Teaching Literacy across the - PowerPoint PPT Presentation

teaching literacy across the n.
Download
Skip this Video
Loading SlideShow in 5 Seconds..
Teaching Literacy across the PowerPoint Presentation
Download Presentation
Teaching Literacy across the

play fullscreen
1 / 66
Teaching Literacy across the
273 Views
Download Presentation
danyl
Download Presentation

Teaching Literacy across the

- - - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript

  1. Teaching Literacy across the Teaching literacy across the curriculum: What does literacy knowledge look like ? John Munro

  2. What is literacy ? Literacy is the knowledge students use to convert written information to knowledge

  3. I know that now that the Nile helped the ancient Egyptian culture to grow

  4. How do you read? Read the text. Your goal is re-tell it. As you read, reflect on what you do. • There are two types of being; the eternal and the transient. The eternal need to return is not exemplified within the collective drama of history, nor can it be nurture through organization. Produce as it will, the eternal is not oriented towards produce. The transient, by its very nature, will end; they want to die, not live eternally. • The struggles and education of man in social history had meaning for Marx such that the goal of a body politic free from class conflict so that man might develop as man.

  5. Things you do You look for sentence meanings You look for the topic meaning You look for the topic meaning You look for sentence meanings Comprehending strategies : readers use employ a range of actions to comprehend text and to learn from it. You look for sentence meanings You look for sentence meanings You look for discourse meaning – text thread You look at word meanings What is the difference between comprehending and comprehension ? You look for discourse meaning – text thread

  6. Learning text knowledge More literacy knowledge Use literacy knowledge Literacy knowledge How can I make sure students link new text knowledge with what they know and remember it ? How can I make sure students use all that they know when they begin to read a text ? How can I make sure students stay focused and build new text knowledge ?

  7. Things you do Why do you need to do a range of actions like this ? What readers do as they read a text is to try to build a representation or a model of it in their heads ?

  8. What knowledge does the reader need to comprehend the text ? What do the words and phrases in thetext tell me ? What is it about ? What is its topic ? Integrate the outcomes What does each sentence tell me ? What does it tell me ? What is the text about altogether ? What do I know now that I didn’t know earlier Manage and direct the reading activity What does each paragraph tell me ? What is the ‘story threat’ ? What is the purpose or disposition of the text? What is its genre ? Reader

  9. Importance of vocabulary for literacy and learning We are going to read about the rules of indoor soccer / living in ancient Egypt. What do you think of /see in your mind when you hear this? • 40 ideas 4 ideas

  10. Link between vocabulary and text comprehension

  11. Extract 2: Read aloud these ‘ba’ words. Comment on the knowledge and strategies you use to read these words:

  12. Developing the letter cluster generator Teachers often need to help students • become aware they have a ‘letter cluster generator’ that allows then to learn new letter cluster patterns. • link these with matching sound patterns. • see themselves as ‘self teachers’.

  13. What do these ‘ba’ words mean ? Read aloud the following text and work out what they might mean. What do you do to work out their possible meanings. The trees in the orchard were bacciferous. The berry pickers worked without pause. The basket of baft into which they deposited their conquests were placed abraded their bare arms. If only the farmer had invested in containers made of more expensive and softer fabric. Conversation with the other pickers was difficult. Their baragouin was largely incomprehensible. However, there was no mistaking the batrachophobia shown by the barbigerous giant nearest to them. The first sight of the tree frogs froze him to paralysis. Even his well endowed beard failed to mask the intense fear the batrachian creatures induced in him. The bardocucullus he wore was reminiscent of the outer garmet of sixteenth century monks. The hood exacerbated his baryecoia and he did not hear much of the speech of those around him. This did not mean, however, he was baryphonic; he had no difficulty speaking with the other pickers.

  14. The meaning making motor tells you to • note the meaning features that might go with the new word • try to combine them into an image • guess at what the word might mean • check your understanding by reading the text again • modify your definition if necessary • check your impression with what the dictionary says.

  15. Teaching students about their meaning making motor Teachers often need to help students • become aware they have a meaning making motor • develop and use their meaning making motor • see they can teach themselves new meanings.

  16. Our self teaching capacity. The trees in the orchard were bacciferous. The berry pickers worked without pause. The basket of baft into which they deposited their conquests were placed abraded their bare arms. If only the farmer had invested in containers made of more expensive and softer fabric. Conversation with the other pickers was difficult. Their baragouin was largely incomprehensible. However, there was no mistaking the batrachophobia shown by the barbigerous giant nearest to them. The first sight of the tree frogs froze him to paralysis. Even his well endowed beard failed to mask the intense fear the batrachian creatures induced in him. The bardocucullus he wore was reminiscent of the outer garmet of sixteenth century monks. The hood exacerbated his baryecoia and he did not hear much of the speech of those around him. This did not mean, however, he was baryphonic; he had no difficulty speaking with the other pickers. Note our self teaching capacity. What do your students know about this ? Do they know that they can do this ? how to do this ? when and why to do it ? How often each week do they Work out collaboratively the meanings of new words ? Talk about the actions they use to do this ? Learn to make increasingly more complex links between ideas in the text ?

