Presentation on theme: "Teaching Literacy across the"— Presentation transcript:
1Teaching Literacy across the Teaching reading comprehendingJohn Munro4/14/2017
2Literacy + learning in secondary classes Van Gogh knew that colours can produce moods, emotions and feelings in those looking at paintings. Night Life in Arles by van Gogh has colours that lead to strong feelings.He referred to these colours are ‘blood red’ and ‘pale sulphur’. He used them to form an atmosphere that he said was like ‘a devil’s furnace’… to express the powers of darkness in a low bar’. His paintings were strong through this use of colours.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.Before readingLike other ancient civilizations, the civilization of ancient Egypt developed around a river — the Nile. It is the country’s lifeblood. Some 6000 kilometres long, it flows from the wet highlands of central Africa through the desert Red Lands, and finally empties through a long delta into the Mediterranean Sea.The Nile’s water, the plants and palms that grew on its banks, and the birds, fish and mammals that lived in and around it all helped to sustain the society of the ancient Egyptians.Solve 5x+7 = 375x+7-7 = 37-75x = 305x ÷ 5= 30÷ 5x = 6After reading4/14/2017
3What is literacy ?Literacy is the knowledge students use to convert written information to knowledge4/14/2017
4How 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.4/14/2017
5Things you doYou look for sentence meaningsRe-read parts of the text more than onceLink the text with what they knowWork out its topicSay parts of it in their own wordsUse what they know about grammar to take the sentences apartUse punctuationLink what two or more sentences saywork out what words mean in the context.Try to summarize or review every so oftenYou look for the topic meaningYou look for the topic meaningYou look for sentence meaningsComprehending strategies : readers use employ a range of actions to comprehend text and to learn from it (Munro, 2002).You look for sentence meaningsYou look for sentence meaningsYou look for discourse meaning – text threadYou look at word meaningsWhat is the difference between comprehending and comprehension ?You look for discourse meaning – text thread4/14/2017
6Things you do Re-read parts of the text more than once Link the text with what they knowWork out its topicSay parts of it in their own wordsUse what they know about grammar to take the sentences apartUse punctuationLink what two or more sentences saywork out what words mean in the context.Try to summarize or review every so oftenTry to link the text with what they knowWhy 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 ?4/14/2017
7Importance of vocabulary for literacy and learning We are going to read about the rules of indoorsoccer / living in ancient Egypt. What do youthink of /see in your mind when you hear this?What are the three phases of GKR?Visualize and organize what is known about the topicExpress this knowledge in words and sentences. (Why in sentences? To connect their knowledge with the text in a coherent way. More of an explanation, would be better no?)Bridge knowledge to the text.and then use this as a foundation for further learning.40 ideas4 ideas4/14/2017
8Link between vocabulary and text comprehension Between 40% and 50% of the spread in comprehension here is due to vocabularlyNAPLAN Comprehension Score4/14/2017
9Extract 2: Read aloud these ‘ba’ words. bardocucullusbacciferousbaragouinbatrachophobiabarbigerousbatrachianbaftbaryphonicComment on the knowledge and strategies you use to read these words:4/14/2017
10Developing the letter cluster generator Teachers often need to help studentsbecome 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’.4/14/2017
11What do these ‘ba’ words mean 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.Taken from (Munro, 2002)4/14/2017
12The meaning making motor tells you to note the meaning features that might go with the new wordtry to combine them into an imageguess at what the word might meancheck your understanding by reading the text againmodify your definition if necessarycheck your impression with what the dictionary says.4/14/2017
13Our 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.Note our self teaching capacity.What do your students know about this ? Do they knowthat they can do this ?how to do this ?when and why to do it ?How often each week do theyWork out collaboratively the meanings of new words ?Talk about the actions they use to do this ?Learn to make increasingly more complex links between ideas in the text ?4/14/2017
14How 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 wasdark. "I'll need to paint this one too", he said.4/14/2017
15Tom’s day in the gym weight lifter Work with weights Goal to strengthen musclesHeavy weightLight weightShoulder pull downsDo exercises with weightsBench pressWear particular gearExercises change how their body looksGym singletTaken from (Munro, 2002)
16How 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 ideaspredict, infer, anticipate4/14/2017
17Tom’s day in the gym Weights need to be painted weight lifter Weights can be dark colourWork with weightsGoal to strengthen musclesHeavy weightLight weightShoulder pull downsDo exercises with weightsBench pressWear particular gearExercises change how their body looksGym singlet
18What knowledge does the reader need to comprehend the text ? What do the words and phrases in the text tell me ?What is it about ? What is its topic ?Integrate the outcomesWhat 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 earlierManage and direct the reading activityWhat does each paragraph tell me ? What is the ‘story threat’ ?This is how the process might look as students try to convert the new vocabulary to personal knowledge.What is the purpose or disposition of the text? What is its genre ?Reader4/14/2017
19We use these types of knowledge simultaneously We use these ways of thinking simultaneouslywordssentence meaningsparagraph meaningstopicdispositionNew InformationWhen we read weuse several types of knowledge at oncemay give priority to one or more at any timeuse most types automatically.4/14/2017
20What do you do to understand the text ? We use a range of comprehending actionsWhat is its topic ? How will I use this to link what I read ?What does ‘multiphase method’ or ingredient mean ?What does each sentence mean ?What does this picture tell me ?What is the main idea of this paragraph ?Review and consolidate the ideas in the textWhat do the three paragraphs tell me ?We learn more about the text we read4/14/2017
21What do you do to understand the text ? What is its topic ? How will I use this to link what I read ?What type of text is this ?What does ‘learn to track’ or annoyance mean ?What does each sentence mean ?What do the paragraphs tell me ?What is the main idea of this paragraph ?Review and consolidate the ideas in the text4/14/2017
22What do you do to understand the text ? We change our reading activity as we readEarly in reading activityWhat is its likely topic ? What type of text is this ?How will I use this to link what I read ?While readingWhat 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 memoryHow will I use them ? Reflect on ideas, answer questions4/14/2017
23What knowledge does the reader need to comprehend the text ? Vocabulary, word meaningsMeanings of sentencesIntegrate the outcomesWhat does it tell me ?Topic of textMeanings of paragraphs, network of conceptsThis is how the process might look as students try to convert the new vocabulary to personal knowledge.Purpose, disposition of textManage and direct the reading activityReader4/14/2017
24Literacy knowledge : converting information to knowledge OUR MODEL OF LITERACYWords ?Sentence meanings ?Paragraph meaningsTopic ?Disposition ?New InformationAn Egyptian King is buried in a Pyramid.4/14/2017
25How the VELS English Developmental Continuum describes text comprehension knowledge For each six month interval:The comprehending strategies students should be able to use independently and with scaffoldingThe types of texts students are expected to comprehend independentlyThe types of comprehension outcomes you can reasonably expect for able readers, the types of understanding or interpretations they can form of the types of text
26The comprehending strategies or skills The comprehending strategies or skills are organised into three phases, based on what the readers need to dotowards the end of reading a sessionearly in reading a textwhile reading itEach is matched by an Indicator of Progress for Text Comprehension
27The strategies and the matching indicators of progress for getting knowledge ready Orienting strategies: early in the reading activity readerswork out or decide the likely topic of a text and use this to organise their understanding as they read.form a reading plan; they show this in the reading actions they say they will use as they read.use its genre to infer it focus or the purpose for which it was written; they show this in the ideas and events they predict it might mention and suggest questions it might answer.
