Literacy Strategies Handbook

8/3/2019 Literacy Strategies Handbook

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LITERACY

STRAT'EGIESHAND'B,OOK

National iProfessional IDev€'lopmellilit IProgl l l"am

MAACH1996



W I ft IA ' irWOULD H 'A !¥ , 'PEN IFT l' I Ii : W Ii! OL E WOR LD IB iE C AM E L lT E fiI~ iJ "E i?

A IN :S~A : Nm SO V ~1'tY M LiC HI, F OR TIilEWO~W !S BY AND LA IRG lE: STf il lICWf lEO , IN

GALlllllNG, J O H ~ ( 1 'E l'7 tS )1 l IT E iF tA C Y ! IEouCATION A t > l O SCHClmlr!.l~:

Fcm WHAT?' 1 'M 6~A~F',H {Eo,) (1981) LfiEFi':il icy AND SOCIAl. DBlE,tJJPr/lENf

IN THE WI3$T. CAlMI; l IFI I I IOGE: C,!M!I!6l\1I~G~ UN ~VC :R SIT Y P RiE SS .

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Introductlonto Boo,klet

Th is L ite racy Shs'teg ii'es H and book conta i ns a ,

InUm bar ,o f effec tive strate'g 'ies w h ilc h can Ib,eused to

develop CI,8 ,SS room activlties. Al l though the

strateqies have been presented as three discrete

skm sec tio ns ,_ Ta llk i'n gl and ILis;b3n~ng"Re 'a d~ng and

W ritiing , many develop more than one s k i l l l ~ " tor

example, d~ ctag loss invo lves ~sten fng , spe!a,k~ngl

,andwrit~ng.

The ac t iv~ t i,esslJgg !e 's t,ed l i l l n th is bookle t can be

~ncorporated into any ot the, stages of:the teach ~ngl

l,eart1ing process (M odu li,s 4 ) t o . enhance student

understand ingl.

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Talkin'Q andLlsteninq

TaUdng a r~d listenin'Q am i~mpo:rtanl~~te'ra.cys!kil~s;~n ev,elr'y KLA . To

oomprehend what mlh~y have heard" students liIe;ed~ose~~e!al~rorma!Uon they

wish 1 1 : 0 process, irru®etlpretend summarlss,

Stlude l1 ts need oppoll1ulr1itl~es to interact in beih formam and inferrnal sil~uations

to devehJ P the·s€ ! ski~lls.

Ih€l~olk)wlingltallk~ng and lis ten i~ng s tra1eg ies ·alr,s:pro vided a s .sampie:s a ,f

act~vitielswhici~,ass~.s~tudents in , d e ·v e l, a p im 1 g ' theilf ~li$[eningand S r . : h 3 8 . k ! i n 9

s~i~lls,

Tallkhgand l ist1ening can occur lin:

.' i~nformal groulP adiv itliles 'eg bra.in8torrn~ng'j'problem solving tasks,

enquiry and! ,e'llimination qu estionsand

.. formal groupaefivit~els,eg hot seat.

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Formal gr'oup activities:

tHo l: Sea .!

This is. alr1l,act' ivity lin wlhlich students are able to m a k e en roles and use

quest~ons ilrl an l intE1H'view situ:aUon. One stiudeJ1it mey ~al~eon a role of 'e~~he areamiorfic~itb)us cha.radelr. Ot:herstuden~s take en mIss .o f inves~igatollrssl!Jch

a s jjo lUma lism .'fh e ~ ea ch er ~ a.k le sa medialting ro le , T he q ue stJ io ns usualmy

explore why the character has carri ed out , ce rt ai rnacUorJs . .

[ In a . po la r ised diebale students deb.a~ea S1t ra~ementsuch as: i [F'eral a l1~ma[~s

should [o e destroyed IlLJs!iri lgwhaEvelr rneens aw e avajlab~[el . , 8efor,e! il!liIedeba~e

beglins~ stu dern 1t:s s i~ a ro und in ,Ii l i i Iol 'S,esli loe S.IU1[p8.

