The following slides will explain various ways of implementing phase 2. (more tools for your toolbox)

Phase 2 – Students express it in words and sentences Students talk about their visual images of the topic in sentences. Visualize what it would be like living as an Egyptian family 3000 years ago. Why would you want to live near a river? What can you see happening on the river and along the banks?

What questions would you like answered? What? Why? When? Where? How? What clothes did the Egyptians wear? Why did Egyptians believe in life after death? When did Egyptians eat dinner? How did Egyptians catch the fish in the Nile? Where did Egyptians live? Phase 2 – Students express it in words and sentences

Think Pair Share What would life have been like living on the Nile? How would it have been different to living in Melbourne today? Think in silence for 30(?) seconds Share your ideas with the student sitting next to you. Share your ideas with the class or a group.

Phase 2 – Students express it in words and sentences Ask me about the topic / Interview Imagine you are interviewing an Egyptian farmer. What questions might you ask? One student could take the role of the farmer and the second will interview him/her about their experiences

Phase 3 - Bridge to the written text Prior knowledge Ready for new written text Prior knowledge expressed in sentences

The following slides will explain various ways of implementing phase 3. (more tools for your toolbox)

Phase 3 – Bridge to the written text Read the title aloud. Say it in other ways. Question why specific words were used Read aloud the title “Lifeblood of Egypt”, say it in other ways and suggest why these particular words might have been used. Suggest other words for “lifeblood” ( for example, artery, lifeline) Suggest why the word “lifeblood” was used (for example to indicate that it was necessary for life)

Phase 3 – Bridge to the written text Suggest purpose of the text What will the text tell you about? What is the main ideas in this text? What questions might be answered? What new words might be in this text?

Phase 3 – Bridge to the written text Read aloud the title. Say it in other ways. Suggest why specific words might have been used Read aloud “Lifeblood of Egypt” Say it in other ways and suggest why the particular words might be used. Suggest other words for “lifeblood”, for example, artery, lifeline Suggest why Lifeblood was used, for example to indicate that it was necessary for life.

Phase 3 – Bridge to the written text Scan the text, title, headings, sub-headings, illustrations, and diagrams. What is the theme? What do they tell me ? What do you think the text will tell you? What will the text will tell you about what is was like for the ancient Egyptians? How did they feel after working next to the Nile? What the weather was like there, how they used the Nile to build the pyramids. Scan and decide purpose and content of text

Phase 3 – Bridge to the written text Where will you pause while reading? How will you review what you know and have read? What will you do if what you read doesn’t make sense? What will you do as you read if come to a part/word that you don’t understand ? Plan a strategy for reading the text

What are some GKR activities? Visualise Relate to students’ experiences Guess themes and ideas Discuss illustrations (questions) Determine author’s purpose Ask 5W 1H questions (why when where what who how) Brainstorm, Venn diagrams, graphic organisers etc Draw or act out Guess the writing style Look at headings/ subheadings and contents pages Key words (find and define) Topic sentences (try to understand the topic of each paragraph) Alphabet game/word games

The following examples are based on the text How Earthworms Grow written by Inge Plater and published by Applecross in The text is used to show how the strategies can be taught.

GKR: Know in experiences, images Know in experiences, images What does pictures show ? What does it tell you it is about ? What does it remind you of ? How might picture be different in an hour ? What do you already know about this topic ?.

GKR: Know in words, sentences Know in words, sentences  Say title in other ways.  Say in sentences what pictures show ?  What questions might it answer ?  What words might come up in text Words for how worms move, breathe ?  If you were a worm what would you want to say about …?  Why do you think giant worms in Gippsland grow so big ? Article.

GKR: Bridge to the text Bridge to the text  Blurb?  Read contents and paraphrase titles of sections ? What question might each answer ?  Skim, scan book, look at pictures.  What type of text ?  Read some topic sentence.?

Today’s Roadmap Why use GKR? What is GKR? How do you use GKR? Teaching students to use the GKR independently Implementing these procedures.

Students need to: Learn each procedure separately Practise the procedures regularly Say what they did and how each procedure helped them. Experience success using the procedures Teaching students to independently use the GKR procedures

Self Talk Students who self talk ask: What do I think the text is about? How will I work it out? What does the organisation of the text tell me? What type of text is it? What questions might it answer? Do I need to change my mind? What picture will I make in my mind? How can I say it in sentences?

Sequence for teaching the strategy Students are cued to get their knowledge ready for reading; they are cued to imagine what the text might say/show say questions the text could answer. Students are cued to get their knowledge ready for reading and say what they did; they say what they did after doing it; they say I imagined what I thought it would say. I said the questions the text might answer. Students say what they will do to get their knowledge ready for reading before they do it; they say I will imagine what the text might say I will say the questions the text might answer Students apply the strategy independ- ently when they read, automatize it and link it with other strategies

Today’s Roadmap Why use GKR? What is GKR? How do you use GKR? Teaching students to use the GKR independently Implementing these procedures

How can these procedures be used in your teaching? Implement the procedures gradually. Select one or two procedures and use them consistently. A whole school approach is best.

It should look like this… Students practice Teacher select Students learn Automatise Self-talk

How do you build these into your teaching ? Lesson 1Lesson 2Lesson 3 Visualise and organise knowledge Visualize the topic and talk about their imagery Think Pair Share Express knowledge in words and sentences Interview Write brief article showing what someone could say about topic Say what questions the topic might answer Bridge over to the text Why might the text have been written? How is the text organised ?

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

Handy hints Time activities to suit your purpose Introduce gradually Choose the best activities for your group Expect gradual change Persist Experiment Explain the procedures to the students Buddy up Teacher modelling the procedure