28While reading strategies: during the reading activity readers The strategies and the matching indicators of progress for while readingrespond emotionally to the activity of reading and engage with it while readingread part of the text at a time, aloud or silently.While reading strategies: during the reading activity readersinfer and predict from the text read so far what might be said.comprehend sentences, using strategies such as paraphrasing and visualizing as they readform a discourse meaning; link the main ideas in each paragraph with the topic and identify the emerging perspective of the writeridentify or work out the meanings of words in the context.form paragraph meanings; link sentence meanings and extract main idea in a paragraph by summarising.say questions answered by particular sentences and paragraphs in the text .
29The strategies and the matching indicators of progress for getting knowledge ready Reviewing strategies: periodically during the reading activity readersreview and consolidate what they have read so far.review their emotional response to a text and to themselves as readers.review the actions they use while reading.
30The comprehension or ‘reading outcomes’ for the texts respond emotionally to the activity of reading and engage with it while readingcomprehend the text literally; they locate, select, link and record information from texts.students form interpretations of the texts by using the comprehending actionsidentify and analyse the use of language in the textcomprehend inferentially in various waysanalyse the text in various ways.synthesize ideas in the textinfer the author’s purpose for writing a text in various ways.evaluate the text in various ways.You can use the developmental sequence to locate students who have reading difficulties. The indicators saywhat you need to teach next and how you can monitor their learning progress.
31VELS 1.75 Text level knowledge Students read short fiction and non-fiction texts that describe less familiar ideas and experiences, in written language forms with reduced supporting illustrations and varying sentence forms and informative prose about familiar topics, with a higher level of unfamiliar vocabulary. The text characteristics are indicative of Reading Recovery levels 12 to 14:varied sentence patterns and written language structures,the development of a complete story,literary language, opportunities to extend readers’ understanding of words and their relationships and specialised vocabularyillustrations that provide low level of support.4/14/2017
32VELS 1.75 Text level knowledge Reading comprehending strategies : for these texts, studentsOrient their knowledge, get their knowledge ‘ready’ for readingdecide at least two likely topics of a text and ‘sharpen’ or refine their prediction.suggest words that might be encountered in the text and say in sentences what it might say.Describe actions they can use to help them understand what they read, for example, ‘put the pictures in their head’.4/14/2017
33VELS 1.75 Text level knowledge Reading comprehending strategies : for these texts, studentsUse ‘while reading strategiesread the text aloud fluently, recognise when their reading is inconsistent with the topic, the grammar or the letter clusters and self correct increasingly efficiently.transfer to silent reading the integrated use of the topic of the text, the grammar of the sentence or the letter cluster information and spontaneously self correct using these three sources of information.suggest synonyms for words in the text and possible meanings for unfamiliar words by using its context, the sentence and 1 or more of the letters in itpredict, using the cover, the title and the text they have read so far, whether the text is imaginative or reality-based, what might be said, who, when, where, how and what questions it might answer, infer the feelings of characters,talk about the picture they make while reading a text.use independently the reading strategies that were previously cued and scaffolded by others.4/14/2017
34VELS 1.75 Text level knowledge Reading comprehending strategies : for these texts, studentsReview and consolidate what they have readreview and consolidate what they have read both when part way through the text and having read itrecall in order the main ideas or events in a text they have read and use connectives to link the main ideas, for example, “first”, “and then..”..describe how reading verse has a different outcome from reading prose.read silently independently for short periods of time and retell ‘in their own words’, do the actions described, arrange sentences cards to tell a story and complete simple cloze activities.talk about how they felt while reading and how reading helped them.4/14/2017
35VELS 1.75 Text level knowledge Reading comprehension outcomes : for these texts, studentsdisplay literal comprehension by answering questions that relate to information stated explicitly.infer alternative endings for the text, alternative ways of resolving the issue in a narrative.infer the feelings of characters, how they may have felt had events been different, their motives and reasons for their actions, how different characters in a narrative may feel differently about an event.infer the reason for which the text was written.infer how some characters in a text may perceive or feel about other characters in a text and suggest how these feelings may influence how characters behave.link the feeling of characters and events in the story with the experiences of readers.identify how the language used in the text helped readers to have particular feelings or beliefs about it.4/14/2017
36VELS 2.75 Text level knowledge Students independently read and respond to longer imaginative texts (for example, chapters in narratives about less familiar ideas), plays, poetry and other verse, informative texts of up to 6 paragraphs or sections and expository-persuasive texts.language: descriptive words and phrases, some specific terminology with support, mainly simple sentences with more compound sentences, shift from natural language to book language, increased use of direct speech to carry action, first person, less familiar structures.layout : texts organized into “readable chunks”, print size medium or smaller, illustrations moving away from text support, paragraphs have several sentences and more than one idea, longer chapters, headings, sub-headings with several ideas, contents page and simple glossary contain detail.content : clear story structure with several ideas, main ideas linked into more complex relationships around a theme, characters developed in greater detail, sometimes with thoughts and feelings that add depth, less familiar concepts supported by familiar vocabulary.4/14/2017
37VELS 1.75 Text level knowledge Use ‘while reading strategiesread the text independently, either silently or aloud as appropriate; they may switch from one mode to the other if necessary for comprehension or other communication purposes.comprehend sentences with increasingly more complex forms and ideas by paraphrasing and then visualizing, for example, (1) sentences with more complex adjectives and adverbs (eg., The old man with the squeaky voice was walking shakily); (2) sentences that ‘draw together’ or summarize 2 or 3 earlier sentences in a paragraph.work out the meanings of unfamiliar words in less redundant contexts where components of the meaning are developed across 3 or more paragraphs in a text and gradually refine their understanding of the term.form paragraph meanings by linking 2 and then 3 sentences; they use synonyms as well as personal and relative pronouns to link matching ideas in different sentences and visualize the sequence of the sentence meanings and what these tell about the main ideas so far (for example, for a narrative, the main characters, the issue, the context).suggest questions that the text answers as they read through it,decide from the text read so far whether it is narrative, factual or persuasive and the writer’s emerging purpose and perspective.infer and predict from the text read so far what might be said, what if … questions the text might answer, predict plausible endings, events, the points of view of the writer and infer the feelings of characters.respond emotionally to the topic and to the activity of reading and themselves as readers.4/14/2017