ThOS>!3 iwho aglfiee wit[1l·the statsmentto be debabeds~~ on the Irilg ht- h and ! side·

'o f ~tnehorseshoe, tho se w ho diiisa grn,@ sit on the left-·hslnd side and these who

ara undecided s!i~across~he top ().'iIi the herseshoe,

The deib,a'~~begins with a speakJ;~,rwho aglr1ees wli~hUH:!statement, moi[I()wedi

by a speakerw1hlo dlsaqrees withtihe statement and then bye. person w iho

has yet to deoi:de. Stlldell1ts ma..y ,c lhangl€, posit ions around the horseshoe as

this deba~e progresaes, i f th e,) , m o dify th eir v i ,ew$.- -

Studen~s ma. ) ' keep a [[Io'glof ~hei l r'op: in iions and fee,iiIJil lgs~m.alk i l19entr i ;es e · \ ! ' , e r y

t i i imethey change· pos!ilions arotmd tlfle herseshoe. T his helps studen~s too la . ri fy the ir tiiill~:nkiJillgn d is a u se ~u ~[re oo rd i ow Sitiudents' thouglht processes

d!url i lngtl1le· debate. When askinQlst l lJdel1~s to k.eep' a ~ogl~ l 'elgular [pauses

dluriinglhe debate slilouldl be made to provide ~ime marwritilri1lg.

A polari:sedl debate aUowss tu :d en~s~o .a rg ue a vi ewtpoi I'lt and ~o'm,odify thatview'Poin~ as the Idleba~e preeeeds,

[Aetel[I~JiI;g ls a.~eohniqIUleth~t involve's ' reading, ,eiither si len~~y or a!~oud,and

tl~,e:nretaining whal.thas been read, ~lnthe r'~~[lllirllg, a :s1ttudent reve\al~s~he,IP'a.rts

of ~he teed tha~ wen!) most s ig nifU c an t to ' h er o r h w m L , a J n d ~ h e wa y mnw li1 ic hfh e

l inks are b'aing made iin t he proceea ofreoornstt1I.J.C1till1'Q tihetext

The teachelr eanasslst title reader in maJk~rtlg~hea .ppmiPri,a~einks ~n the '~ext

as U ·H 3:eXlitiis b ein g' re ad a l~o 'U dand /o r a s th e· s tu den~ re te lls it.

[P ro csdunas f 'o r us:ing th ls s trn ~e gy m ig liu ~i include:

• havirng stlillder~lits.iiii gm ups share a rete~ ilng of th~ text:

• s le: l 1querncil1g ~H.\!nte:ru::esjleq'lLJ,encingldrawings, crea.tlngl cartoons

., Ih .av iingstudernts, revi$itthete:x~to IC(U1~jlrm 'Olrmodiify ~ he ir ~ te l lin g'S e



D ict :ag~lass fS a .very usefu I tech n ique,that assists students ~o use lang wage in

orderto learn,

IOescri ip: t~on:

D ictagl ass is an activity ~nwh ieh sno r t pieces o~ lain9 I U ag:e a re read out at

normal speed to students. They take down the, key wards and then ~n€mptto

reconstruct their passage from title general understanding or 'glist of the text:

from their notes, It is lm po rta rn tha .t students a refamiU a ,1 i w ith the' c ontent

area ..

The ta s,i( o ~ re co ns tru ctin g i'h e text in thew r ow n words requir:es tihe stude'ntsto

c onsc i o usiy to cu s o n 'thei r ,know~ .edg e of '~ he c (m ~ent a nd ~ he rela t io n 8 ! i h l i p

between t ideas and w ords. It is dependent upon sm all group~nteraction s~nce'the students do not wonk: alone ~n~he reconstructions, bUi~pool their ke y

words and underS'~andings to complete, the task.

