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Positive Start

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A whole school literacy programme: What are the underlying principles that guide this programme? The audio finishes at slide 11/22. Manually click forward through the remaining slides.

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Positive Start

  1. 1. POSITIVE START An investment, not a cost. Renew and Review
  2. 2. By the end of this session <ul><li>I will better understand the underlying purpose of the literacy activities we do. </li></ul><ul><li>Using this renewed understanding, I will review what we’ve been doing. </li></ul><ul><li>What is working? </li></ul><ul><li>What isn’t working? </li></ul><ul><li>What else do I want to know? </li></ul>
  3. 3. Big Idea <ul><li>A programme based on a set of </li></ul><ul><li>principles rather than prescribed </li></ul><ul><li>practices . </li></ul><ul><li>Eg It’s the process of the students developing skills and strategies so don’t stress at the imperfections of a reciprocal teaching session. </li></ul>
  4. 4. <ul><li>The underlying purpose defines the type of activity chosen for each group, not the opposite. </li></ul><ul><li>Eg Cloze activities per se do not necessarily develop the thinking and engagement in ideas needed. </li></ul>
  5. 5. <ul><li>What are the principles that define the type of activities for each grouping? </li></ul>
  6. 6. 1.What we know about experts v novices. <ul><li>Experts have deep and rich knowledge, </li></ul><ul><li>but to get there, they firstly need </li></ul><ul><li>automaticity . </li></ul><ul><li>Effective people use a range of strategies . </li></ul><ul><li>Have a broad experience base. (declarative knowledge) </li></ul>
  7. 7. 2. What brain science informs us about learning. <ul><li>Attention : We can only focus consciously on </li></ul><ul><li>one thing at a time, effectively. </li></ul><ul><li>So the sub-components of a task need to </li></ul><ul><li>be automated . </li></ul><ul><li>Strategies are needed to help Working </li></ul><ul><li>Memory. </li></ul>
  8. 8. 3. What we know about transfer of learning. <ul><li>When there is overlap between situations, you </li></ul><ul><li>can work at a subconscious level. </li></ul><ul><li>eg Tying your laces. </li></ul><ul><li>Automaticity in decoding allows your conscious mind to focus on comprehension. </li></ul><ul><li>Explicit teaching of thinking skills and sets of strategies help students to generalise to new settings and across learning areas. </li></ul>
  9. 9. 4. What engages students. <ul><li>Learning happens with snappy, fun, and </li></ul><ul><li>engaging activities . </li></ul><ul><li>Challenging, but not threatening, and </li></ul><ul><li>assuring a high level of success . </li></ul>
  10. 10. 5.Why it is important to be good readers. <ul><li>All communication acts are “political” </li></ul><ul><li>in nature. Understanding issues of </li></ul><ul><li>power , equity and social justice are </li></ul><ul><li>central to students developing their </li></ul><ul><li>ability to participate fully and </li></ul><ul><li>equitably in society. </li></ul>
  11. 11. What are the groupings? <ul><li>Decoding = the ingredients (River) </li></ul><ul><li>Reading Age = Pr-2 </li></ul><ul><li>2. Transition * = the mixing bowl (Highway) </li></ul><ul><li>Reading Age = 3-4 </li></ul><ul><li>3. Comprehension * = blancmange (Mountain) </li></ul><ul><li>Reading Age = 5-6 </li></ul><ul><li>4.Strategies = icing on the cake (Sky & Sun) </li></ul><ul><li>Reading Age = secondary level </li></ul><ul><li>* These students often don’t draw enough attention for funding, but still need help. </li></ul>
  12. 12. What are the 10 main activities? <ul><li>1. Decoding skills – automaticity </li></ul><ul><li>How to read new words without struggling </li></ul><ul><li>JC </li></ul>
  13. 13. <ul><li>2. Silent Reading </li></ul><ul><li>To read for enjoyment </li></ul>
  14. 14. <ul><li>3. Teacher Read Aloud </li></ul><ul><li>To listen for enjoyment </li></ul><ul><li>EW/MW </li></ul>
  15. 15. <ul><li>4. Choral Reading </li></ul><ul><li>To be more confident and successful in reading. </li></ul><ul><li>JC </li></ul>
  16. 16. <ul><li>5. Oral Language </li></ul><ul><li>To improve the way we speak and listen to others. </li></ul><ul><li>JC </li></ul>
  17. 17. <ul><li>6. Reciprocal Teaching </li></ul><ul><li>Understand what you read while you read it. Learn how to make sense of the parts of the text that you don’t understand. </li></ul><ul><li>KMK </li></ul>
  18. 18. <ul><li>7. Engagement in Ideas </li></ul><ul><li>To look for the meaning within text. </li></ul><ul><li>JC </li></ul>
  19. 19. <ul><li>Critical Literacy </li></ul><ul><li>Recognise that language is power and how to use it. </li></ul><ul><li>MEP </li></ul>
  20. 20. <ul><li>9. Mental Models </li></ul><ul><li>Practising creating pictures in your head to learn to understand what you read. </li></ul><ul><li>DS </li></ul>
  21. 21. <ul><li>10. Strategies </li></ul><ul><li>To discover a variety of thinking and learning tools to help with study. </li></ul><ul><li>KAD </li></ul>
  22. 22. Review <ul><li>What is working? </li></ul><ul><li>What isn’t working? </li></ul><ul><li>What else do I want to know? </li></ul><ul><li>http://www.slideshare.net/ </li></ul>

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