38VELS 2.75 Text level knowledge Reading comprehension outcomes : for these texts, studentscomprehend literally information mentioned explicitly; they (1) locate and link cause and effect in successive paragraphs; (2) identify key information such as the characteristics and features of items, individuals and events.infer (1) possible antecedent events and feelings of characters; (2) cause and effect not stated directly; (3) identify and synthesize the descriptions of characters and events across two paragraphs ; (4) infer the main events in a narrative.suggest the author’s purpose for writing the text and evaluate how well it achieved its purpose through its language, text features, identify its intended audience.Analyse (1) how a text uses language and text features to portray the qualities of characters or events; (2) compare 2 or more texts that describe similar events, phenomena, issues or relationships, for example, texts from different cultural or historical perspectives re an issue.For informational text with 3 or more discrete sets of separate facts presented in list of dot point format, theyanswer literal and inferential questions that require linking or comparing datalink a short summary or report with diagramsdo/ say in order the actions a sequence of up to 5 actions in less familiar contexts4/14/2017
39VELS 1.75 Text level knowledge Reading comprehending strategies : for these texts, studentsReview and consolidate what they have readConsolidate what they read; they (1) suggest or select the summary sentence for a sequence of narrative sentences or a paragraph; and (2) select the paragraph in a narrative that answers a question asked or that provides particular information.talk about the actions they use to comprehend better, for example, visualise a paragraph and say what it said.describe how reading helps them and is a useful activity, for example, to discover what other people are thinking, to teach new ideas efficiently.review their emotional response to the text and to themselves as readers.Consolidate what they read; they (1) suggest or select the summary sentence for a sequence of narrative sentences or a paragraph; and (2) select the paragraph in a narrative that answers a question asked or that provides particular information,4/14/2017
40VELS 2.75 Text level knowledge Reading comprehending strategies : for these texts, studentsOrient their knowledge, get their knowledge ‘ready’ for readingdecide two or more likely topic/s for a text, suggest words and ideas the text might say and questions it might answer.decide the purposes of different factual texts from their genre, (for example, to tell how to do something, to teach new ideas) and link the purpose with actions they might take after reading and questions they might answer.describe their reading plan, for example, say the actions they might use while reading, how they will keep track of key ideas as they read, identify text information that helps them understand what they read (for example, key words, the questions typically answered by factual text), what they might do if what they read doesn’t make sense.4/14/2017
41VELS 3.75 Text level knowledge Students independently respond to range of written and multimodal text types and forms. The texts have a range of cultural purposes, for example, to amuse or interest, to inform and to persuade and have associated linguistic structures and features. Types of texts include fiction and nonfiction, film and digital texts, newspapers and magazines and poetry. They have the following characteristicslanguage : use complex sentences, vocabulary that may be culturally and historically referenced, figurative and metaphoric language.layout : lengthy text blocks, paragraphs vary in length, complexity and purpose, longer chapters, detailed contents and glossary, complex diagrams and maps, graphs and tables, with complex labelling.content: texts comprise complex conceptual sequences that involve contexts that change in time, culture and history. The conceptual relationships are unfamiliar to students and unusual characters and are differentiated. Fiction, verse and expository texts include explore an examination of themes of interpersonal relationships, motives and moral /ethical challenges in a range of real and virtual contexts. Nonfiction texts explore a range of relevant factual topics.4/14/2017
42VELS 3.75 Text level knowledge Reading comprehending strategies : for these texts, studentsOrient their knowledge, get their knowledge ‘ready’ for readingwork out possible topic/s of a text, for example, for an historical novel, an explanation of a technological discovery, an analysis of imagery in poetry or a comparison of newspaper recounts. They predict ideas that may be mentioned and questions it might answer.decide the purposes of a text from its genre, for example, they distinguish between a technological explanation of alternative energy uses and media texts about the value of alternative energy in terms of deciding the questions each text might answer and what each type might tell the reader.describe their reading plan for the types of texts described in 3.00 and include summarising and reviewing.4/14/2017
43VELS 3.75 Text level knowledge Reading comprehending strategies : for these texts, studentsUse ‘while reading strategiesread the text independently, either silently or aloud as appropriate.comprehend complex sentences that relate to cultural or historical perspectives, values and attitudes and that express sentence meanings in historically/culturally specific ways. They use sentence comprehending strategies such as paraphrasing and visualizing and linking with the topic and purpose of the text to interpret and evaluate matching sentence meanings.work out the meanings of unfamiliar culturally specific words and phrases by linking text information including morphographic, culturally specific semantic and syntactic information.4/14/2017
44VELS 3.75 Text level knowledge Reading comprehending strategies : for these texts, studentsUse ‘while reading strategiesuse paragraph comprehending strategies that begin to take account of cultural /historical perspectives; they (1) synthesise a discourse meaning across of 2 or 3 sentences in a paragraph and summarize it; (2) use the summary to predict events and infer possible consequences; (4) say the questions answered by each paragraph in the text; (3) use topic sentences for factual texts to identify the main questions likely to be answered by each paragraph .say questions answered by particular sentences and paragraphs in the text. They identify the questions answered by visual presentations such as photographs, diagrams and tables.summarize a sequence of paragraphs in a longer text, taking account of the historical/cultural language and use key words to describe the sequence of main ideas.infer and predict from the text read so far what might be said, what if … questions the text might answer, predict plausible conclusions and outcomes for newspaper articles.respond emotionally to the topic and to the activity of reading and themselves as readers.4/14/2017
45VELS 3.75 Text level knowledge Reading comprehending strategies : for these texts, studentsReview and consolidate what they have readconsolidate what they read in a range of ways; they suggest or select (1) the summary sentence for paragraphs in a text; and (2) the paragraph that answers a particular question or provides particular information.talk about the actions they use while reading to help themselves to read, for example, how to recognise and use to use historical/cultural perspectives when interpreting text.review their emotional response to a text and to themselves as readers, eg., how reading historical/cultural texts helped them learn and is useful, for example, to discover what other people think, teach new ideas.4/14/2017