PlLIr lP,ose:

Dictagloss. diff,ers from dictatmon in that: ~trequires actlve enga ,g lement w i i~ :hthe

text, ShJdernrlsare required 'toactiv'e~y employ their knowledge olthetepte

and o :~ ~anglJag'eto make approp 'l 'i ]a te' choices. Tile genel~ics~ages and

langlJai.ge cll1O J : c e s must be appro priam to , accu rate,ly reCO:rT Itruet the c on te nt.

The g ro up rs eons tru en on re qu ire sa c 1~ve' l1egotia.l i]on o ff meaning betw,een

students, a. l l~lawing'hem to experlmerrt witih their gmwing control over the

appropriate lang uag:eforms,. Wo rkln 9 toget her d lII'lring~he ' 'text racon stmction

encouraqes Sittudents to vo ce ~ i,sea ndth ink t n rough the '! ;wammati ca~ choices

they are mak1ng l and assess the' effects that each choice has on ~he

emerging' text Togethetr they ars developll1lg strategies for ed~tifilg '~heirwmk

as they write, and sk i jl li is in express ing consent in the mos t a .p pro pr ia te wa y , as

t~ey come' to nFlIutual l lyacceptable decisions.

D 'ic ~a glo ss p ro vi de s an h li~ en ~l:stin gt ay to lead students '~ O re- read a .shor tt sx t

many times, emphasis ing l imp'ori:al l l t ccrnent at ' the, :$ame time as hei'ghteni~ng

awareness of laJ'IIlguagE),esources,

The' tnote~taking components of th e ao tiv ity p ro v id e an ad dit icHil la lbene'~it.

Pl' ioced IJ re :

1. A Sh lCH1 t , e , x t : is read to ,students at noemal speed, whUe ~hey listenl.

2. The text is read aga.in and students take' note a,fkey words and

phrases,



3. W,orkilllg il1lsm.allllgroups! students pooll t'he~rnotes and a.tiliemptto

reconstruct a version af the text from their shared rsscurces.Thelr

version contains the main ideas of the text and a!ppif ( )x i i lma~es the

la ng ua ge c ho ic es o f: tlhe pa ssa ge.

4. Various student versions an! ' discus.sed and ~Ile stLWden~s (:alill ad~us~

the~ir own t€l~ in the Ilig~t (]if the discussmon. One means of [lJloir:lgnls is

to have students wr~e their version of:the te:x~onthe board. Ilf,for

example, students am' worJking infouir glroups~ divide the boa rodinto fou rcolumns and ask one student from each grotlp toenter h]sJher versiio:n1

of th e text dow n one' ooiUlmlr1i .This enables the stud€l l l1ts and teache rt e

,dllraw on all four versions to decide 011 the best 'final ~)E!:X.tA.l temlal i iv ,e~y,

OHTs{one, per group) can be used, I~ is ugefu~ wOlrthe teacher to

prepare f·o'lI"thh:;phase of th e lesson by con sidering mhemost m m p o Ml:a'n~:

Ia.nguage' features. of the text, $0 as to be prepared to fOGUS ontnern

with '~hestudents.

IModel Di,ctagl,oss

WaQl

W901; i l s '~he fleece uiff'ht~!ilhe~prthatlssplJn a'n((:lw!Jv~n a,fter theanitmalhas been ,sfl0m. DJfer:etJtqualiiltlesl~woQJ ®rne from diffeTem villrietb9',$

.o f s~teap. f(eeG9$' frorn.,merroo~he~p ~rIi!. moa t tommDnTy used ~F1, A u S i l r a J l i a . .

Woo: ! i - 5 1 ~ rth'o.ip'fibre sa iled ke ra tr ~~ 1 .1keJ iuooaJ { l1 - 1 0 0 . , ( , w ' 1 D ' ~ 1 1tulb~~shavescalles WfIjpn Qvefla~ei.ch·ottl~r. I~·isb~a1JJseof Ulese's£a~es~wh;i~1'ltra ;p in th~a.i.r- tJhafw~~~ke~pS'Vl;Jiu'~lin~ ' I N , a r m o foOO i .- .,

Identifyingl , B . spealker~spol nt of 'view

.. Students canlbe asked '~Ocomment on il:tiIleone ,of v~)ice.used by the

s iP eal~ e r and~he language Chlfl ' ices ma.de egl repeliltion, personal

language and emotive wcnrds . .

