1 Reviewing what has been read and learnt

2 The 7 HRLTPs GKR Vocabulary Read aloud Paraphrasing What questions does the text answer? Summarising Review

3 Where does reviewing fit in ? 1. Stimulate what is known 2. Teach new ideas 3. Review and consolidate new ideas and link with what is known about the topic 4. Store new ideas in memory 5. Automatise new ideas Teaching any idea

4 Where does reviewing fit in ? 1. Stimulate known relevant word meanings 2. Teach new words or phrases 3. Review and consolidate new vocabulary with the topic 4. Store new vocabulary in memory 5. Automatise new vocabulary, check / test key words Example : teaching vocabulary

5 Why teach reviewing ? Helps students to Draw together, integrate what they have learnt, consolidate, compress and link the new ideas, see the main ideas, subordinate ideas understand what they are reading, Show comprehension link the new ideas with what they already know learn more about the topic they are learning, Use the knowledge they gain to ‘go further’ Store new knowledge in memory, remember it later Automatise their knowledge. Transfer it and use it in creative ways, in problem solving.

6 Reader Short Term Memory (Thinking Space) Long Term Memory (Existing Knowledge) New ideas are learnt here This is where the text is comprehended. Joined Here (learned) New ideas need to be stored and linked here Getting knowledge ready How new ideas learnt are remembered

7 Reader Short Term Memory (Thinking Space) Long Term Memory (Existing Knowledge) Reviewing and consolidating helps to get new knowledge from thinking space to long term memory. They get the new knowledge ‘ready to store’. How new ideas learnt are remembered

8 Reader Short Term Memory (Thinking Space) Long Term Memory (Existing Knowledge) Review and consolidate the new ideas / comprehension How new ideas learnt are remembered Review and consolidate the learning /thinking/reading actions or strategies Review the emotions /feelings Review the new vocabulary, language, spelling patterns

9 When do you ask students to review? At the beginning of a lesson: Review what was “learned” in the previous lesson At the end of a lesson : Review what was learned about a topic

10 Post reading teaching strategies to review and consolidate what has been learnt by reading. Teach students to review their understanding of the text. They consolidate what they read in a range of ways; they can (1) suggest or select the summary sentence for a set of narrative sentences or a paragraph; and (2) select the paragraph in a narrative that answers a particular question or that provides particular information, link a positive emotion response with their reading activity; How I liked the text? Were ideas useful /interesting? Did I feel happy / sad ? review the writer’s purposes for writing the text and how well it achieved this; Why was the text written ? Did it say what I expected it to say ? How well did it achieve its purpose ?

11 Post reading strategies to review and consolidate what has been learnt by reading. Students are taught to review and evaluate the reading strategies they used, particularly the strategies they were learnt at the time. What reading actions worked? store in memory what has been learnt. They identify new literacy knowledge and link it with what they already knew; 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.

12 Consolidate and review a chapter Having read the chapter at least twice the students compile an understanding of it. As aspects of this they retell and summarise the chapter for example, they respond to Say briefly what the chapter tells us. What questions does it answer ? Imagine they were ‘in the chapter’, for example, Suppose you are Sadako writing a post-card to a friend telling them about how you were looking forward to Peace Day. What would you say ? Review the key ideas learnt Sadako and the thousand paper cranes

13 Consolidate and review a chapter Review new vocabulary suggest synonyms for words. They review the synonyms for key words in the chapter, and use them meaningfully in sentences, explain what they mean, suggest opposites words for describing how things move; run, hop, jump, circled, flying, launched and floated. What other words could have been used ? Why might the writer have used ‘run, hop, jump to describe how Sadako moved ? words for telling someone off; scolded, said sharply, looked sternly. What do these words tell you about how Sadako’s father felt at that time ? words for a religious ceremony; altar, spirit, prayers, ancestors, gave thanks words for being impatient; noisily gulped, almost knocked over. What do these words tell you about how Sadako felt at that time ?

14 Consolidate and review a chapter Ask inferential or 'go further' questions about the chapter as a whole. These types of questions encourage the students to synthesise their understanding of the chapter as a whole. The chapter begins with the sentence "Sadako was born to be a runner ". What things in the chapter agree with this. Sadako 'ran outside into the street', she 'rushed like a whirlwind into the kitchen', she 'wriggled and fidgeted' during the prayers, she was impatient after breakfast to get going. What feelings do you have about Sadako's family ? Do you see in your mind a happy family or a sad family, a caring family or a non-caring family ? What words would you use to describe it ?

15 Consolidate and review a chapter Talk about how the writer presents the main ideas, why the writer selected the words and language used, how the writer could have written the text in other ways. Identify and infer the techniques used to influence or to persuade them to a particular interpretation, for example, use of language The main idea in Chapter 1 is Sadako and her family. Sadako is described as a healthy, active and happy child who is keen to do things and is self motivated. She has hopes and dreams for the future. The story is told from Sadako’s perspective, through ‘her eyes’. This helps us see what she is thinking and helps us to relate to her. We don’t get to know how other people see the same situation.