46VELS 3.75 Text level knowledge Reading comprehension outcomes : for these texts, studentscomprehend literally; they locate, select, link and record information from texts. They link images with specific written information and say the main idea of the visual presentations.comprehend inferentially and support their interpretations with evidence both from the text and their general knowledge; they infer (1) possible earlier motives and characteristics; (2) cause and effect across paragraphs; (3) the nature of possible changes by reading between the lines; (4) 'what would happen if......?' by changing ideas in the text; (5) why characters and events are described in particular ways and suggest alternative ways of describing them.identify how texts are constructed for particular purposes and how they present particular cultural or historical values and attitudes.evaluate and compare texts that relate to the same topic from different cultural or historical perspectives in terms of their use of language and form, the topics they examine, their use of imagery, characterisation, dialogue, point of view, plot and setting, their purpose for using text, how they represent characters, points of view and events in different ways.infer and analyse how writers from different cultural or historical perspectives tell us about the feelings, attitudes, beliefs and motives of characters and see how the characters ‘see the world’.evaluate and analyse how writers differ in cultural or historical language they use to communicate.4/14/2017
48What do readers need to do to use question to show comprehension? What do you need to do to interpret the expression ?Interprets an expression in a persuasive text.Identify the main purpose of the text ?What do you need to do to work out the purpose of the text ?4/14/2017
49Which comprehending actions do you need to use to show comprehension? Recognise a synonymSummarise the text, extract the main idea from the paragraph ideas and infer why the text was written4/14/2017
51What does NAPLAN reading say readers’ knowledge looks like ? Item Number% Correct State% Correct Group%Response State%Response GroupSkill Assessed01 A9997C 1B 3Finds clearly stated information in a simple text .02 C9481A1 B2 D4A6 B3 D11Finds clearly stated information in a simple text.03 AB 1Finds key information in a simple text.04 B5036A2 C16 D31A6 C31 22Makes connections between ideas in a sentence.05 C9386A6 B1A11 B306 D6358A30 B 4 C2A 28 B14Interprets the main idea in a simple text.07 AB 5 C5BC8 D3Recognises a feature of a recipe.08 A8469B11 C 5B 22 C 8Finds clearly stated information in a recipe.09 D6547A16 B3 C16A22 B8 C22Connects information across two sentences in a recipe.4/14/2017
53What does NAPLAN reading say readers’ knowledge looks like ? Item Number% Correct State% Correct Group%Response State%Response GroupSkill Assessed10 B9478A2 C2 D1A6 C3 D14Finds clearly stated information in a recipe.11 D6336A16 B3 C17A25 B11 C28Identifies an instruction in a recipe.12 C81A5 B1 D1A 4 B6Finds key information in a postcard.13 A92B 1 C7B 3 C14 D3Finds clearly stated information in a postcard.14 D8767A5 B3 C5A 8 B11 C14Makes connections between ideas in a postcard.15 B7456A8 C12 D 6A14 C11 D1716 B6642A7 C7 D18A8 C17 D 28Understands the purpose of a postscript in a postcard.176239Sequences events in a postcard.18 C85A3 B7 D3A11 B D6Identifies the purpose of a postcard.4/14/2017
54What does NAPLAN reading say readers’ knowledge looks like ? Item Number% Correct State% Correct Group%Response State%Response GroupSkill Assessed19 D7747A 8 B 8 C7A19 B17 C17Finds clearly stated information in a story.20 B7639A 14 C6 D4A 42 C11 D821 B36A11 C 49 D4A11 C36 D17Makes inferences about characters' actions in story.22 C51A14 B19 D13A17 B25 D19Identifies the meaning of a word in a story.23 C7150A 5 B 20A 3 B 42Makes connections between the text and pictures in a story.2422Sequences events in a story.25 B6753A16 C5 D10A 22 C14 D8Makes inferences about a character in a story.26 B4031A6 C25 D28A11 C31 D28Interprets the main idea of a persuasive text.27 D3528A5 B 54 C4A17 B47 C8Uses contextual cues to interpret a persuasive text.What comprehending actions do readers need to use to achieve this outcome ?4/14/2017
55What does NAPLAN reading say readers’ knowledge looks like ? Item Number% Correct State% Correct Group%Response State%Response GroupSkill Assessed28 B4944A25 C10 D14A 22 C25 D8Identifies the purpose of a phrase in brackets.29 A4228B34 C10 D13B 28 C14 D31Identifies the main idea of a paragraph.30 A77B8 C5 D7B 28 C8 D19Identifies characters' feelings in a story.31 B39A10 C14 D28A14 C31 D17Reads on to interpret a story.32 A5953B11 C16 D 11B 22 C17 D8Infers a character's motivation in a story.33 C50A27 B15 D11A31 B8 8Finds key information in a story.34 B3833A10 C21 D28A19 C11 D33Finds clearly stated information in a story.35 D4017A17 B15 C26A19 B 28 C 33Makes inferences about a character in a story.What comprehending actions do readers need to use to achieve this outcome ?4/14/2017
56What does NAPLAN reading say readers’ knowledge looks like ? Item Number% Correct State% Correct Group%Response State%Response GroupSkill Assessed28 B4944A25 C10 D14A 22 C25 D8Identifies the purpose of a phrase in brackets.29 A4228B34 C10 D13B 28 C14 D31Identifies the main idea of a paragraph.30 A77B8 C5 D7B 28 C8 D19Identifies characters' feelings in a story.31 B39A10 C14 D28A14 C31 D17Reads on to interpret a story.32 A5953B11 C16 D 11B 22 C17 D8Infers a character's motivation in a story.33 C50A27 B15 D11A31 B8 8Finds key information in a story.34 B3833A10 C21 D28A19 C11 D33Finds clearly stated information in a story.35 D4017A17 B15 C26A19 B 28 C 33Makes inferences about a character in a story.What comprehending actions do readers need to use to achieve this outcome ?4/14/2017
57What readers need to do to show comprehension Read and comprehend textRead and interpret taskUse task to reflect on text interpretationSelect matching option4/14/2017
58The set of actions readers need to use to complete a task locate information, make a direct verbatim match and restate verbatim linked information in the text or link information verbatim .recognise/ use synonyms to link text and taskuse meaning making motor to work out word meaningsuse grammar to link ideas, for example, to make links between a noun and a pronoun.analyse, paraphrase + visualize the sentence / alternatives.link two ideas that are in different sections of the text by summarizing one or more paragraphs, work out and use the main idea and possibly paraphrase or visualize.link ideas that are separated in the text by selecting the main ideas and then sequencing them.compare two or more sentences or ideas and you may need to paraphrase.infer, go beyond what is said, for example, to infer emotions or motives for actionspredict by visualizing the ideas described in one or more sentences and use their existing knowledge to infer related events, cause and effect, feelings, etc.4/14/2017Taken from (Munro, 2010)
59Choosing a Classroom Pet Year 3 Reading 2011Item Num% Corr Aus% Corr State%Resp LauristonSkill AssessedComprehension strategies usedChoosing a Classroom Pet78288100Identifies one reason for an opinion in a simple opinion text.Paraphrase8747993Matches a speaker with a statement in a simple opinion text.Locate information, make a direct verbatim match97390Locates directly stated information in a simple opinion text.10465055Identifies the purpose of a speaker's response in a simple opinion text.Infer, locate, visualise, paraphrase116065Identifies the role of a speaker in a simple opinion text.Link ideas, inferThese are comprehending actions we need to teach readers to useto achieve these outcomes4/14/2017Taken from (Munro, 2011)
60Year 3 Reading 2011 Turtle Frogs Taken from (Munro, 2011) Item Num % Corr Aus% Corr State%Resp LauristonSkill AssessedComprehension strategies usedTurtle Frogs1889197Locates directly stated information in a short information text.Locate information, make a direct verbatim match, scan for key words29438448589100Connects information across sentences in a short information text.Link ideas, infer5737683Makes a simple inference from a short information text.Infer, paraphrase, analyse6646766Identifies the purpose of an illustration in a short information text.Infer, read illustrations4/14/2017Taken from (Munro, 2011)