,~tJaV~1i drea~ (ny fou r little ct'l ildren w iQ one u$ylilfS ~n'a, natwn whl@re

riley wjUnot be judm~dI b¥ . l 1 a ooltlurat 1t"tei~Kinbu~~ ttieooftlent oftn:eilr al1a~~er, [ have ,,a dlr,eam toda¥~

m- ~

Viideo gluided nlote makl ng

Summarising il l '~ormatiiorl from talks or 9!JUdJio/vidleopw,esent.at~ons using9uidled Inote rn ak.ing prcformes or scaffoilids.



IModel guided nom making

leaclh er instruct le 1 1 1

The' students are shown a video The Open Be ' a ' ill which dif ferent sea

creatures are lntroduced,

1. Teacher pr13views the video wi~hthe students by mnfamill~ngthem ,ofthe

kinds o f se a c rea turie sth ey w illi be introduoed 't o in~he , documentary and

som e interesting fac ts about them , T hese prev iew ing techll1iquesareimp 0II1ant because th ey provide the students, with a context f o O r the,

~nformat l an they are about to be' g iv en. T he 9 1 u lded note m aking sheet

assists students by o,rg,anii,sing notestor fhem and providingl a focus for

th e Ij,steningl e

,2. Guided note ma.k iing sheet provided.

Sharks

Two Sharks.(fangeroUl5 to hum ans a re=

Ano1her Qluided note ma king sh eet ba sed on the vi:deo CompQstin g:' A d ow n

to .faa.rlhappro' ta1oh' . How to do iI, whsr:e to do it) wh y to do it ' and how ,easy itis . South Australian Waste Management 1991, appears below ..It is

accompaniedi by a set: o f c riteria, to assess s tudent '1l is lren ingand viewi ,ng.



N,ote malking proforma

Use, 'th is a t! e e t t o . reo ord the main polmsas y ou w6 litCh th e vmdeo. The

headi ngs are in the same order as tin e inform a,l~:i,onis showl1 I in tihe video,Remembe~ wherll lIIIote mak[ng, only record ~he key words or ph,lrases whi~ch

wil~~hel p you re rnernbe r til1 e m al n 'id eas Ia.te r 0n,

What is compost~ng?

Why should we do it?



fH o,w ls com post m ade? (Y o U m i g i h r ! i i include th e d~ 'H€ !ent ways o :f

c oma ostmngJw ha.t are the i n g re d i e n t s ! an y h~ll1tSfo w S U Q c € ! ' s s f ; 1 ! J I

tompost~ ingJ ally DOs and DON'Ts.)



Ass1essing' the U'stening task

When designing ~istienil'llgasks for students, we should be aware of ttle

criteria with w hich w e judge haw suo ce ss fu lly 'th e s tu de rrts h av e, c omp le te d

th e ta sk .

Use tile crite'ria below as a guide to assess s tuden ts ' lilstening and viewing

ab ilit ie s ,. The c rlt er ia have been orQ'aniised u nd er th e b ro ad categonies of

information Sill' dorqan isa~ion.

Information

Is it accurate?

Has the vocabulary of th e topil~been 'Used Co rre ctly to shew unae rs tanding?

Is th e , f t n t O I ' 1 ] l ' a t i o n oomprete! , tak ing i n t o , aCC( ,mnt D 1epurpose of th~ note

making?

H as ilT lR nafrt delail l been inqluded?

Q'rg,anisatipn

I l & the , in fo' l1nation organ~geauM,derappropriate headiings' and s lIbhead ings?

Does i~ma~ sense under D lese headings?

