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06/11/22 1 Teaching Literacy across the John Munro Teaching students who have literacy comprehension difficulties : Building the oral language component

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Teaching Literacy across the. Teaching students who have literacy comprehension difficulties : Building the oral language component. John Munro. What is literacy ?. Literacy is the knowledge students use to convert written information to knowledge. Things you do. - PowerPoint PPT Presentation

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Page 1: Teaching Literacy across the

04/19/23 1

Teaching Literacy across the

John Munro

Teaching students who have literacy comprehension difficulties :

Building the oral language component

Page 2: Teaching Literacy across the

04/19/23 2

What is literacy ?

Literacy is the knowledge students use to convert written information to knowledge

Page 3: Teaching Literacy across the

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Things you do

Re-read parts of the text more than onceLink the text with what they know

Work out its topic

Say parts of it in their own words

Use what they know about grammar to take the sentences apart

Use punctuation

Link what two or more sentences say

work out what words mean in the context.

Try to summarize or review every so often

You look for sentence meanings

You look at word meanings

You look for the topic meaning

You look for discourse meaning – text thread

You look for the topic meaning

You look for sentence meanings

You look for sentence meanings

You look for sentence meanings

You look for discourse meaning – text thread

Comprehending strategies : readers use employ a range of actions to comprehend text and to learn from it.

What is the difference between comprehending and comprehension ?

Page 4: Teaching Literacy across the

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Comprehension versus comprehending

Comprehension : what you know about a text having read it

Comprehending : what you do while reading to comprehend a text.

Our focus : on comprehending

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Reader

Manage and direct the

reading activity

What knowledge does the reader need to comprehend the

text ?

Integrate the

outcomes

What does it tell me ?

What do the words and phrases in the text tell me ?

What do the words and phrases in the text tell me ?

What is it about ? What is its topic ?What is it about ? What is its topic ?

What does each paragraph tell me ? What is the ‘story threat’ ?

What does each paragraph tell me ? What is the ‘story threat’ ?

What is the text about altogether ? What do I know now that I didn’t know earlier

What is the text about altogether ? What do I know now that I didn’t know earlier

What does each sentence tell me ?What does each sentence tell me ?

What is the purpose or disposition of the text? What is its genre ?

What is the purpose or disposition of the text? What is its genre ?

Page 6: Teaching Literacy across the

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Existing knowledge scaffolds reading

Two main forms of our general knowledge scaffold our reading activity: our

oral language knowledge experiential knowledge

what words mean, how they are said, sounds in words

how ideas are linked into sentences, grammar.

how ideas are linked into networks. how a topic or theme operates the attitudes and values of the writer

towards the ideas in the text.

• experiences, visual imagery knowledge

• action, motor knowledge

• knowledge of symbols

Page 7: Teaching Literacy across the

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Review : The types of literacy knowledge

We can show each type of reading knowledge

Level of text information

The ‘whats’; knowledge units in the text

The ‘hows’; actions to use on the text

The ‘whys’; beliefs about what works

word

sentence

conceptual

topic

disposition

How we manage and direct our reading activity

Your existing knowledge

Oral language Experiential

text units we can recognise automatically

comprehending actions or reading strategies we can use

atttidues, values or beliefs we have about each level

Page 8: Teaching Literacy across the

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Planning the literacy teaching

We can show each type of reading knowledge

Phase of reading

word sentence discourse topic disposition

GKR

While reading

Review consolidate

text units we can recognise automatically

comprehending actions or reading strategies we can use

atttidues, values or beliefs we have about each level

Page 9: Teaching Literacy across the

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What are the High Reliability Literacy Teaching Procedures?

A set of explicit procedures that teach readers to

• get their knowledge ready for reading and learning• read text aloud • use and learn new vocabulary• paraphrase and visualise the text• link the text with questions it answers• summarize the text• review, consolidate and automatize what was read.

Why ‘high reliability ? Each teaching procedure has substantial research support for its use

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How do you build these into your teaching ?