61Year 3 Reading 2011 How to play SPUD: 12 77 82 97 Item Num% Corr Aus% Corr State%Resp LauristonSkill AssessedComprehension strategies usedHow to play SPUD:12778297Retrieves directly stated information in a procedural text.Locate information, make a direct verbatim match13646979Makes an inference from a procedural text.Infer connections between 2 ideas14475062Makes a link across adjacent sentences to locate information in a procedural text.155357Applies new information to change a given outcome in a procedural text.Drawing conclusions and linking ideas from different sections of the text.166166Matches a rule to a photograph in a procedural text.Match image with statement17515576Categorizes extra information into a section of a procedural text.Analyse, paraphrase and visualise the statement.4/14/2017
62Year 3 Reading 2011 Rosie the musician: Item Num % Corr Aus % Corr State%Resp LauristSkill AssessedComprehension strategies usedRosie the musician:18727897Uses letter writing conventions to identify the author of a note in a narrative text.Link understanding of letter writing format to text.19495359Identifies the intended effect of a device in a narrative text.Key information, understanding purpose of different devices.20363855Identifies the purpose of a meeting in a narrative text.Work out word meaning in context by linking ideas.215683Identifies a character's attitude from a narrative text.Go beyond what is said and infer emotions or motives.22424466Identifies the reason for a character's comment in a narrative text.Infer emotions by using key word meanings and link ideas across the text.23546369Recognises the personality of the main character in a narrative text.Link separated ideas by summarising one or more paragraphs.4/14/2017
63Which comprehension items are easiest ? Skill Assessedreading comprehending actions01993.4Finds clearly stated information in a simple text .locate information and make a literal verbatim link0397Finds key information in simple text.0294Finds clearly stated information in a simple text.10 B2.7Finds clearly stated information in a recipe.literal, delete sentence12 C4.5Finds key information in a postcard.recognise features of the genre059313 A92Finds clearly stated information in a postcard.literal14 D87Makes connections between ideas in a postcard.literal, delete words07 A86Recognises a feature of a recipe.recognise a type of text18 C85Identifies the purpose of a postcard.summarise the literal information and infer its purpose08 A84paraphrase and combine two sentences literally4/14/2017
64Which comprehension items are hardest ? 04503.4Makes connections between ideas in a sentence.visualise the sentence, what question does it answer, what does ‘refers to’ mean? Who is ‘them’ talking about ?28 B497.7Identifies the purpose of a phrase in brackets.recognise synonym31 B444.3Reads on to interpret a story.paraphrase paragraph and link ideas, recognise ‘life’ is linked with bacteria33 CFinds key information in a story.literal verbal comprehension29 A42Identifies the main idea of a paragraph.visualise what has been said about wildlife, summarise paragraph26 B40Interprets the main idea of a persuasive text.recognise that ‘focus’ here means the purpose (synonyms), paraphrase, know where the purpose is often written, link the two sentences35 DMakes inferences about a character in a story.visualise the sequence of events, reflect on and infer how CRL’s ‘feelings’ change over the story24392.2Sequences events in a story.visualise /summarize, extract the sequence of ideas from across the text, paraphrasing for ‘drums begain to play’34 B38Finds clearly stated information in story.paraphrase ‘..eighteen protozoan…’ as ‘..eighteen species of protozoan…21 B36Makes inferences about characters' actions in a story.visualize the two paragraphs, link ‘shining gold’ with ‘glistened’, infer across the text27 D35Uses contextual cues to interpret a persuasive text.summarize text to get ‘plastic bags are bad for environment and if people pay for them, they will use them less’. Paraphrase each alternative, compare with title, as “How does it fit with title ?” and see that the others don’t match it.4/14/2017
65To work out the reading actions demanded by each item A group of teachers analyses each text and its tasks on NAPLAN or other tasks reading using the types of comprehending actions.The group reads each text and works through the tasks. For each task,Use as much as possible a consistent set of action descriptors across the items. This helps you group items that need similar actions and with planning the teaching.Have some students in a class attempt the items again and talk about what they did. Guide them to use ‘think aloud’ strategies.the group decides collaboratively the comprehending actions needed to answer itdecide the action/s a reader needs to use to answer the item correctlyDoes it need readers to use two or more actions in a particular sequence ?4/14/2017
66the reading actions that need to be taught Add the reading comprehending action for each item to the Item Analysis Report for that item. You can also identify the actions that match each incorrect responses.Identify the comprehending actions a class used to complete the tasks and which ones they might need to be taught.use SORT to arrange the % correct for a group in order of difficulty. This will tell youYou can prepare reader profiles for your group or for individual students.treat the NAPLAN interpretations for your class and individual students as indicative. Once you are aware of possible areas of comprehending strength and difficulty, you can then look for further evidence in reading activities.the reading actions that need to be taughtnote the most common confusions or misinterpretations by the class for an item.the reading actions the /class or individual students have in place4/14/2017
67What are the High Reliability Literacy Teaching Procedures? A set of explicit procedures that teach readers towork out likely topics for the text, why it was written, ideas it might say, questions it might answer, plan how they will read it: they get their knowledge ready for reading and learningcomprehend each sentence; read it aloud, segment it, paraphrase and visualise it, link with the topicuse and learn new vocabularylink sentence meanings into paragraph meanings, summarize the textlink each paragraph with questions it answersreview, consolidate store in memory and automatize what was read.Why ‘high reliability ? Each teaching procedure has substantial research support for its use4/14/2017
68The order for teaching HRLTPs Getting Knowledge ReadyReading aloud each sentenceSegment itParaphrasevisualizeNew vocabularyLink with topicWhat questions does text answer?Link sentence meaningsSummariseConsolidate and reviewStore in memoryautomatize4/14/2017
69How do you build these into your teaching ? Beginning a lesson:Get knowledge readyGKRWhile reading +learningTeach new ideasnew vocabularynew sentence ideasnew main ideasnew topicnew attitudes and dispositionsReview + consolidateReview new meanings, ideas, link with synonyms and imagesStore in memoryAutomatise recall , use of meanings4/14/2017
70Getting ready or orienting actions 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 ?4/14/2017Taken from (Munro, 2002)
71Word level reading strategies to work out unfamiliar words While reading actionsSentence 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?4/14/2017Taken from (Munro, 2002)
72Reviewing and post reading 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.4/14/2017Taken from (Munro, 2002)
73How 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: studentssay they will use the strategy before they begin to read a text; they cue themselves in to comprehending the textSay without cueing they will use it, practise applying the strategy more widely, say when they will use itsay 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 strategy4/14/2017Taken from (Munro, 2002)