Have tH e students been <ab le to O1ani,Pl.da~ettle 'rmilrma~~on'"O I take; in forma f fon ,if tom-va r ious aspec tS o f ft te Vi]deo·and'Combine them to expandthe ir in f6 rm atian. '

ill'



ReadingIn tro d uctio n l

In Swed~n thmughot t h e ' e ight9t iQth 9 ' 1 : G n ine teen th

;~Ii.turyliteraGy was not .~.ugh~tnfough schooling Out

·th ro ug h th e fSm iJ x. II :as th e d uty, "fin e ' h ~a .€ 1o f tH e family

to te ach a ll m em be r'$" of the household to · read . fleadi{lgability was tested' r egu la r l y D_Zhe c/~rgy, and (hose who

cOfJl:dn't re~d were not:allowed to ' many. Th~Yha:d a loi'I"erjt

high . l i te tacy r a t e ' ,

Students m n h 'ig h s en co l a rs re qu ire d t o m ' i s a d s n e no rmo us rang'9 o f te xts

' fm a . variety o f p urp os es ..T h e ' type o f re ad in g re qu ire d ' \ ! \ I l i l l l ldepend on the

type· of text and fhe purpose f or r e'ad iin g (eg s k f f i m m i i n g l as opposed tosingle-spe.ed Ir,sading;scanning a text as opposed to detailed reading ot

t !he text ) .

Tbls section contains a number o'f strategies for readingl dift!,elnentype 's . o f

texts fo r different pu rposes.

They are d esig ne d to build o n a nd ! e xte nd th e re ,a din g s kills whiich .s tudents

brinqfrorn prim aryschool.

The indMduall1strategies can be adapted for most ccntent areas, however ,some will be,more app~icable to one than anoUle:r .

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M,aki lnlg p,redictions,PredioUon is used to motivat'e studsnts, activate content kno,wiledge, increase

ant ir . :dpat ion and hi~glhl i 'ght important concepts ..- -

Description:

Predicting requires ti~e student to ma~ea j!ud'geme'llI:or best g'U6'ss about

what a text will eontaln, This is a process of p~epal'ilnglthe mind-set to r whatis '~Ocome.

PUl'ipo,se:

• Activate prior k ll l1ow lledge.

• U se, c ontext clues (arnd hear w ha t c lues other stllde;ntsare' using)'.

'. Gain confidence in making l a guess - alii answers are accepted.

• Understand that a fi rst pred lotion can constantly be revised in the light

of new information.

Exarmp. le :

.' ID i·splay t he Iheadling orfitle o f tine materia.I ,{e' i l rner on overhead or by

distributing ts'>a:ace down and a.ski ingstudents to ~oldover the top o f'

the page to rev,sal l tine heeu:l l ing on ly ) .

• S tudents discuss iin w hole c lass, gro 'Ups 0r pa .ir s w ih a t the sto ry m riigh tbe about (alill sUQ,gest ions are ,acceptab~e)..Students share their reasons

~ormak.ing particutar predict ions (eg What made you think that?) ..This

helps students to identirfy and interpret a wide I lange of clue's.

• S tu dents. p red lot words th at m i:g ht o cc u r.• S .tuden~s,read and revise or ver il fy pred ic t ions.

. . A fter read ing, students w rit,s doW 1l1wha t lh ey can rem em ber Sind check

with a partner,

.. Students discuss what they remembered and why they rernemaered

that part ..

This technique intmdlJce·s new techl1icall vocabulary and allows discussion of

new e en cepts ..



• Choose a word or topic related to ' classroom work.

• List the word on a large chart or on the blackboard .

•' Encou ra ,g e the stu dents,toth ~nk otas many words as they can that are

re la te d to t i~'H}selected key word , a n d l then to lis t the w ord s, Ic'ycategories

ern a sh eet of paps r.

'. Students '~hen share the p rape red Iists ora I J y and alii wo rds are written

on the c lass m ap in cat,e ,gories.

'. Discussion of the semantic map is, perhaps, the' most imlPor1antpart of

th e le ss on . The purpose 0 1 the exerc ise is to encourage students to

become aware of new words.fo g'athler new me,a.nmngs,~rom old words,

and to. s€€' the rslatlonsh ips among all ttle words.

