Current issues in literacy comprehension

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Current issues in literacy comprehension

  1. 1. Current Issues in Literacy Comprehension Catholic Schools Office August 4
  2. 2. Why are you here today?• What questions or concerns do you have regarding comprehension? • What is the problem you are trying to solve?
  3. 3. Comprehension – Working towards a definition
  4. 4. Read and reflect
  5. 5. Revisit your definition of comprehension.If you made any adjustments, explain why?
  6. 6. The Multidimensional Model of Readingpurpose Context of the Reading Event SocioculturalInfluence Activate background knowledge Reading Processes review and clarify new vocab Preview texts set a purpose monitor understandings connecting comparing Reading Strategies synthesising visualising using analogy skimming Three-cueing System chunking inferring Semantic Syntactic sounding out predicting consulting a scanning Graphophonic reference re-reading paraphrasing/summarising reading-on self-questioning determining importance adjusting reading rate Adjust misunderstandings identify, extract and recall information reflect on informationauthor / reader relationship situation subject matter
  7. 7. Think about comprehension in your schoolWhy is it taught? When is it taught? How is it taught?
  8. 8. • A model for learning – Gradual Release of Responsibility model – Gallagher and Pearson 1983
  9. 9. Literacy Block Guide LinesAsse Shared Reading Talkinssme g and nt Explicit Teaching Listen and Task Board ingFeedback Small group Independent Tasks Instructional Reading Learning Circle: (Time for further explicit teaching) Modelled Writing Small group Instructional Independent Writing Writing Learning Circle: (Time for further explicit teaching)
  10. 10. VideoDuring the video – note the comprehension strategies being used by the teacher.http://www.nlnw.nsw.edu.au/events10.htm
  11. 11. Some practical examples of shared text and explicit teaching of comprehension
  12. 12. Under the iceDiagram showing a cross section throughAntarctica
  13. 13. Two hundred million years ago Antarctica formed the centre of an ancient mid-latitude supercontinent called Gondwana, which included South America, Africa, India, Australia and New Zealand. Gondwana started to break up 180 million years ago and the separate continents drifted apart on different tectonic plates over the next 150 million years. Antarctic rocks and fossils have provided important clues in piecing together this supercontinent, andthey provide records of earlier climates which were warmer and supported rich vegetation. Fossil evidence indicates that the Antarctic continent was a much warmer place before the cooling Circumpolar Current isolated the continent from its neighbouring land masses. The sea level was much higher, the polar ice cap much smaller, and parts of the continent contained vegetation similar to todays endemic Tasmanian flora. Fossils of whales, molluscs and other invertebrate animals from this period have been found in Antarcticas VestfoldHills, and older plant fossils have been found at Transantarctic Mountain sites close to the South Pole.
  14. 14. Learning goal:• Text to world connections• Scanning (Involves glancing through material to locate specific details such as names, dates, places or some particular content.) 1. Scan the text to locate names of places 2. Scan the text to locate words that you think are specific to geography 3. Scan the text to list words that you need to clarify 4. Scan the text to find the following words: circa, trans, polar
  15. 15. Scanning Learning goals Literacy tasks1. Scan the text to locate 1.Locate and label the places on names of places a current map2. Scan the text to locate 2.List and define the geography words that you think are specific words specific to geography3. Scan the text to list words 3.List and define the words to be that you need to clarify clarified. Publish on A4 paper4. Scan the text to find the to develop a word wall. following words: circa, 4. Use an on-line etymology trans, polar dictionary to find the meaning and background of the words.
  16. 16. Let’s put it into action1. Read the given shared text on National Parks.2. Break into groups of 3 or 4. Each group will be allocated a comprehension strategy3. Read about the strategy, discuss and become the experts4. Present to the group (3 mins each group) • Definition of the strategy • Model how you will explicitly teach the strategy using the shared text
  17. 17. Royal National ParkSituated on the southern outskirts ofSydney, the Royal National Parkis the second oldest National Parkin the world. A railway station betweenLoftus and Bundeena on the suburbanIllawarra line provides easy accessto the park. Alternatively, a ferryoperates from Cronulla near the railwaystation to Bundeena. Lace up yourwalking shoes and discover secludedbeaches and typical "Aussie Bush".
  18. 18. Design a task that will allow the student to practise his/her learning.
  19. 19. Small group instructional reading• Guided reading • Reciprocal reading
  20. 20. Book talk
  21. 21. Planning for teaching Term overviewThis term overview is intended for teachers touse in order to plan an outline for the term. It isexpected that the syllabus be consulted in thisplanning. Once the overview is completed thekey skills and strategies are then transferred tothe weekly programming proforma. It isanticipated that this overview will need to beadjusted throughout the term according to on-going assessment and feedback.
  22. 22. Year………….. Literacy Term Overview Term………….. Shared Text Grammar Punctuation Comprehension Spelling Writing Handwriting Talking Technology AssessmentWeek and Plan Listening12345678910 NB. While there is a whole class spelling focus, individual children and small groups will have a spelling focus as identified in their writing and/or linking to their reading text.
  23. 23. Where to from here• Keep• Stop• Start

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