader knows

about how to …

value each level; How reader values

word Word bank work out new words working out words

sentence Sentence forms make sense of sentences understanding sentences

conceptual links between concepts link the concepts in text reading ‘between the lines’

topic how concepts are links into topics

work out and use topic of a text to link concepts

using the topic of the text

disposition the purposes for writing and reading

recognise, use intended purposes of text

knowing why the text was written

self-management

What readers know about how to manage and direct their reading

existing knowledge

Oral language Experiential

Theymatch text word directly with stored letter cluster knowledgesegment words into functional units, say letter clusters and blend make analogy with words they knowuse the meanings of words that occur with it and the context in which it is used.

They visualise or paraphrase the sentence segment it into parts and work on each part re-read it put themselves in the context of the topic ask questions about the ideas in the sentence,

listen to thesselves as they read it

They

predict, anticipate, infer ideas, feeling

backtrack / read ahead /work across sentences

to link concepts

form an image of a sequence of sentences

consolidate what a sequence of sentences say.

They use title, scan or skim text, select key words to guess its general theme use topic sentences

What does the writer want me to believe or feel about the topic ? What things does the writer do to convince ro persuade us ? Are there other points of view about this topic ? Why did the writer write the text ?

Know some letter patternsRecall some word meanings

Know some sentence meaningsKnow some grammatical formsKnow written sentence conventions such as punctuationKnow ideas linked in networksKnow ideas linked in experiences

different texts are written for different purposes to convey attitudes, values and feelings.

attitudes, valued and feelings conveyed in texts in different ways.

know ideas are linked into topics:the topic helps us anticipate the ideas that might be in it.sometimes ideas we don’t expect occur for a topic.

Page 52: Teaching Literacy across the

04/20/23 52

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

The ‘whys’; beliefs about what works

word

sentence

conceptual

topic

disposition

text units we can recognise automatically

comprehending actions or reading strategies we can use

atttidues, values or beliefs we have about each level

Page 53: Teaching Literacy across the

04/20/23 53

Existing knowledge scaffolds reading

Two main forms of our general knowledge scaffold our reading activity: our

oral language knowledge experiential 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.

• experiences, visual imagery knowledge

• action, motor knowledge

• knowledge of symbols

Page 54: Teaching Literacy across the

04/20/23 54

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

The ‘whys’; beliefs about what works

word

sentence

conceptual

topic

disposition

How we manage and direct our reading activity

Your existing knowledge

Oral language Experiential

text units we can recognise automatically

comprehending actions or reading strategies we can use

atttidues, values or beliefs we have about each level

Page 55: Teaching Literacy across the

What do you do to understand the text ?

04/20/23 55

What is its topic ? How will I use this to link what I read ?

What does each sentence mean ?

What does ‘multiphase method’ or ingredient mean ?

What does this picture tell me ?

What is the main idea of this paragraph ?

What do the three paragraphs tell me ?

Review and consolidate the ideas in the text

We use a range of comprehending actions

We learn more about the text we read

Page 56: Teaching Literacy across the

What do you do to understand the text ?

04/20/23 56

What is the main idea of this paragraph ?

What is its topic ? How will I use this to link what I read ?

What does each sentence mean ? What do the paragraphs

tell me ?

What type of text is this ?

What does ‘learn to track’ or annoyance mean ?

Review and consolidate the ideas in the text

Page 57: Teaching Literacy across the

What do you do to understand the text ?

04/20/23 57

Early in reading activity•What is its likely topic ? What type of text is this ?•How will I use this to link what I read ?

While reading•What does each sentence mean ? Read it aloud to self, parapahrase, use grammar visualise, question, link with topic, predict.•Work out word meanings.•What is the main idea of this paragraph ? Link sentence meanings, summarise, predict, question answered by paragraph. •What is discourse meaning. Link the set of paragraph meanings.

Review and consolidate the ideas in the textWhat are the main and supporting ideas in the text ? Store in memory How will I use them ? Reflect on ideas, answer questions

We change our reading activity as we read

Page 58: Teaching Literacy across the

What do you do to understand the text ?

04/20/23 58

What is the main idea of this paragraph ?

What is its topic ? How will I use this to link what I read ?

What does each sentence mean ? What do the paragraphs

tell me ?

What type of text is this ?

Review and consolidate the ideas in the text

Page 59: Teaching Literacy across the

04/20/23 59

New Information

An Egyptian King is

buried in a Pyramid.

OUR MODEL

OF LITERACY

Words ?

Sentence

meanings ?

Paragraph

meanings

Topic ?

Disposition ?

Literacy knowledge : converting information to knowledge

Page 60: Teaching Literacy across the

04/20/23 60

New Information

We use these ways of

thinking simultaneously

• words

• sentence meanings

• paragraph meanings

• topic

• disposition

We use these types of knowledge simultaneously

When we read we use several types of knowledge at once may give priority to one or more at any timeuse most types automatically.

Page 61: Teaching Literacy across the

04/20/23 61

What are the High Reliability Literacy Teaching Procedures?

A set of explicit procedures that teach readers to

• get their knowledge ready for reading and learning• read text aloud • use and learn new vocabulary• paraphrase and visualise the text• link the text with questions it answers• summarize the text• review, consolidate and automatize what was read.

Why ‘high reliability ? Each teaching procedure has substantial research support for its use

Page 62: Teaching Literacy across the

04/20/23 62

Thinking space

New Information

Egyptian King is buried in a Pyramid.

How to use meaning making actions most effectively

Get knowledge ready for learning the new ideas

Use comprehending actions most efficiently while learning the new ideas

Store new ideas in long term memory and automatize

Page 63: Teaching Literacy across the

04/20/23 63

How do you build these into your teaching ?

Beginning a lesson:

Get knowledge ready

GKR

While reading +learning

Teach new ideas

• new vocabulary• new sentence

ideas• new main ideas• new topic• new attitudes

and dispositions

Review + consolidate

• Review new meanings, ideas, link with synonyms and images

• Store in memory

• Automatise recall , use of meanings

Page 64: Teaching Literacy across the

Getting ready or orienting actions

04/20/23 64

•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 ?

Page 65: Teaching Literacy across the

While reading actions

04/20/23 65

Sentence level reading strategies for literal comprehension of each sentencebreak 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 informationinfer, Why did that happen? Relate then to what they expectedthink 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 wordsuse 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?

Page 66: Teaching Literacy across the

Getting ready or orienting actions

04/20/23 66

• 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.