  17. Our integrated knowledge of words. bacciferous Synonyms Images actions Assemble how to say it; its phonological name Use existing letter cluster knowledge to analyse it and work out how to say it Link with its meaning

  18. Apply to practice What do teachers need to know about word comprehension while reading ? What do you think they know about it already ? How could this knowledge contribute to their effectiveness as a teacher of literacy ? What do your students know about comprehending familiar and unfamiliar words in a text ? What do you think they should know about how to deal with unfamiliar words ? How could you teach them various comprehending actions ?

  19. Actions for dealing with unfamiliar text • Thelloun ena spitty konda stee tharlassa. Ecky then preppy na peases krussy sto spitty sas.   Importance of reading aloud

  20. Can you understand nonsense ? Ujn was too xpssjed about the dblf to fokpz his cbui. He esftted himself without even lopxing what he qvu on. Just as he gjojtied qvuing on the hsffo jdjoh, the cfmm on the tupwf sboh to tbz the ujnf was up. Hesbo to the pwfo and qffsed through the xjoepx. • 1. Who was xpssjed? • 2. What was Ujn xpssjed about? • 3. Did Ujn esftt himself? • 4. Where did he sbo to? • 5. Why did he esftt himself without even lopxing?

  21. Can you understand nonsense ? Ujn was too xpssjed about the dblf to fokpz his cbui. He esftted himself without even lopxing what he qvu on. Just as he gjojtied qvuing on the hsffo jdjoh, the cfmm on the tupwf sboh to tbz the ujnf was up. Hesbo to the pwfo and qffsed through the xjoepx. • 1. Who was xpssjed? • 2. What was Ujn xpssjed about? • 3. Did Ujn esftt himself? • 4. Where did he sbo to? • 5. Why did he esftt himself without even lopxing?

  22. What we do to comprehend sentences ? Each sentence has a meaning. Sentence meanings differ in how complex they are to comprehend • There are two types of being; the eternal and the transient. The eternal need to return is not exemplified within the collective drama of history, nor can it be nurture through organization. Produce as it will, the eternal is not oriented towards produce. The transient, by its very nature, will end; they want to die, not live eternally. • The struggles and education of man in social history had meaning for Marx such that the goal of a body politic free from class conflict so that man might develop as man. What makes some sentences difficult ? Which sentence is easiest / most difficult ? • refer to more events • more complex relationship • more complex grammar

  23. What makes sentences easy /hard to understand ? Which is easier to comprehend and why ? Read the text. Your goal is re-tell it. As you read, reflect on what you do. • There are two types of being; the eternal and the transient. The eternal need to return is not exemplified within the collective drama of history, nor can it be nurture through organization. Produce as it will, the eternal is not oriented towards produce. The transient, by its very nature, will end; they want to die, not live eternally. • The struggles and education of man in social history had meaning for Marx such that the goal of a body politic free from class conflict so that man might develop as man. The eternal need to return is not exemplified within the collective drama of history, nor can it be nurture through organization. There are two types of being; the eternal and the transient. What makes some sentences more difficult than others ? They refer to more events. They refer to a more complex relationship. They have more complex grammatical structures

  24. Types of sentence meanings ? Types of sentence meanings in a factual text • Videotapes (SCIENCE ALIVE 1 pages 126-7) • Although magnetic videotape has the advantages of being cheap and easy to record and re-record on, it is easily damaged when stored near magnets. Magnets can change the pattern that has been stored on the tape. • The films that you see at the cinema are different from videotapes. Chemicals create the picture on the cinema film. The film used in cinemas, like that used in normal cameras, cannot be re-recorded on and is more expensive to make. Cinema films last much longer and produce higher quality pictures. • . What is the type of sentence meaning ? Complex sentence meaning, exclusive (although) + temporal (when) Complex sentence meaning, possible relationship (can) Compound sentence, temporal Complex sentence, generalization Compound sentence, analogous (like) +