74Teaching to scaffold students to use the literacy strategies Look at the text. Say thetitle in other ways.Tell yourself what thepictures show.What will you doas you read it ?Imagine you aretalking to awoman livingin ancient Egypt.What would yousee /hear ?What questionsmight the text answerfor you ? What wordsmight come up inthe text ? Spellthem, synonymsAutomatize thekey ideas wehave learnt.Link with relatedideas we havelearnt earlierGKR experiencesGKR bridge to textGKR languageautomatizeRead a sentence aloud.Listen to yourselfas you read it.What are the mainideas / vocabulary wehave learnt today ?Other ways of sayingthem / images ?Women in ancient EgyptRead aloudReview and consolidateWhat are other ways ofsaying the sentence ?What picture does ittell you to makein your mind ?Sentence meaningsWhat do you think �..means ? Work outwhat it could mean fromthe sentence. Whatare some other wordsyou could use ?What is the main ideain the paragraph ?What picture does ittell you to make inyour mind ?What questions dothese sentencesanswerfor us about womenin ancient Egypt?Summarize to paragraphsQuestion linksvocabulary4/14/2017Taken from (Munro, 2002)
75Teaching to scaffold students to use the literacy strategies Look at the text. Say thetitle in other ways.Tell yourself what thepictures show.What will you doas you read it ?Recall experiencesand imageryknowledge,usepictures and reallife contextsWhat questionsmight the text answerfor you ? What wordsmight come up inthe text ? Spellthem, synonymsAutomatize thekey ideas wehave learnt.Link with relatedideas we havelearnt earlierGKR : bridge to textGKR : experiencesAutomatizeGKR : languageRead a sentence aloud.Listen to yourselfas you read it.What are the mainideas / vocabulary wehave learnt today ?Other ways of sayingthem / images ?Any topicRead aloudReview and consolidateWhat are other ways ofsaying the sentence ?What picture does ittell you to makein your mind ?Sentences: paraphrase and visualiseWhat is the main ideain the paragraph ?What picture does ittell you to make inyour mind ?What do you think ..means ? Work outwhat it could mean fromthe sentence. Whatare some other wordsyou could use ?What questions dothese sentencesanswerfor us about womenin ancient Egypt?Summarize paragraphWhat questions does sentence/paragraph answer ?vocabularyTaken from (Munro, 2002)
76How 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: studentssay they will use the strategy before they begin to read a text; they cue themselves in to comprehending the textSay without cueing they will use it, practise applying the strategy more widely, say when they will use itsay 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 strategy4/14/2017
77One way of teaching each strategy Take a text about a topic you are teaching and split it into two parts, each of about 250 words.Write 5 comprehension questions for each part and put these at the end of each part. Try to match up the two parts as much as possible in their difficulty.Ask the students to read the first part by themselves and then answer the questions.Before, or as they read the second part, cue them to use the strategy you are wanting them to learn to use, for example, to paraphrase each sentence as they read. Have them answer the comprehension questions.
78In which case was it easier to understand the text ? Part APart BRights and privilegesWealthy womenAfter about 1500 BC, wealthier women in ancient Egypt could own and sell property, earn an income, work as part-time priestesses, defend themselves in court, and decide to marry or divorce. They decided who would inherit their belongings, and had custody of any children if there was a divorce. By contrast, women in ancient Greece — even wealthy women — had very little freedom. They lived most of their lives indoors and were regarded as the property of their menfolk.1.How were wealthy women in ancient Egypt more independent than women in ancient Egypt ?2.If your father were a pharaoh in ancient Egypt, what rights could help you be independent ?3.How do we know that ancient Egypt had a legal system ?4.What does leading a privileged life mean ?5.What aspect of a pharaoh’s life doesn’t happen in our culture ?Poor womenBesides caring for their families, poor women helped their men in the ﬁelds, carried water in pots from wells or rivers to their homes, and made bread or beer (both a major part of the diet of ancient Egyptians). They might also work as servants, temple dancers, midwives, perfume makers, musicians, weavers and professional mourners (people who were ‘hired’ to weep and wail during the funeral procession of an ancient Egyptian).Wives and mothersMarriage ceremonies were not a special event; the language of ancient Egypt does not have a word for ‘wedding’. Between wealthy families, marriages were little more than a business arrangement. Some wealthy men had many wives. The ﬁrst wife and her children had the highest status.1.What were some jobs of poor women in ancient Egypt ?2.How do we know the ceremony surrounding death was important in ancient Egypt ?3.How do we know cosmetics were important in ancient Egypt ?4.What does being a professional mourner mean?5.What is one aspect of life in ancient Egypt that doesn’t happen in our culture ?Read this text and answer the questions. Before you begin to read…..As you read …..Read this text and answer the questionsIn which case was it easier to understand the text ?What could you do in the future to make it easier to understand the text you read ? I will say each sentence in my own words. This helps meWhy was it easier ? What made it easier ?
79Contrast the strategy teaching approach with the content teaching approach We’ll read together the section aboutWomen in ancient Egypt. As we go I’ll askyou to think about what says. Then we’ll answerthe questions and we’ll correct your work.Read the section about Women inancient Egypt. Then answerthe questions and we’llcorrect your work.AABWhich teacher1.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 ?4/14/2017
80How we use the HRLTPs in teaching To scaffold the students to think like comprehending readers as they work through and learn from a textthe students learn to think like comprehending readers as they work through and learn from a textTo teach the students to use each reading action /strategy independently and automaticallythe students learn to carry the reading actions with them to any context in which they need to read4/14/2017
81A case study of leading literacy Context for the case studyLow academic achievement and low student literacy levels concerned the leadership. Literacy was seen as a key link to successful academic learning.Desired outcomeEnhanced student literacy skills, to be achieved through enhanced teaching knowledge.To achieve outcomesteach students ‘how to be more literate’ while learning the regular curriculum.4/14/2017
82A case study of leading literacy Means for achieving enhanced teaching knowledgeTeach a group of teachers to be ‘leaders of literacy learning’ (MLOLLs) in the school. They guide embedding enhanced literacy knowledge in the school :Each MLOLL was guided to build literacy knowledge;Each MLOLL was trained to teach the strategies explicitly to a group of students as part of their regular classroom teachingEach MLOLL practised modifying their teaching to scaffold students to use particular strategies);The MLOLL team planned with SLT a term by term and a within- term professional learning plan and student learning planThe MLOLL team planned with SLT a schedule to monitor student learning outcomes..4/14/2017Taken from (Munro, 2007)
83A case study of leading literacy in a secondary college TermOutcomes for MLOLLOutcomes for studentsOutcomes for other teachers1Teach students to use GKR and vocabulary explicitly.Prepare colleagues to transfer GKR and vocabulary.Use student monitoring measures for GKR + vocabulary.Students use GKR and vocabulary explicitlySupport students to transfer GKR and vocabulary and apply it in their subject.2Teach students to use paraphrasing + visualising explicitly.Prepare colleagues to transfer paraphrasing and visualizing.Monitor student use of paraphrasing + visualising.Students use paraphrasing and visualizing, automatize GKR and vocabularySupport students to transfer paraphrasing and visualising and apply it in their subject.3Teach students to use strategies to comprehend paragraphs.Prepare colleagues to transfer strategies for comprehending paragraphs.Monitor student use of comprehending paragraphs.Students use strategies to comprehend paragraphs, automatize paraphrasing and visualisingSupport students to strategies for comprehending paragraphs and apply it in their subject.4/14/2017Taken from (Munro, 2010)
