Teaching Literacy across the

1. Teaching Literacy across the Teaching students who have literacy comprehension difficulties : Building the oral language component John Munro

2. What is literacy ? Literacy is the knowledge students use to convert written information to knowledge

3. Things you do You look for sentence meanings You look for the topic meaning You look for the topic meaning You look for sentence meanings Comprehending strategies : readers use employ a range of actions to comprehend text and to learn from it. You look for sentence meanings You look for sentence meanings You look for discourse meaning – text thread You look at word meanings What is the difference between comprehending and comprehension ? You look for discourse meaning – text thread

4. 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

5. What knowledge does the reader need to comprehend the text ? What do the words and phrases in thetext tell me ? What is it about ? What is its topic ? Integrate the outcomes What does each sentence tell me ? What does it tell me ? What is the text about altogether ? What do I know now that I didn’t know earlier Manage and direct the reading activity What does each paragraph tell me ? What is the ‘story threat’ ? What is the purpose or disposition of the text? What is its genre ? Reader

6. Existing knowledge scaffolds reading Two main forms of our general knowledge scaffold our reading activity: our • 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

7. Review : The types of literacy knowledge We can show each type of reading knowledge atttidues, values or beliefs we have about each level comprehending actions or reading strategies we can use text units we can recognise automatically

8. Planning the literacy teaching We can show each type of reading knowledge text units we can recognise automatically atttidues, values or beliefs we have about each level comprehending actions or reading strategies we can use

9. 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

10. How do you build these into your teaching ?

11. Getting ready or orienting actions

12. While reading actions

13. Getting ready or orienting actions

14. 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 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 say it in words (so they can transfer it) and evaluate how it helps them (this motivates them to use it in future) use it automatically, link strategy with other strategies they know. are scaffolded to use strategy

15. Teaching to scaffold students to use the literacy strategies Look at the text. Say the title in other ways. Tell yourself what the pictures show. What will you do as you read it ? Recall experiences and imagery knowledge,use pictures and real life contexts What questions might the text answer for you ? What words might come up in the text ? Spell them, synonyms Automatize the key ideas we have learnt. Link with related ideas we have learnt earlier GKR : bridge to text GKR : experiences Any topic Automatize GKR : language Read a sentence aloud. Listen to yourself as you read it. Tell yourself what it says What are the main ideas / vocabulary we have learnt today ? Other ways of saying them / images ? Read aloud Review and consolidate What do you think .. means ? Work out what it could mean from the sentence. What are some other words you could use ? What is the main idea in the paragraph ? What picture does it tell you to make in your mind ? What are other ways of saying the sentence ? What picture does it tell you to make in your mind ? What questions do these sentences answer for us about women in ancient Egypt? vocabulary Summarize paragraph What questions does sentence/paragraph answer ? Sentences : paraphrase and visualise

16. Teaching to scaffold students to use the literacy strategies Look at the text. Say the title in other ways. Tell yourself what the pictures show. What will you do as you read it ? Imagine you are talking to a woman living in ancient Egypt. What would you see /hear ? What questions might the text answer for you ? What words might come up in the text ? Spell them, synonyms Automatize the key ideas we have learnt. Link with related ideas we have learnt earlier GKR experiences GKR bridge to text Women in ancient Egypt GKR language automatize Read a sentence aloud. Listen to yourself as you read it. Tell yourself what it says What are the main ideas / vocabulary we have learnt today ? Other ways of saying them / images ? Read aloud Review and consolidate What do you think �.. means ? Work out what it could mean from the sentence. What are some other words you could use ? What is the main idea in the paragraph ? What picture does it tell you to make in your mind ? What are other ways of saying the sentence ? What picture does it tell you to make in your mind ? What questions do these sentences answer for us about women in ancient Egypt? vocabulary Summarize to paragraphs Question links Sentence meanings

17. 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 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 say it in words (so they can transfer it) and evaluate how it helps them (this motivates them to use it in future) use it automatically, link strategy with other strategies they know. are scaffolded to use strategy

18. Contrast the strategy teaching approach with the content teaching approach 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. Read the section about Women in ancient Egypt. Then answer the questions and we’ll correct your work. A 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 ?