Type in your focus here

1. Type in your focus here You can tailor this presentation for your school/core team depending on what you have decided to focus on. Good Luck and Enjoy! The Second Level Support Service is funded by the Department of Education and Science under the National Development Plan

2. Literacy Link and Core team Support from management is vital for this model to work

3. Looking at Literacy • Speaking • Listening • Reading • Writing • Digital • Critical Thinking

4. ReadingEducation and reading are circular – the more one has of one, the better the development of the other Vocabulary Knowledge Fluency Text Comprehension

5. Some ideas to support reading fluency in your class • Create a safe reading environment • Create opportunities for students to read aloud in a way they will be comfortable- pairs/ small groups • Allow students time to practice if you are asking them to read aloud • Teacher models good reading • No round robin

6. Why is it important to spend time on Vocabulary? Vocabulary knowledge is important to reading because the oral and written use of words promotes comprehension and communication. However, according to Swanborn and de Glopper (1999) the probability that students will learn new words while reading is relatively low – about 15%. Content areas teachers should engage in vocabulary instruction strategies to enhance students' vocabulary knowledge and aid comprehension

7. Text Comprehension What is Comprehension? It is constructing meaning from text; being able to understand and interpret what is read. It is a process that is intentional and thoughtful. It occurs before, during and after a person reads a piece of writing. It can be supported by direct and explicit teaching of comprehension strategies.

8. Explicit Instruction Model I do, you watch I do, you help You do, I watch You do, I help Regardless of the strategy being taught, the process of explicit instruction remains the same.

9. Vocabulary Vignettes "Most individuals would agree that no single method, material or strategy will consistently guarantee that students will improve their word knowledge. Therefore, it seems advantageous for teachers to select a variety of approaches." Brozo and Simpson, 2003 Activity Individual work: read the vocabulary vignette and complete the graphic organiser as you read. Group work: share your findings with your group Fill in your agreed findings on the flip chart. Each member of your group will be assigned a role.

10. Maths Vignette: Mr. Patten • Acknowledge the meaning of the word in other contexts. Then highlight that the word has a specific meaning in your subject. • Actively demonstrate the concept where possible • Provide opportunities for multiple exposures to new terms

11. History Vignette: Mrs. Rice • Activate prior knowledge • Generate interest prior to reading • Group work- gives students the opportunity for multiple exposures to vocabulary • Group work- gives students the opportunity to really interrogate the meaning of vocabulary

12. Science: Mr. Stack and Ms. Long • Identify which are the important words to teach and spend time on those • Use a variety of methods • Actively demonstrate concepts where possible • Provide opportunities for multiple exposures (spoken, print and in writing)

13. Home Economics: Ms. O' Connor • Provide students with opportunities to work out meanings of words independently • Use explicit model of instruction • Highlight all the features/ different definitions • Use a student dictionary • Get students to actively engage with and use the words (move beyond the definitional meaning)

14. Construction: Mrs. Mc Keon • Equip students with the skill to work out the meanings of words independently • Use context clues • Break the words down in to their meaningful parts • Use the explicit model of instruction

15. Three Goals of Vocabulary Instruction: 1. Provide students with skills/opportunities to learn words independently 2. Teach students the meanings of specific words 3. Nurture a love and appreciation of words and their use "Kindling students' interest and engagement with words is a vital part of helping all students, but especially less advantaged students, to develop rich and powerful vocabularies” (Graves, 2006, p. 120)

16. Approaches to deepening understanding of specific meanings Semantic Map Peer teaching of semantic map Active demonstration of meaning/concept Matching words Finding a synonym or antonym

17. Approaches to promote independent word learning Use of Context Clues Morphemic Analysis Use of Dictionaries Glossaries Use of 'Fix-Up' strategies

18. Explicit Instruction Model I do, you watch I do, you help You do, I watch You do, I help If we want students to use the strategies INDEPENDENTLY then we should teach the use of the strategy using the EXPLICIT INSTRUCTION MODEL.

19. Rooting out the Meaning Rationale: Students who understand words at the morphemic level are better prepared to deal with the increased reading and writing demands across the curriculum and content areas (www.adlit.org) Extract from Mrs. McKeon's Construction Vignette The most remarkable feature of this multipartite development, the titanic signature building in Belfast, is the unusual design that represents the bow of a boat. “The most remarkable feature of this multipartite development, the Titanic signature building in Belfast, is the unusual design that represents the bow of the boat," First Mrs. McKeon considered its place in the sentence and context – “the word comes before development therefore must describe the building.” She then broke the word in to its different parts. She modelled her thought process aloud for the students. “Multi is a prefix which I’ve seen in another context, multi -purpose, meaning many purposes. The root word is part. I know what this means. So now I can guess the word means many parts. I wonder what the suffix ‘ite’ means. I will check my list. The list tell me that ‘ite ‘ as a suffix turns a word into an adjective. It adds nothing to the meaning. Putting all my learning together I now know that a multipartite development means a development that has many parts”

20. Morphemic Analysis is a strategy in which the meanings of words could be worked out by examining their meaningful parts (morphemes). A morpheme is the smallest unit of a language that expresses meaning or serves grammatical function Words that consist of more than one morpheme usually consist of a root word and either a prefix or a suffix or both. FAIR Root Core of the word, Carries the major Component of the meaning - NESS Suffix A morpheme added at the end of a word UN - Prefix A morpheme added at the start of a word Only 20 prefixes account for 97 percent of prefixed words that appear in printed school English (Graves, 2004; Stahl, 1999).