84Within term planning Taken from (Munro, 2010) Week MLOLL Other teachers1-4Assess reading comprehension and strategy useTeach targeted comprehending strategy explicitlyMonitor students’ use of the strategy3-4Video teaching students to use the strategyTeach colleagues how to embed the strategy in their teaching to facilitate transferPlan how to embed the strategy in their teaching and what it ‘looks like’ in student learning outcomes5-10Continue to teach students to use strategy automaticallyScaffold students to use the strategy in their content area6-7Monitor colleagues’ application of the strategy and assist them to transfer the strategy to their teaching9-104/14/2017Taken from (Munro, 2010)
85The school leader’s awareness of their school’s literacy knowledge and capacity to enhance Assessing your school’s capacity to teach literacy : What does your school know about effective literacy teaching ?What is your school’s agreed set of beliefs about how literacy is learnt and taught ?What procedures does it use to interpret assessment outcomes in terms of its teaching ?How well does your school respond to literacy learning issues ? What does it do toidentify and analyse literacy learning issues using a learning-teaching framework ?implement modified literacy teaching ?monitor the effectiveness of the modified teaching ?incorporate the modified teaching into its explicit literacy teaching framework ?.4/14/2017
86The school leader’s awareness of their school’s literacy knowledge and capacity to enhance How to bring new literacy teaching knowledge into your school.A three strand strategy to implement improvement in literacy teachingTeachers are guided and scaffolded to monitor and modify their classroom teachingSchool leadership provides instructional leadership for literacySome teachers are trained to ‘drive’ the literacy improvement: theyBuild the literacy teaching knowledge needed to scaffold improved student outcomesLearn procedures for guiding the professional learning of colleaguesProcedures for bringing new literacy teaching knowledge into the schoolLead the professional learning of PLTs.4/14/2017Taken from (Munro, 2010)
87Example of an embedding strategy MLOLL learn GKR and MMMSLT – develops a whole school literacy improvementStaff learn of literacy improvement focusMLOLL use GKR and MMM in their teaching and video their activity,use procedures to monitor student outcomes,share the embedding with school leadership,report outcomes to staff, inform staff of what they are doing and how it assists teaching,plan a broader dissemination program with SLTbegin to plan professional learning activity in GKR and MMM for their colleagues.Become familiar with teaching proceduresPlan a broader dissemination program in the school including a term outcomes plan.Work on teaching activities in GKR and MMM for colleaguesInformed to progress with GKR and MMMSee videos of teaching in PLTsencouraged to monitor how well their students use GKR and MMMMLOLL learn sentence reading comprehension strategies and begin to implement professional teaching in GKR and MMM for their colleagues.Learn to provide instructional leadership for implementing GKR and MMMScaffolded to implement GKR and MMMRepeat with other literacy strategies4/14/2017Taken from (Munro, 2010)
88Developing an explicit literacy PL program for your school
90Planning the professional learning pathway for the school Steps in planning the professional learning pathwayYour term by term outcome for each class in school: what will you be doing differently at end of each term ?the professional learning plan for each teacher; how will your learning for each term outcome be implemented ?the week by week implementation plan for each teacher and student group; how will literacy learning develop over each term ?Taken from (Munro, 2005)
91The plans Three aspects of planning and doing the outcomes plan the professional learning plan for each teacher /PLTthe implementation plan for each teacher4/14/2017
92Your plans your outcomes plan Three aspects of planning and doing your professional learning planyour implementation planWhat new literacy outcomes willyou achieve each term ?
93Key questions to assist with action planning Be clear on what you want as outcomesHave an explicit focus on PL and staff activity:By end of Term :What will staff be doing differently?What will students be doing differently?What will SLTs be guiding, scaffolding differently ?
94Literacy goals for each term each year Term outcomestudentsteachersTerm 1Know how to get their knowledge readytrial getting knowledge ready in teachingTerm 2use getting knowledge ready when they learnhave improved vocabulary knowledge and strategiesuse getting knowledge ready in teachingtrial vocabulary teachingTerm 3use GKRwork out new word meaningsparaphrase text they readteach vocabulary and MMMtrial teaching paraphrasing4/14/2017
95Set goals for each term each year ? Term outcomestudentsteachersTerm 1Term 2Term 3
96You set goals for each term Term outcomestudentsteachersTerm 1Know how to get their knowledge readytrial getting knowledge ready in teachingTerm 2use getting knowledge ready when they learnhave improved vocabulary knowledge and strategiesuse getting knowledge ready in teachingtrial vocabulary teachingTerm 3use GKRwork out new word meaningsparaphrase text they readteach vocabulary and MMMtrial teaching paraphrasing
97Plan for how the staff will learn to do each procedure Three aspects of planning and doingyour literacy outcomes planyour professional learning planyour implementation planHow you will learn to dothe new teaching
98Possible staff learning options each term ActivityDuring termTerm outcomeNew literacy teaching you will do independently ?New literacy teaching you will trial ?New literacy teaching you will be coached to do ?New literacy teaching you will see modeled/demonstrated in teaching ?Your collaborative lesson planning ?Instructional leadership you will receive ?Novel student activities and outcomes?
99Staff learning planThe professional teaching that each staff member will receive can be planned using the following Weekly planning proformaweekbuild procedures into topics to be taughtTrial procedures in classroomSee teaching procedures modelled, coachedWork on procedures in PLTs to discuss optionsshare, pooling new teaching knowledge1-23-45-67-89-10Taken from (Munro, 2005)
100Types of professional learning activities Build the literacy teaching strategies into your regular teaching.Embed gradually the literacy strategies into topics you will be teaching during the term. To do this analyse the content you will teach and the written materials you will use. Plan how you will build in the strategies to help you to teach the key content knowledge.For any lesson you need to decide the strategy/ies you will teach explicitly and the strategies you will scaffold.This planning is often done best in small group planning activities where two or more colleagues can work together to do this.Taken from (Munro, 2005)
101Types of professional learning activities Clarify what effective literacy learning strategies look like.In parallel with the literacy teaching, identify what the students will be doing, saying when they are learning.
102Types of professional learning activities Try out or trial parts of the literacy teaching proceduresAfter you have planned how you will embed particular literacy teaching procedures in topics you will teach and you have decided what the student learning strategies will look like, decide how you will try out or trial parts of the literacy teaching procedures in your teaching. It is often a good idea to do this in a small way first so that you can retain control.How do you monitor this ? Use the indicators of progress in student learning you decided earlier.