Beginning a lesson:

Get knowledge ready

GKR

While reading +learning

Teach new ideas

• new vocabulary• new sentence

ideas• new main ideas• new topic• new attitudes

and dispositions

Review + consolidate

• Review new meanings, ideas, link with synonyms and images

• Store in memory

• Automatise recall , use of meanings

Page 11: Teaching Literacy across the

Getting ready or orienting actions

04/19/23 11

•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 ?

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While reading actions

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Sentence 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?

Page 13: Teaching Literacy across the

Getting ready or orienting actions

04/19/23 13

• 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.

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How 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.

are scaffolded to use strategy

say it in words (so they can transfer it) and evaluate how it helps them (this motivates them to use it in future)

Teaching sequence: students

say they will use the strategy before they begin to read a text; they cue themselves in to comprehending the text

Say without cueing they will use it, practise applying the strategy more widely, say when they will use it

use it automatically, link strategy with other strategies they know.

Page 15: Teaching Literacy across the

Teaching to scaffold students to use the literacy strategies

Any topic

Automatize the key ideas we have learnt.

Link with related ideas we havelearnt earlier

What questions might the text answer

for you ? What words might come up in the text ? Spell

them, synonyms

Look at the text. Say the title in other ways.

Tell yourself what thepictures show.

What will you do as you read it ?

Read a sentence aloud. Listen to yourself

as you read it. Tell yourself what it says

What do you think .. means ? Work out

what it could mean fromthe sentence. What

are some other words you could use ?

What are other ways of saying the sentence ? What picture does it

tell you to make in your mind ?

What questions do these sentences

answer for us about women in ancient Egypt?

What are the main ideas / vocabulary we have learnt today ? Other ways of saying

them / images ?

Recall experiences and imagery

knowledge,use pictures and real

life contexts

What is the main idea in the paragraph ?

What picture does it tell you to make in

your mind ?

GKR : experiences

GKR : language

GKR : bridge to text

Read aloud

vocabulary

Sentences : paraphrase and visualise

What questions does sentence/paragraph answer ?

Summarize paragraph

Review and consolidate

Automatize

Page 16: Teaching Literacy across the

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Teaching to scaffold students to use the literacy strategies

Women in ancient Egypt

Automatize the key ideas we have learnt.

Link with related ideas we havelearnt earlier

What questions might the text answer

for you ? What words might come up in the text ? Spell

them, synonyms

Look at the text. Say the title in other ways.

Tell yourself what thepictures show.

What will you do as you read it ?

Read a sentence aloud. Listen to yourself

as you read it. Tell yourself what it says

What do you think �.. means ? Work out

what it could mean fromthe sentence. What

are some other words you could use ?

What are other ways of saying the sentence ? What picture does it

tell you to make in your mind ?

What questions do these sentences

answer for us about women in ancient Egypt?

What are the main ideas / vocabulary we have learnt today ? Other ways of saying

them / images ?

Imagine you are talking to a

woman living in ancient Egypt. What would you

see /hear ?

What is the main idea in the paragraph ?

What picture does it tell you to make in

your mind ?

GKR experiences GKR language GKR bridge to text

Question links

Read aloud

vocabularySentence meaningsSummarize to

paragraphs

Review and consolidate

automatize

Page 17: Teaching Literacy across the

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How 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.

are scaffolded to use strategy

say it in words (so they can transfer it) and evaluate how it helps them (this motivates them to use it in future)

Teaching sequence: students

say they will use the strategy before they begin to read a text; they cue themselves in to comprehending the text

Say without cueing they will use it, practise applying the strategy more widely, say when they will use it

use it automatically, link strategy with other strategies they know.

Page 18: Teaching Literacy across the

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Contrast the strategy teaching approach with the content teaching approach

AA B

Read the section about Women in ancient Egypt. Then answer

the questions and we’ll correct your work.

We’ll read together the section about

Women in ancient Egypt. As we go I’ll ask

you to think about what says. Then we’ll answer

the questions and we’ll correct your work.

Which teacher

1.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 ?