  25. Sentence meanings? 2 event complex sentence 1 event simple sentence Some students are investigating how pollution affects the environment. Theyhave researched the effects of plastic bags. This is what they have written. Should we pay for plastic bags? People should pay for the plastic bags they use for their shopping. According to experts from Clean Up Australia, Australians use over six billion plastic bags a year and many of these are used for carrying shopping home from supermarkets. Making people pay for these plastic bags would encourage them to use reusable bags. Some plastic bags can last in the environment for up to 1000 years before they disintegrate (break down). Plastic bags are harmful to wildlife as they can kill animals, especially in the ocean. 2 event complex sentence 3 event complex sentence experts from Clean Up Australia say Australians use over six billion plastic bags a year + Many carry shopping home

  26. Sentence meanings? 2 event complex sentence Cause-effect conditional Also, when plastic bags are made, dangerous gases are released that pollute the atmosphere. If we use fewer plastic bags there would be less air pollution, as well as less land and water pollution. We need to reduce the number of plastic bags in the environment. Making people pay will help to stop them using plastic bags and force them to use reusable bags for their shopping!+ 2 event complex sentence consequence 3 event complex + compound sentence Make people pay + Many carry shopping home Help stop people using plastic bags

  27. Types of sentence meanings ? Types of sentence meanings in a factual text • Videotapes (SCIENCE ALIVE 1 pages 126-7) • The inside of a video recorder has two electromagnets, called heads. The recording head creates the magnetic pattern on the tape. The playback head reads the pattern and turns it into pictures and sound. • The plastic ribbon inside a videotape is coated with substances that contain ‘mini-magnets’ or domains. • When the ribbon passes through a magnetic field, the domains are forced into a pattern. • . • . What is the type of sentence meaning ? Simple sentence meaning, defining Simple sentence meaning, cause-effect relationship Complex sentence, temporal + cause-effect Compound sentence, generalization Complex sentence, descriptive + defining

  28. What actions do we need to use to comprehend a written sentence ? We need to segment complex sentences, identify events and how they are linked • Videotapes (SCIENCE ALIVE 1 pages 126-7) • Research has shown that children have a significant impact on what ends up in the shopping trolley. They also choose a lot of their own clothes, especially sports items, such as shoes, t-shirts and caps. When it comes to take-away food, it is often the children who decide. Many companies pitch their advertising directly to children. Some people think this is wrong. • People in favour of advertising to children say that ads give them ideas for how to spend money. They say that children can be taught to be wise buyers and that advertising tells children about new products. These advocates also believe that companies act responsibly when they advertise to children and that the parents have the final say. • . • . Evidence tells us that children affect what parents buy 3-event complex sentence, 2 levels of embedding events As well they pick most of what they wear, especially their sports clothes. 1-event complex sentence with 2 levels of adjectival elaborations

  29. What actions do we need to use to comprehend a written sentence ? We need to segment complex sentences, identify events and how they are linked • Videotapes (SCIENCE ALIVE 1 pages 126-7) • Research has shown that children have a significant impact on what ends up in the shopping trolley. They also choose a lot of their own clothes, especially sports items, such as shoes, t-shirts and caps. When it comes to take-away food, it is often the children who decide. Many companies pitch their advertising directly to children. Some people think this is wrong. • People in favour of advertising to children say that ads give them ideas for how to spend money. They say that children can be taught to be wise buyers and that advertising tells children about new products. These advocates also believe that companies act responsibly when they advertise to children and that the parents have the final say. • . • . They usually select the take away food. 2-event complex sentence, 1 event embedded , said first 1-event sentence, 1 level of elaboration A lot of manufacturers direct their publicity to children .

  30. What actions do we need to use to comprehend a written sentence ? We need to segment complex sentences, identify events and how they are linked • Videotapes (SCIENCE ALIVE 1 pages 126-7) People in favour of advertising to children say that ads give them ideas for how to spend money. They say that children can be taught to be wise buyers and that advertising tells children about new products. These advocates also believe that companies act responsibly when they advertise to children and that the parents have the final say. • . • . Those who think it is OK to advertise to children say that ads help them see how they can spend their money 2-event complex sentence, 1 embedding, nouns with complex adjectival elaboration They say advertising teaches children to be clever shoppers and informs them about new goods. 3 event sentence, the 2 embedded clauses linked by ‘and’ (compound)

  31. Sentence meanings ?

  32. Sentence meanings?

  33. Sentence meanings?

  34. Tapping into the grammar of sentences in written text What makes this sentence difficult to comprehend grammatically ? Read the text. Your goal is re-tell it. As you read, reflect on what you do. • There are two types of being; the eternal and the transient. The eternal need to return is not exemplified within the collective drama of history, nor can it be nurture through organization. Produce as it will, the eternal is not oriented towards produce. The transient, by its very nature, will end; they want to die, not live eternally. • The struggles and education of man in social history had meaning for Marx such that the goal of a body politic free from class conflict so that man might develop as man. ThThe struggles and education of man in social history had meaning for Marx such that the goal of a body politic free from class conflict so that man might develop as man. It is difficult to parse into grammatical functions It has embedded clauses in embedded clauses It has complex personal and relative pronouns

  35. Multiple grammatical forms for a sentence meaning Bill saw Fred throw a book and then sit down and then told his teachers what happened.