103Types of professional learning activities Coaching and /or demonstration of literacy teaching in your class ?You may want to see the teaching procedures demonstrated/ modelled by peers ? Will coaching in the context of your class be implemented ?How often do you receive feedback from peers re your innovations in teaching ? Your colleague can evaluate your teaching using the checklist described earlier.
104Types of professional learning activities Work on building a group knowledge of the literacy teachingMake the opportunity to build group knowledge of the literacy teaching with colleagues, where you can share and pool the new teaching experiences with colleagues also working on this and with ‘critical friends’ who are not implementing this.This group knowledge provides a platform for further professional learning. It ensures that every teacher’s knowledge is enhanced, every one is ‘talking the same language’ and teachers can share their talents, discoveries and knowledge.Taken from (Munro, 2005)
105Types of professional learning activities Work on building a group knowledge of the literacy teachingMake time to reflect on your professional practice.Try to get the opportunity to reflect regularly on how the innovative literacy teaching professional practice is going.Reflecting backwards in time over what has happened allows you to evaluate events and see possible links and levers to pull that you didn’t see at the time. The reflective activity is particularly important when you encounter obstacles and barriers.Reflecting into the future allows you to visualise possibilities and to see what could be possible. This can often help you see where you could go.Taken from (Munro, 2005)
106Types of professional learning activities Bring the school leadership team into your professional learning.It is important that SLT take moral ownership of program and show this in their commitment to, interest in and advocacy for your professional learning, particularly when they are talking to staff about it. Theyshow active ownership and sponsorshipconvey to staff that they see your work here as critical for the school’s future progress.show to the staff that they believe the HRLTPs can solve problems for their school.acknowledge to the school that you are working for the school’s future.Taken from (Munro, 2005)
107Types of professional learning activities Bring the school leadership team into your professional learning.instructional leadership by the SLT is important for the success of the literacy intervention. Many SLTs need to learn how to do this most effectively – it is a new role.You can help he SLT ‘get ready’ to do this through your interaction. You can meet regularly with SLT and discussthe program you are implementing,its progress andobstacles you encounter.They can spend time in your classroom when you implement the literacy strategies to see what they ‘look like’ and be a realistic advocate for this work.
108Types of professional learning activities Bring the school leadership team into your professional learning.The SLT needs to resource your professional learning. It needs to support your learning in each of the areas above.In terms of needing to build a group knowledge of the new teaching, they may need to resource your fortnightly review-evaluation-planning discussions with colleagues in other schools.The SLT needs to be aware of the obstacles you encounter in implementing the teaching and discuss ways of resolving these both for you and for other staff in the future. Resolving them now can remove them later..
109Types of professional learning activities Increase staff awareness of the HRLTPs so that they are closer to ‘being ready’ to adopt them.‘Bring the staff on your professional learning journey. Report regularly what you are doing at staff meetings. Help staffknow what HRLTPs are, look like in teaching.see how they deal with learning problems, low student engagementhave confidence that HRLTPs can make their job as a teacher easiersee that HRLTPs can overcome obstacles you have encountered.Invite staff to see them being done in your classroom. You can video short scenarios and show to staff at PD days.You can feed back to the staff what you are doing and how it is progressing. They need to see that you are working for them.Taken from (Munro, 2005)
110Your plans Three aspects of planning and doing your literacy outcomes planyour professional learning planyour implementation planStaff learning : Weekly planning proformaHow will you implement the newteaching procedures in your classroom ?
111Staff implementation : Weekly planning proforma Plan for teaching new aspects of each strategy for Term 1WeekUse orallyWhen cuedRead,do, say evaluateSay and do when readApply1GKR visualize2GKR sayGKR vizualize3GKR bridge45vizualize
112Student learning : Weekly planning proforma Plan for teaching new aspects of each strategy for Term 1SessionUse orallyWhen cuedRead,do, say evaluateSay and do when readApply1-3GKR4-6vocab7-1011-1314-16
113Student learning : Weekly planning proforma Use orallyWhen cuedRead,do, say evaluateSay and do when readApply1GKR imagerywords, bridge2vocab345Plan for teaching new aspects of each strategy for Term 1Students can talk about images, possible wordsStudents can talk about images, possible wordsStudents can say what they do to GKRStudents say what they will do to GKRStudents automatically do GKR and say what they haveTaken from (Munro, 2005)4/14/2017
114Know how to build the implementation on student learning Plan for teaching new aspects of each strategy for Term 1WeekUse orallyWhen cuedRead,do, say evaluateSay and do when readApply1paraphras2paraphras+ visualize3454/14/2017
115How do you build these into your teaching ? A weekly schedule to scaffold students to use GKR strategyLesson 1Lesson 2Lesson 3Visualize and organize knowledgeVisualize the topic and talk about their imageryThink Pair ShareSay what you know in words and sentencesInterviewWrite brief article showing what someone could say about topicSay what questions the topic might answerBridge over to the textWhy might the text be written?How is the text organized ?4/14/2017
116Monitoring your progress Know how your school will gather data reStaff learning progress re literacy teachingstudent learning progress re literacy outcomesImproved instructional leadership re literacy leadershipKnow how your school will interpret data and map it into action
117Staff learning planThe professional teaching that each staff member will receive can be planned using the following Weekly planning proformaweekinstructional leadership activitiesBuild staff awareness, feedback from peersStudent outcomes + feedback1-23-45-67-89-10
118Monitoring your progress How can you gather data about students’ literacy?AIM testTorch testPAT testProbe testTeacher assessment reports‘standardized relevant texts’What are our literacy data sources?Does our data show acceptable levels of literacy achievement and literacy improvement as students move through our program?Bottom line: can we do better???.
119Monitor the success of professional learning How will the school monitorChange in staff knowledge re literacy ?Improvement in literacy teaching practice ?
120How will you gather learning feedback from students ? Existing knowledge used and valued?Feel engaged in learning-teaching ?See they are learning new ideas ?See themselves making progress ?Believe they can learn successfully through literacy?
121What will the PL program target ? For individual teachers the PL program for literacy will enhanceliteracy knowledgeliteracy teaching knowledgeliteracy teaching practice
122The issue : how to reposition the school in its literacy outcomes leadershipwants schoolhereprofessional learningSchool ishere nowpedagogic leadership4/14/2017
123How to lead pedagogy ? Our aim : to unpack what this means for a LOPL. Schoolleadershipwants schoolhereprofessional learningpedagogic leadershipSchool ishere nowTo be effective leaders of pedagogy, what do the leaders of professional learning and school leadership team need to know/ do /believe?4/14/2017
124Some key questions when you are leading literacy What are the outcome of leading ? To where ?What are you leading ?Why will you lead ? What is the value in the leading ?From where ?How will you lead ? How have leaders ‘trodden the path’ before ?4/14/2017