All 10 june dr alison davis

Accelerating Literacy Learning: Reading

Dr Alison Davis [email protected] Doreen Jukes Leytia Leota

[email protected] 2014 Dr Alison Davis

mailto:[email protected]

Teaching as Inquiry


Planning for success

• Metacognition

• What does research tell us ‘good” readers know, do, select to use and combine for purpose

• Vocabulary

• Quality talk

• Student agency

• On going data collation-monitoring

• Iterative Inquiry for accelerated learning


Best use of reading resources

• National standards literacy descriptors

• Literacy learning progressions

• Effective literacy practice 1-4 and 5-8

• ELL resources – MOE multiple

• Learning through talk Years 1-3 and 4-8

• Various word recognition resources – eg Switch on to spelling, Spelling under scrutiny

• TKI online, ESOL online, Sounds and Words online

• Building Reading Comprehension- A. Davis

• Teaching Reading comprehension -A. Davis


Characteristics of effective reading

comprehension instruction

• Reading comprehension can be accelerated when instruction is deliberately planned and monitored to ensure students know, students control and students select and use the comprehension skills and strategies employed by “good” readers.

• Motivation, engagement, self efficacy are “glue” that holds progress, learning and achievement together for many of our learners


What are the critical factors in

accelerating literacy achievement

• Knowing your learners and deliberately linking instructional content to learner’s prior knowledge – before, during and after instruction

• Metacognitively rich instruction and experiences • Integration of formative assessment across the

curriculum • Deliberately instructing to know, select, use and control

strategies employed by “skilled” readers and “skilled” writers – in literacy and transferred to meet the demands of all curriculum areas

• Selection of appropriate text, task and teaching approach

• Active engagement of learners - motivation


The impacts of Pedagogical knowledge

• What skills and strategies do “good” readers know, use, select from and control?

▫ Word recognition strategies

▫ Basic words – high frequency words

▫ Vocabulary

▫ Fluency and accuracy

▫ Strategies for comprehending


Good readers know, control and use a

range of strategies • Decode • Fluency and accuracy • Vocabulary • Understand continuous text

▫ Sentence level ▫ Within a paragraph ▫ Between paragraphs ▫ Across paragraphs ▫ Whole text ▫ Across a range of text

• Understand non continuous text ▫ Photographs and captions ▫ Graphs and tables ▫ diagrams

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2014 Dr Alison Davis

Strategies for continuous text

▫ Sentence level

▫ Within a paragraph

▫ Between paragraphs

▫ Across paragraphs

▫ Whole text

▫ Across a range of text


Strategies for non continuous text

▫ Photographs and captions

▫ Graphs and tables

▫ Diagrams


Strategies used by “skilled” readers



A thought to consider….

• “We need to understand that teaching happens outside the head, but learning occurs inside the head- the teacher is the one outside the head!”


Metacognitively rich talk

Talk aloud and Think aloud

• Tell me/us more about what you are reading as you read this?

• Say out loud what you are thinking AS you read?

• Tell me/show me how you solved xx problem?

• Tell me/show me why you chose to use this/ those strategies?

• Scaffold with the use of prompts

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From Building comprehension strategies Davis 2011

Recap; Data collation – reflective,

current and on-going • Data driven intervention

• Pay close attention- using the views of the family and the child

• Other multiple data sources including parent and student voice.

• Collected in different forums – individual, pair, group performances


Integrating formative assessment in to

teaching and learning • Gathering, analyzing and using

achievement data to inform instruction

• Sharing of learning outcomes • Sharing of success criteria • Self assessment and self reflection • Providing students with feedback • Peer assessment and reflection • Conferencing and developing

conversations centered on learning • On-going monitoring and

responding to information gained

Assessment FOR learning strategies


Davis 2011 Building comprehension strategies

As you continue to design and flesh out your intervention,

Why would your focus groups

WANT to read?


Linking to prior knowledge


Making explicit what the strategy is and why using the strategy is important [email protected]


I previewed I learned

Title

Headings

Visuals

Introductory paragraph

Highlighted vocabulary

Last paragraph

In summary we expect this to tell us about……….. In summary we expect to learn about………. In summary we expect to find and locate information about …….

E.g. Previewing text – title and author


Other Prior knowledge activities

• KWVL and variations on this • Problem and question prompts • Time line agree-disagree • Vocabulary activities • Strategies for comprehension: Informational text

example

• 142-148 Teaching Reading Comprehension • Chapter 3 Building Comprehension strategies


Making connections DURING reading

• Key questions

• How did what you already know help you understand what you have read?

• What more do you understand about now?

• Concluding statements:

• What I knew before I read this

• How knowing this helped me understand the text

• What I now know (a synthesis of new information with old)


We are learning to connect to our prior

knowledge of the theme or topic

We will be successful when we can • Think about what we know before we begin reading • List and talk with our partner what we know before we begin reading • Ask ourselves “ how do the ideas I am reading link to what I already know” • Make connections between what we know and what we read to help us

understand new information • Talk with our partner about the new information we are learning from reading

and making connections


Additional activities include: • Reporting back on new ideas students have

learned (TRC 146). Possible prompts ▫ Today I read about….This is a little like…that I already

knew….My knowledge of …. Helped me to understand….. Now

I also know….

• Providing deliberate instruction (BSC 40) ▫ What do I do when I deliberately think about what I know?

▫ What did I do when I linked what I already knew to a new idea?

▫ How can linking to prior knowledge help me as a reader?


How are we going? We will be successful when we can

Think about what we know before we begin reading

List and talk with our partner what we know before we

begin reading

Ask ourselves “ how do the ideas I am reading link to what

I already know”

Make connections between what we know and what we

read to help us understand new information

Talk with our partner about the new information we are

learning from reading and making connections

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Asking and Answering questions

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Asking and answering questions

We will be successful when we can:

• Read a sentence and ask a question about what we have read

• Read a paragraph and ask a question about the main idea in the paragraph

• Give evidence from the text to justify asking a question

• Give evidence from the text to justify answers to a question

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From Davis 2011 Building comprehension strategies

Asking questions from…..

• Title and cover

• Visual features throughout the text

• Topic/theme related questions

• Literal – inferential – analytical – evaluative

• Right there – in the head – beyond the text

• Questioning the author

• Structure/genre related questions

▫ characters, setting

▫ main idea, supporting fact

▫ author’s purpose


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Refer chapter 10 Building Comprehension Strategies Alison Davis 2011

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As you continue to design and flesh out your intervention,

Why would your focus groups

WANT to read?


Effective teaching of reading

• Provides an intensity of finely-tuned learning opportunities – focused to individuals albeit within a group

• Provides multiple opportunities to practice in a variety of contexts

• Modifies and adapts teaching daily through close monitoring of impact and teaching approach

• Takes place in a high challenge, high support environment

• Amplifies the context, task & language appropriate to the learner’s age

• Is relevant, practical, illustrative and purposeful

• Is adaptive


Dare to be different ~ Plan to be

effective and successful • Student selection

• Collaborative inquiry & reflective practice

• Inquiry team selection

• Intervention model (teacher release, space, resources…)

• Intervention approach (instruction, approaches, something different!...)

• Data collation

• Oral language and vocab

• Monitoring and evaluating effectiveness


Education

All 10 june dr alison davis