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Reading with meaning


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Reading with meaning

  1. 1. Reading for Meaning Teaching comprehension skills through the use of good quality picture books in the Junior School
  2. 2. What is Reading?
  3. 3. Cognitive Strategies Surface Structure Systems Deep Structure Systems Grapho-Phonic: Letter/sound knowledge, phonemic awareness, decoding Semantic: Word meanings/associations, precisions in word usage Lexical: Visual word recognition, visual memory for words Schematic: Constructing meaning at the whole text level; prior knowledge that governs storage and retrieval of information Syntactic: Language structures at the word, sentence and text level Pragmatic: Social construction of meaning, reading and writing for specific purposes and audiences, adopting the social mores of a reader/writer, reading and writing habitually Mosaic of thought
  4. 4. A Balanced Approach to Literacy Reading to Children Reading with Children Reading by children Modelled Reading Reading Aloud Shared Reading Guided Reading Literature Circles Independent Reading Literacy Centres Word Study Phonemic awareness, Phonics, Spelling, Punctuation, Vocabulary Writing for Children Writing with Children Writing by children Modelled Writing Interactive Writing Guided Writing Shared Writing Independent Writing Writing Workshop Speaking & Listening to Children Speaking & Listening with Children Speaking & Listening by Children Modelled Speaking & Listening Group and pair discussions Literacy Centres Student-to-student conversations Daily Oral Language
  5. 5. • Our goal is to explicitly teach a repertoire of thinking strategies that are used to deepen our understanding. • We need to show our students how we think when we read. • We must model what we want children to do to help them construct meaning. Gradual Release of Responsibility Modelling Guided Practice Independent Practice Application of the strategy Explicit Teaching
  6. 6. Reading Comprehension
  7. 7. Jump. Jump, jump. Oh, oh, oh. Oh, jump. Run. Run Dick. Run, run. See, see. See Dick run.
  8. 8. Successful Readers...  Monitor their comprehension to ensure that they understand what they are reading  Use their existing knowledge (or schema) to make sense of new information  Can identify the important ideas.  Create sensory images.  Synthesize new information to create new thinking.  Ask questions as they read.  Draw inferences from the text.  Use ‘fix-up’ strategies when meaning breaks down
  9. 9. Making Connections- Schema  Does this remind you of something?  Has this ever happened to you?  Do you know someone like him/her?  Have you ever felt this way?  What do you already know that will help you understand what you are reading?  Is this information the same as what you have read in other books? Good readers connect what they are reading to their own life (t-s), to another text (t-t) or to the world (t-w).
  10. 10. Making Connections
  11. 11. Making Connections
  12. 12. Now it’s your turn! Read the extract from the book. When you are finished reading, see if you can make any ‘t-s’ or ‘t-t’ connections with the text.
  13. 13. Predicting and Inferring  What do you think will happen next?  Look at the cover...what do you think the book will be about?  What does the title/heading/picture make you think?  Although the author hasn’t told you this, what do you think?  What clues has the author given you?  What message do you think the author wanted you to understand? Good readers think about what’s going to happen and make predictions based on what they know and what they have read. Readers think about and search the text, and sometimes use personal knowledge to construct meaning beyond what is literally stated.
  14. 14. Some Work Samples...
  15. 15. Riddle Time! Read through the riddle with your group. Can you use your inferring skills to try and work out the answer to the riddle?
  16. 16. Visualising Good readers picture what is happening while they read. • What picture are you getting in your mind? • What do you hear, taste, smell, feel? • What does this character look like in your mind? • Do you have a movie playing in your head? • What are you
  17. 17. Visualising Using Poetry
  18. 18. Visualising using Picture Books
  19. 19. Questioning Good readers ask themselves questions when they read.  What is the author saying?  Why is that happening?  Why did this character...?  Is this important?  What does this make you wonder?  How does this information fit with what you have already read?
  20. 20. Monitoring Good readers stop to think about their reading and know what to do when they don’t understand. Does this make sense? What’s going on here? Do you need to re-read? How do you say this word? What does this word mean? What clues can you use?
  21. 21. Determining Importance Good readers identify the most important ideas and restate them in their own words. They also determine the difference between what they need to know and what is just interesting.  What is this book/chapter/paragraph mainly about?  How is it organised?  What are the author’s most important ideas? What is he/she trying to tell you?  How does the text organisation help you?  What are the key words?
  22. 22. Responding to Reading • Diverse, open ended responses tell us most about what children understand. • Oral, written, artistic, dramatic • Sticky Notes! • Whiteboards! • Think sheets/ graphic organisers ‘Our students need to be transformed by great literature as well as given opportunities to explore their passions, interests and questions to bring the world into focus.’ (Harvey and Goudvis, STW) Lucy Calkins: “I’ve just finished reading this great book. I think I might go downstairs and make a diorama!”
  23. 23. What Is Reading? ‘Reading is constructing meaning from print’