Presentation on theme: " 10 th May. To define and clarify the role of Literacy Leader at ESC To outline a 3 year plan for Literacy at ESC To clarify the role of the Literacy."— Presentation transcript:
10 th May
To define and clarify the role of Literacy Leader at ESC To outline a 3 year plan for Literacy at ESC To clarify the role of the Literacy committee. To provide an overview of Reciprocal Reading Discussion of Trial
Discuss: What makes a good reader? What do good readers do that struggling readers don’t?
GOAL Improve literacy outcomes for students at ESC ROLE Articulate a whole school approach for teaching of literacy Develop a literacy committee with common goals and vision for literacy at ESC Develop and oversee implementation of three year plan for literacy at ESC Run PD for staff to develop professional knowledge about best literacy practices and whole school approaches to literacy Member of strategic team Build common understandings of literacy between community and school Develop as a literacy coach and resource to staff to improve classroom practice
Reading focus for 2012 and 2013 Writing focus from 2014 PLAN Discussion
Trial of reciprocal reading strategies in classes during term 2 Discussion and feedback – meeting week 8. Literacy committee members as mentors and coaches to whole staff.
Reciprocal reading is an approach which encourages a collaborative approach to comprehending any text. Flexible and adaptable to wide range of contexts and subject areas Explicitly teaches comprehension strategies Differentiated approach to teaching reading.
Predictor Clarifyer Questioner Summariser Ultimately reciprocal reading is developed into a group learning activity where students take on different roles in a small group.
Predicting occurs when students hypothesize what the author will discuss next in the text. Students link the new knowledge they will encounter in the text with the knowledge they already possess. The predicting strategy also facilitates use of text structure as students learn that headings, subheadings, and questions imbedded in the text are useful means of anticipating what might occur next.
Give the students the title of the text and ask them to guess what it will be about. Ask students to look at visual and spatial layout of text and make predictions about the form and content of text. KWHL chart KWHL chart WEBS (Concept Maps) WEBS (Concept Maps Text to self (What do I know about this topic? How can I relate? What experience do I have with this subject? How would I feel?) What clues does the title give me about the text" "Is this a real or imaginary text?" "Why am I reading this?" "What do I already know about___?" "What predictions can I make?"
When students clarify they work out the parts of text that are difficult to understand. They may clarify; new vocabulary, unclear reference words, and unfamiliar and perhaps difficult concepts. They are taught to be alert to the effects of such impediments to comprehension and to take the necessary measures to restore meaning (e.g., reread, ask for help).
Ask students to identify and clarify meanings of words they don’t understand. Help students to develop strategies for clarifying meaning… o Read on/Read back: o Ask three before me o Use a dictionary Clarifying questions.. I am not sure of the meaning of…? What does it mean when it says?
When students generate questions, they identify the kind of information that is significant enough to provide the substance for a question. They then pose this information in question form and self- test to ascertain that they can indeed answer their own question.
Ask questions which will help to build understanding about what has been read. Thinks of questions to ask as they read the text. Question Starters o Who… o What… o When… o Where… o Why… o How… o What if..
Summarising provides the opportunity to identify and integrate the most important information in the text.
Summary Maps and Organisers Summary Maps and Organisers Summariser Starters o The most important ideas are … o The main idea is … o This part was about … o First, ….. Next, …. Then, … o This story takes place in … o The main characters are … o The problem of the story is …
In the next four weeks teach the reciprocal reading roles in your classroom. Have students use the strategies in your classroom Come to the next meeting with feedback about your trial. What worked? What didn’t work? How have you implemented the trial in your subject? How did students respond? What was easy to do? What was hard? What did the students like? What did they find challenging? Bring examples of resources used. Your feedback. Ideas about how to support other staff in your KLA to implement Reciprocal Reading in their classroom.