  36. Order in which students learn to use relative clauses The girl who hit the boy went home "The girl spoke to the man who was here "The girl whom the boy hit went home". "The girl spoke to the man whom she knew" Teachers need to be aware of the variation in the demand of grammatical complexity and teach students how to deal with more complex grammatical forms as they read.

  37. How we think ahead when we read

  38. Tom’s day in the gym weight lifter Work with weights Goal to strengthen muscles Heavy weight Light weight Shoulder pull downs Do exercises with weights Bench press Wear particular gear Exercises change how their body looks Gym singlet

  39. How well did you think ahead ? Tom was a tired weight lifter. He had worked hard on the weights for quite a while. It was tiring work. Finally, his coach pointed to a set in the corner: "That's the last for you today". As Tom walked towards it he thought "This barbell looks light", but as he moved closer, he was that it was dark. "I'll need to paint this one too", he said. The flow-on to linked ideas predict, infer, anticipate

  40. Tom’s day in the gym Weights need to be painted weight lifter Weights can be dark colour Work with weights Goal to strengthen muscles Heavy weight Light weight Shoulder pull downs Do exercises with weights Bench press Wear particular gear Exercises change how their body looks Gym singlet

  41. How does each sentence contribute to paragraph meanings An extract from 'Rain' by Libby Gleeson from Kids'Night In. I'm up my tree now. There's warm rain falling but the broad, flat leaves keep me dry enough. I can't actually see the river but I know it's there. First, there's the road and then it drops down to the market gardens all flat and brown with splashes of shiny green lettuces and other vegetables that I don't recognize. Then there's a line of trees. They straggle around like a line of kids and I know the river is there. We saw it in the first week. Dad took us for a drive, down across the river flats and over the old White Bridge, and we looked down on the slow-moving brown water. All the rivers are like that out here. Says where it takes place Says more about the context new idea - the river Emerging discourse meaning more detail about where the river is. more detail about river

  42. How does each sentence contribute to paragraph meanings new idea that extends the topic of the river and could be the problem in the story If there was another flood, when there's another flood, 1 can watch it from up here. 1'll watch it and then I’ll have something to tell. At breakfast Dad told me to shush, he wanted to listen to the weather report. I told him he wasn't a farmer so why did he bother? He said everyone should bother and why didn't I listen? Over the crunching of my cereal, I heard them say it was also raining up north and the rivers were sending huge amounts of water down into New South Wales. Why writer is thinking about the river flooding and why it could be a concern. evidence of reasons for the concern about the issue

  43. How does each sentence contribute to paragraph meanings 'In a few days,' said Dad, 'some of that water will reach us, and when it does, when it joins up with that river out there,' he pointed across the road, we could be in for something.' 'A flood?' He shrugged.

  44. Conceptual level knowledge Readers have ideas linked together in different ways: Readers use these networks of ideas to comprehend text when they read.

  45. Conceptual knowledge = learning style

  46. How knowing the topic helps us • Working out the topic of the text helps us to • link the text with what we know and to use of our relevant existing knowledge. • know what ideas and vocabulary to expect. • streamlines our comprehension activity. •  organise and link the ideas in the text, sort the main ideas from the details and organise the main ideas in order. •  decide the questions the text might answer. • When we are reading a text we may change out mind about its topic. Young readers need to learn how to do this.

  47. The model of reading we use The model of reading we use extends this approach. When we read texts we • tell ourselves the words and phrases; • work out what the sentences mean ; • link the concepts in the text into a network of ideas; • the ideas into a topic we know; • guess at what the writer wants us to believe; We form an impression of the text by collecting knowledge from each of these information sources. work at the word level work at the sentence level work at the conceptual level work at the topic level work at the dispositional level

  48. In addition to knowing about written text, we • know how to use this knowledge to achieve our purposes ; how we direct and manage our reading activity • use our general knoweldge; this includes our * oral language; what words mean and how they are said, grammar * bank of earlier experiences.

  49. We manage and control how we use our literacy knowledge We manage our literacy activity : we • frame up reasons or goals for reading a text, plan how we will read. • monitor our reading, decide when to re-read, take corrective action, self-correct, monitor our progress, • review and self-question to see how we achieve our goals, review or consolidate what they have read. • organise the information gained to fit our purpose for reading.

  50. Our model of reading We use various types of knowledge when we read