All 10 june dr alison davis

Accelerating Literacy Learning:
Reading
Dr Alison Davis
davis.vision@xtra.co.nz
Doreen Jukes
Leytia Leota
2014 Dr Alison Davis

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
davis.vision@xtra.co.nz 2014 Dr Alison Davis

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

Strategies for continuous text
▫ Sentence level
▫ Within a paragraph
▫ Between paragraphs
▫ Across paragraphs
▫ Whole text
▫ Across a range of text
davis.vision@xtra.co.nz 2014 Dr Alison
Davis

Strategies for non continuous text
▫ Photographs and captions
▫ Graphs and tables
▫ Diagrams
Davis

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

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

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
Davis

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 whatwe know before we begin reading
• List and talk withour partner what we know before we begin reading
• Ask ourselves“ how do the ideas I am reading link towhat I already know”
• Make connections betweenwhat 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

Asking and Answering questions

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
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

Refer chapter 10 Building Comprehension Strategies
Alison Davis 2011

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

All 10 june dr alison davis

Recomendados

Recomendados

Más contenido relacionado

La actualidad más candente

La actualidad más candente (20)

Similar a All 10 june dr alison davis

Similar a All 10 june dr alison davis (20)

Último

Último (20)

All 10 june dr alison davis