16 Consolidate and review a chapter Talk about their their emotional response to the chapter. Ask readers "How did you like the chapter / story" ? You can teach them to ask themselves: How did I feel while reading the story ? Why did I feel that way ? What made me feel that way ? How would I like to change the text so that it was more interesting ?

17 Consolidate and review a chapter identify key actions they used while reading the chapter Things I did while I read I make a mind picture of each sentence I say other words for some of the words I say sentences in my own words I combine ideas across sentences What things did you do to help you understand the chapter ? Students identify new actions that helped them, add these to their list of “The actions I use / The things I do when I read” and gradually modify their reading plans.

18 Consolidate and review a chapter anticipate the next chapter and infer ideas it might discuss. Students imagine how their understanding of the text so far will extend into the next chapter. This provides a continuity between chapters and assists readers to link each chapter with the overall theme or topic of the text. They are asked: What do you think the next chapter will tell us about ? The next chapter will tell us what Sadako did on Peace Day and whether it was wonderful for her.

19 Consolidate and review a chapter extend their relevant content knowledge Students are asked to Find out what you can about Peace Day in Japan. What questions could you ask about it ? What purposes does it serve ? Do other countries have a similar day ? How is it similar to and different from our Anzac Day ?

20 Post reading strategies to review and consolidate what they have learnt by writing Students identify what they have learnt about expressing their knowledge in writing, for example, how to write a narrative. They identify 1.what a narrative should say 2.what is a useful plan for a narrative. The class reads and analyses some of the narratives judged to be successful. They can note that a narrative about A scary story Says where, when and what happens. Says who are the main characters and how they develop. Describes the background to the events that happen in the story. Describes how the events unfold and a problem or challenge develops. Describes how the main characters deal with the problem. Describe how the story finishes.

21 Post reading strategies to review and consolidate what they have learnt by writing They put together a plan for writing a narrative in the future, for example Plan for writing a narrative Title of the narrative The setting of the narrative The main characters of the narrative and how they develop The main background of the narrative The events that lead up to the problem or challenge (the complication) The events that lead to the problem or challenge is solved (the resolution) The ending (the conclusion).

22 Post reading strategies to review and consolidate what they have learnt by writing Students identify the new language and literacy knowledge that has been learnt by engaging in writing What new ways of writing things have I learnt ? Students read back over their narrative and note the new ways of speaking, reading and writing they have learnt about writing a narrative, for example ｷ how to write to get suspense ｷ how to write to describe short snappy actions ｷ how to write to help readers to picture what happens in their mind. ｷ how I will use long and short sentences. ｷ how to write to tell the readers a little bit about a character at any time.

23 Post reading strategies to review and consolidate what they have learnt by writing Students review the writing actions or strategies they have learnt to write a report. Students discuss the writing strategies they used and values and purpose of each, for example, for planning, while writing editing and revising and how they take account of the readers when they write. Teachers can have students use them as self- instructional strategies, share with peers strategies that work and experiment with others. Things I Do When I Write

24 Post reading strategies to review and consolidate what they have learnt by writing Students review the values of writing for one’s self, how writing can assist one to gain information, to learn, to show what one knows about a topic, to establish a permanent record, to clarify and organize one's thoughts, to integrate or synthesize one's ideas. Students think about how writing a narrative helps them to ｷ use their imagination, be themselves, think creatively ｷ say what they want to say, make things happen the way they want them to ｷ amuse others ｷ let their peers know how they are seeing something..

25 Post reading strategies to review and consolidate what they have learnt by writing Students transfer what they know about writing a report in one context to others. They automatise and practise writing skills to improve fluency and self confidence. Students, over the following weeks, practise transferring what they know about writing a narrative to other contexts, for example, a fantasy, a fairy tale (for example, a modern version of Little Red Riding Hood or Aladdin), a space adventure or a historical adventure set in Sydney in 1800.

26 Useful teaching procedures to assist students to review Record Say /write the key ideas Role Play Act out the key ideas Say questions Say questions the key ideas answer Answer questions Answer questions about the key ideas New ideasWrite questions Cloze activitiesModel

27 Review the new ideas for a topic At the end of a lesson or reading session the students can say/ select /identify the key ideas they have learnt write about the ideas, for example, in a paragraph say the new ideas in other ways say the questions the new ideas answer visualize the key ideas and say the mental pictures they link with them say the actions they will link with the new ideas organise the new ideas on a map or a schematic chart

28 Review the new vocabulary At the end of a lesson or reading session the students can select /identify the new words they have learnt say how they are spelt, write them say what the words mean suggest synonyms for the new words say the mental pictures they link with each word to help them remember it say the actions they will link with the word

