8/27/20151 Teaching Literacy across the John Munro Teaching literacy across the curriculum: What does literacy knowledge look like ?

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  • **Teaching Literacy across the

    John MunroTeaching literacy across the curriculum:

    What does literacy knowledge look like ?

  • **What is literacy ?

    Literacy is the knowledge students use to convert written information to knowledge

  • **I know that now that the Nile helped the ancient Egyptian culture to grow

  • **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.

  • **Things you do

    You look for sentence meanings You look at word meanings You look for the topic meaning You look for discourse meaning text threadYou look for the topic meaning You look for sentence meanings You look for sentence meanings You look for sentence meanings You look for discourse meaning text threadComprehending strategies : readers use employ a range of actions to comprehend text and to learn from it. What is the difference between comprehending and comprehension ?

    Re-read parts of the text more than onceLink the text with what they knowWork out its topicSay parts of it in their own wordsUse what they know about grammar to take the sentences apartUse punctuationLink what two or more sentences saywork out what words mean in the context.Try to summarize or review every so often

  • **Learning text knowledge

    Literacy knowledgeUse literacy knowledgeMoreliteracy knowledgeHow can I make sure students link new text knowledge with what they know and remember it ?How can I make sure students stay focused and build new text knowledge ?How can I make sure students use all that they know when they begin to read a text ?

  • **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 ?

    Re-read parts of the text more than onceLink the text with what they knowWork out its topicSay parts of it in their own wordsUse what they know about grammar to take the sentences apartUse punctuationLink what two or more sentences saywork out what words mean in the context.Try to summarize or review every so oftenRe-read parts of the text more than onceTry to link the text with what they know

  • *Reader Manage and direct the reading activityWhat knowledge does the reader need to comprehend the text ? Integrate the outcomes What does it tell me ?What do the words and phrases in the text tell me ?

    What is it about ? What is its topic ?

    What does each paragraph tell me ? What is the story threat ?

    What is the text about altogether ? What do I know now that I didnt know earlier

    What does each sentence tell me ?

    What is the purpose or disposition of the text? What is its genre ?

  • **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?4 ideas40 ideas

  • Link between vocabulary and text comprehension**

  • **Extract 2: Read aloud these ba words.

    Comment on the knowledge and strategies you use to read these words:

    bardocucullusbacciferousbaragouinbatrachophobia

    barbigerousbatrachianbaftbaryphonic

  • **Developing the letter cluster generatorTeachers 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.

  • **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.

  • **The meaning making motor tells you tonote the meaning features that might go with the new wordtry to combine them into an imageguess at what the word might meancheck your understanding by reading the text againmodify your definition if necessarycheck your impression with what the dictionary says.

  • **Teaching students about their meaning making motorTeachers 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.

  • **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. 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 ?

    Note our self teaching capacity. How often each week do theyWork 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 ?

  • **Our integrated knowledge of words.

    bacciferousUse existing letter cluster knowledge to analyse it and work out how to say it Assemble how to say it; its phonological name Link with its meaningSynonymsImages actions

    The word bank or lexiconhow words is said; its phonological properties What word means its semantic properties How word is spelt; its orthographic properties

    Link new word in the word bank or lexiconhow words is said; its phonological properties What word means its semantic properties How word is spelt; its orthographic properties

  • **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 ?

  • **Actions for dealing with unfamiliar textThelloun ena spitty konda stee tharlassa. Ecky then preppy na peases krussy sto spitty sas.

    Importance of reading aloud

  • **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?

  • **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?

  • **What we do to comprehend sentences ?

    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.

    Each sentence has a meaning. Sentence meanings differ in how complex they are to comprehend

    Which sentence is easiest / most difficult ?What makes some sentences difficult ? refer to more events more complex relationship more complex grammar

  • **What makes sentences easy /hard to understand ? 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.

    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.Which is easier to comprehend and why ? 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

  • **Types of sentence meanings ?

    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..

    Types of sentence meanings in a factual textComplex sentence meaning, exclusive (although) + temporal (when) What is the type of sentence meaning ?Complex sentence meaning, possible relationship (can)Complex sentence, generalization Compound sentence, analogous (like) +Compound sentence, temporal

  • Sentence meanings?**Some students are investigating how pollution affects the environment. They have 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 1 event simple sentence 2 event complex sentence 3 event complex sentence experts from Clean Up Australia sayAustralians use over six billion plastic bags a year Many carry shopping home+

  • Sentence meanings?**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 3 event complex + compound sentence 2 event complex sentence Help stop people using plastic bags Make people payMany carry shopping home+Cause-effectconditionalconsequence

  • **Types of sentence meanings ?

    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. ..

    Types of sentence meanings in a factual textSimple sentence meaning, definingWhat is the type of sentence meaning ?Simple sentence meaning, cause-effect relationshipCompound sentence, generalization Complex sentence, descriptive + defining

    Complex sentence, temporal + cause-effect

  • **What actions do we need to use to comprehend a written sentence ?

    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...

    We need to segment complex sentences, identify events and how they are linked 3-event complex sentence, 2 levels of embedding events 1-event complex sentence with 2 levels of adjectival elaborations Evidence tells us that children affect what parents buy As well they pick most of what they wear, especially their s...

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