21. Looking at Science... Greek and Latin Words Morpheme Meaning Found In Adipo Fat Adipose Tissue An Without Anaerobic Ante In front Anterior Anti Against Antibody Important Note We cannot expect subject teachers to teach morphemic structures but they could introduce the morpheme patterns that are related to the content vocabulary that they will need to teach in their class.

22. How could this work in our school? 1. English teachers could agree to build on work from primary school teaching word parts. 2. Teachers from other subjects could agree to: *Teach the key morphemic patterns that occur most frequently in the subject * Explicitly model the process of morphemic analysis and using context clues using 'think aloud' 3. Teachers of history could support the work when studying if studying a unit on Ancient Greece/ Rome. 4. It might be possible to put lists of the most common roots, prefixes and suffixes in students' journals as a reference tool.

23. What are Comprehension Strategies? Comprehension Strategies are the unobservable in the head thought processes that good readers use to understand text. (Clay 1991) Before During After Strategies *activate students' prior knowledge * set a purpose for reading Strategies help students * make connections *monitor their understanding *generate questions * stay focused Strategies provide students an opportunity to: *summarise *question *reflect *discuss *respond to text. The goal of text comprehension instruction is to help students become active, purposeful, and independent readers of science, history, geography, literary, mathematics and other subject texts.

24. Themes we should keep in mind when talking about promoting literacy Active Motivating Collaborative Independent Challenging

25. Comprehension Strategy that can be used During Reading Strategies help students * make connections *monitor their understanding *generate questions * stay focused

26. How do Graphic Organisers support comprehension? 1. Organisedisjointed information in a structured way 2. Enhance their understanding of text structure 3. Work together to derive meaning from texts 4. Actively read as they identify and extract relevant information 5. Can support students in planning and organising a piece of writing

27. Using graphic organisers in the classroom Important considerations: Use of the explicit instruction model when introducing the use of graphic organisers Use of graphic organisers to highlight features of text structure Use of cooperative learning strategies Remember that Graphic Organisers are useful for students of all abilities

28. This isn't just putting information into boxes! What is important to understand is the powerful nature of all the processes that occur both before and after the information is put into the boxes. The role of the teacher and the methodologies used are crucial to the success of the use of graphic organisers as a strategy. Where can I find more information/ resources? SSE: http://www.slss.ie/resource_category/view/1138 AdLit: http://www.adlit.org/article/27882/

29. Strategy Determining Importance (using think aloud) Active Engagement Monitoring Summarising Note making Questioning As we want students to be able to do this independently, we need to use the explicit instruction model. When introducing this strategy choose an accessible text, it is not about the content it is the strategy that they are learning

30. Determining Importance using the Explicit Instruction Model Step One: I Do, You Watch It is important to choose an accessible text when modelling this strategy Write the name of the strategy on the board State why and when you might use it Read the entire piece first Using 'think aloud' to model active reading Highlight the important words Identify 5 - 6 most significant words Remove the original piece of text Using the prompt words recall the main points of the text

31. Determining Importance using the Explicit Instruction Model "Highlighting is easy, determining what to highlight is the challenge." Harvey Step Two: I Do, You Help Use the next part of the text or a different piece of text Explain to the class that this time we are going to do it together Read the piece fully first Explain that nothing will be highlighted unless we are all in agreement When students choose a word, ask them to explain why they chose it If class agrees highlight the word/ if not ask for other suggestions Reduce the important words to 5-6 Remove the original piece Ask someone in the class to recall the text

32. Determining Importance using the Explicit Instruction Model At this stage the teacher could circulate the room watching out for word choice and understanding of the task Step Three: I Do, You Help Use the next part of the text or choose a different text Explain to the class that this time they are going to follow the steps in pairs It is important that they read the text fully first Students will: choose important words together reduce these to 5 -6 important words remove the piece of text will recall the story orally to their partner

33. Determining Importance using the Explicit Instruction Model The accuracy of the oral report is a good means of assessing the students' comprehension If students are struggling with the strategy go back over the steps until they are comfortable using it independently Step Four: You Do, I Watch Use the next part of the text or a different piece of text Explain to the class that they are now going to do it independently Students will now follow the steps on their own Students may write down their account or present it orally It is important that you ask the students about the strategy and encourage them to reflect on its uses

34. Extension Activities Evaluate the arguments on both sides: The Catholic Church and Martin Luther What if… What if Martin Luther had not broken away from the church...consider how this might have changed the course of history. Further Investigation 1) Ask students to research an aspect of the reformation referring to at least three sources 2) Give students a series of statements about Martin Luther. Ask students to investigate if the statements are true or false and to justify their answers.

35. What are Comprehension Strategies? Comprehension Strategies are the unobservable in the head thought processes that good readers use to understand text. (Clay 1991) Before During After Strategies *activate students' prior knowledge * set a purpose for reading Strategies help students * make connections *monitor their understanding *generate questions * stay focused Strategies provide students an opportunity to: *summarise *question *reflect *discuss *respond to text. The goal of text comprehension instruction is to help students become active, purposeful, and independent readers of science, history, geography, literary, mathematics and other subject texts.

36. What Active Readers Do: • Active readers ask questions as they read. These questions allow the reader to: • clarify meaning • speculate on the text • determine the author's intent • Monitor for Meaning • Good readers will recognise when they lose the thread of what they read. They will be able to get their flow back through specific • fix-up strategies such as: • re-reading • reading ahead • focusing on specific words for clarity • summarising the material up to a point to bring ideas together.