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T he 7 H igh R eliability L iteracy T eaching P rocedures

T he 7 H igh R eliability L iteracy T eaching P rocedures. Getting Knowledge Ready {G.K.R} Vocabulary Reading aloud Paraphrasing Saying questions the text answers Summarising Reviewing. HRLTP. Information from Dr. John Munro Presented by Concetta Cerra. 1. Words Sentences.

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T he 7 H igh R eliability L iteracy T eaching P rocedures

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  1. The 7 High ReliabilityLiteracyTeachingProcedures • Getting Knowledge Ready {G.K.R} • Vocabulary • Reading aloud • Paraphrasing • Saying questions the text answers • Summarising • Reviewing HRLTP Information from Dr. John Munro Presented by Concetta Cerra

  2. 1. Words Sentences Taken from John Munro

  3. Words Sentences Getting Knowledge Ready {G.K.R} allows students to convert knowledge, experiences and impressions into spoken and written form to connect to new text. Taken from John Munro

  4. Know in experience {Visualise and organise what they know about the topic} Know in words {Express it in words and sentences} Bridge to text {Link knowledge to the written text} Words Sentences Taken from John Munro

  5. Steps in G.K.R Words Sentences Taken from John Munro

  6. Planning to teach G.K.R Words Sentences Taken from John Munro

  7. Sequence for teaching the strategy Words Sentences Taken from John Munro

  8. Words Sentences Prior knowledge expressed in sentences Ready for new written text Prior knowledge Taken from John Munro

  9. Why do readers get their knowledge ready for reading? • Remember and link what you already know about the topic and use this as • you read • Plan how you will read and learn • Get an impression of what you should look for as you read • See where what you know ‘fits in’ with the text you will read Taken from John Munro

  10. What should you notice when students get their knowledge ready? • Increased engagement and focus • They read longer with a clearer purpose • Increased motivation to learn new topics • Better understanding of how new texts and ideas fit with • prior knowledge • More scanning of text to locate content • They make strategic decisions about how they read the text • They know how to use key features of the text to understand • the information Taken from John Munro

  11. Visualise and organise their knowledge • What do you think the text will tell you? • What do you know about …… ? • Imagine you …… • What might the text be about? • What might be the main ideas? • What might happen? • What questions might it answer? • What words might be in this text? • What does this mean to you? • What can you see when I say these words? • Describe what the words remind you of • Make a picture in your mind • What does the picture show you? • What does this picture make you think of? Taken from John Munro

  12. Students express it in words and sentences Words Sentences • Students talk about their visual images of • the topic in sentences • What questions would you like answered? • What? • Why? • When? • Where? • How? • Ask me about the topic Taken from John Munro

  13. Bridge to the written text • Read the title aloud • Say it other ways • Question why specific words were used • Suggest purpose for the text • What will the text tell you about? • What is the main ideas in this text? • What questions might be answered? • What new words might be in this text? • Scan and decide purpose and content of text • Plan a strategy for reading the text Taken from John Munro

  14. Activities • Visualise • Relate to students’ experiences • Guess themes and ideas • Discuss illustrations {Question} • Determine author’s purpose • Ask 5W 1H question {Why, When, Where, What, Who, How} • Brainstorm, Venn diagrams, Graphic organisers …. • Draw or act out • Guess the writing style • Look at headings/sub headings and content page • Key words {Find and define} • Topic sentences {Try to understand the topic of each paragraph} • Alphabet game/word games Words Sentences Taken from John Munro

  15. Students need to: Words Sentences • Learn each procedure separately • Practise the procedures regularly • Say what they did and how each procedure helped them • Experience success using the procedures Taken from John Munro

  16. Self talk • What do I think the text is about? • How will I work it out? • What does the organisation of the text tell me? • What type of text is it? • What questions might it answer? • Do I need to change my mind? • What picture will I make in my mind? • How can I say it in sentences? Words Sentences Taken from John Munro

  17. Taken from John Munro

  18. What I have learnt? How have I learnt it? What next? Taken from John Munro

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