29 Review and collate the key words What it meansMental picturesentence extinctnot living, dead endangeredunder threat speciesa type habitatenvironment heritagewhat it gets from parents After reading Pandas becoming extinct students in TPS select and collate key words, say what each word means, suggest 1- 2 synonyms, mental picture and use in sentence/

30 Reader Short Term Memory (Thinking Space) Long Term Memory (Existing Knowledge) How to get new knowledge from thinking space to long term memory ? How new ideas learnt are remembered

31 Reader Short Term Memory (Thinking Space) Long Term Memory (Existing Knowledge) Say the new ideas as briefly as possible. Say the new ideas in different ways How new ideas learnt are remembered Say how the new ideas are similar to and different from what was already known Visualize the new ideas, imagine ‘doing’ them Say the questions / problems the new ideas allow the reader to deal with, solve

32 Teach students to store new vocabulary in long term memory Teach the students to 1. say what they will remember about what the words mean. Useful activities include TPS, finish written definition. each student drafts their definitions of key words pairs of students synthesize a definition of each word two pairs join, evaluate their definitions and form joint definition

33 Teach students to store new vocabulary in long term memory Teach the students to 2. say how it is like what they already knew and how it is different (where the new ideas ‘fit in’). They ask themselves: What do the new words remind me of ? What words it is like ? What are opposites ?

34 Teach students to store new vocabulary in long term memory Teach the students to 2. say how it is like what they already knew and how it is different (where the new ideas ‘fit in’). They ask themselves: What do the new words remind me of ? What words it is like ? What are opposites ?

35 When is vocabulary in memory ? Students have stored vocabulary in memory when they can 1. Say what they think key words mean 2. Link words with what they know 3. Create their own definitions 4. Visualise pictures of the words 5. Act out words

36 Reader Short Term Memory (Thinking Space) Long Term Memory (Existing Knowledge) You automatize new knowledge by practising to recall it, that is, to get it out of long term memory How new ideas learnt are automatized

37 Reader Short Term Memory (Thinking Space) Long Term Memory (Existing Knowledge) practise recalling the ideas faster and faster How new ideas learnt are automatized Link the key ideas so that some new ideas stimulate others Use the new ideas in a range of contexts, for example, games Look at the new ideas from a range of perspectives

38 Reader Short Term Memory (Thinking Space) Long Term Memory Scaffold recall by reminding students of the context in which they learnt /read the ideas. Ask students to ‘put themselves in the context’ in which they learnt them How to help students to recall new ideas learnt Ask for recognition of the new ideas before recall of them. Prompt and scaffold the the ideas to be recalled; give them most of the ideas, use actions or pictures to assist. Look at the new ideas from a range of perspectives Teach the students how to recall; gradually reconstruct the ideas

39 Reader Short Term Memory (Thinking Space) Long Term Memory (Existing Knowledge) You don’t automatise by teaching by rules or by ‘rote’ in the absence of scaffolded meaning for the learner. Guide readers /learners to see the patterns /rules and build them for themselves How new ideas learnt are automatized automaticity NOT rote

40 Phase 5: Automatise vocabulary Students practise recalling vocabulary from memory : they speed up reading, spelling and recalling the words, for example, the names of items as rapidly as possible. Begin each lesson with 5 minutes revising vocabulary taught in the previous lessons. “Give me for synonyms and antonyms for each of these words as quickly as you can: ancient, fertile, sustain.” use some words to stimulate/ cue / predict related words based on what they have learnt What words go with moons, orbit, Solar, year ?

41 Phase 5: Automatise vocabulary (cont.) Students practise recalling vocabulary from memory : they hear a sentence description and say the word it describes (for words already taught) I am land that grows lots of food. I am not like the desert. play card games like Snap, Bingo, Memory in which they match the word with a synonym or antonym or match a word with the category to which it belongs.

42 Phase 5: Automatise vocabulary (cont.) Students practise recalling vocabulary from memory : they make up quizzes for other groups based on the vocabulary they have learnt. use cloze activities to revise the vocabulary you have taught earlier. Write some sentences using the key vocabulary for the topics. Delete the key vocabulary. Objects attracted to magnets are made of either ______, ________ or _________. When you stroke a nail or a needle with a magnet, you are ___________ it.

43 Phase 5: Automatise vocabulary Students store vocabulary into memory when they can 1. Link words with what they know 2. Say what they think key words mean 3. Create their own definitions 4. Visualise pictures of the words 5. Act out words

44 Self Talk for memory Useful student self talk for long term memory storage How can I say the new ideas as briefly quickly as possible ? What do the new ideas remind me of ? How are they like / different from what I already know ? Where do they fit in with whatw I know ? What pictures can I make of them ? What will help me remember them next time ? What was special about the place where I learnt them ?

45 Important aspects of literacy to automatize Phonological, phonemic knowledge Reading aloud fluency Use of sentence strategies Use of paragraph strategies Recall of word meanings How to use the topic of the text to guide reading.