Mode:1structured ovenfiew

Topic: The family

Brainstormed words:

Moth e rand fath e r

Parents

A unties a nd uncles

B rothers and sm sters

Grandparents

Gous~ns

Nuclear family

Ex tended fam iily



FamiJ, ,S, t ructUlre

Fa,ther 1Mothe r :S iblings Gr,and

Parents Parlel1~s Uncle

A l U r r u t ~

Cousins

Siblings

Adapted ~rom lMiorr is"Aand Stewa,r1-Do're, N 1(119,84)e'sminfJ to Leern from

Tex t : Effective reading in the C"Dntentarea. Addiso:n~Wesley, p.5Q,

Skimmling andsc:anrling

IDeser i ipt~,o m i . :

S kiimm ing is rea dl:ng quick~ythroug~1th e matsrlal 1 1 : 0 ,g et il:h e g ist o f it

[Both a , r ' E : ! i important: In prepar '3 ! , to : ry w O ' l ' l k : f o r r read]'rng f o r i lr il lf omna tio :n O J ! "not ,E) '

~ak ing. n cannot beassU'medthat stedems havethese skBl!s,~heymeed to 08

taught . Pra.cf ioeac t iv i ties usmngth ese s ki~ l.sn ee d to b e provided.

[For instaJlc€J"in sk im mmng,. students cou ld: be asked to c onsider w hat a. p a g r € !

is about by iooking at

• the he'adings

• diagrams and pictures

• words in b old! type

• read ing l the text: pre'Vu,ews, para.glraphl pli,evie'ws

• rea!diing lth e la st s en te nc e o f a paragm:ph or text

• What Information wiU you '~ind in this page?

" W hat eire the photog raphe abou t?



Tne liDakH l' Ig oJ Q i !l jeo !.S , fr om a m m r u and Ye#t ab le

f iJ ~r es was O Il la c:a v ez y impol 'i ta nt $Ctil,1~ty fo r

Aoorigi,nal, people" They made :rim!ll objects for IJiwi!'l~ihcii!leligioys lire , a nd eve ry dllY item s , M S i E f l I J , ; ;! i 1 ~o

th ei r ~ !(Irv i"'a l a s ~ e i y cO:Uecrnedi:foQd, h l J . l i L t e m and

timed,

Nowadays Aborigines h . a \ l t Z no noo.d,:ftlrmany of

tb ei r m id i tiorn d .fib re prodUCts. How~rr iII many

oOJi'lTIll.oo:iliespeopJe $till]~e. pride in mak in g

beau ti li il li ba sk. et s. bags a ll id mats. SQm .e o[ !'~ e l! e a re

k;ept lQ]' p er so na l u se Q.I' to give away aa plesernls, blllt

most are sold,

SQurces of fiib['e

l\-looy phmt spocics provide Aoori,giIl leS \,!vi;thibre to

M . a k . e : S iU l D ,g , MIing ba .gs . r ope , b aske ts 9 .. 1 ldo t li le r

obj ec ts " P LaT lit pa ns ma t yie1d fibr-e i!C:~ude:~ the back and :il1ne,-rbwt: (b2ll$O o f tre es and &liIru.b$,

fur' exam ple, from ~pe-c:tes of acaeia , a r u : I hubl1scl!ls:~

~ lK ]e~a,..es ! l i t t i I . d i s rems fKl :m pLan!; s.'Ildl as t Ii Ie sp iny.

hea.dM, marrush; an d

.' the roo~-l i~e seems (( ltIizomEs,)of. r o t ~ am ple . d iiebalrusb.

Wnp.arts Q f t ropical.A:l lstNh!ll law)'er ' vtnesare split

~ e- n.g ti. wa ys te m O !k e ~keU mei omiIml U'a]l'-l- A

s ~r Q !1 g. r aff ia -H k e fib re f: r{ )m the epid~amis (outer

sk . l~) of c ab ha ;g ep alm l ea ve s i~ a prel 'er redlfibnl :i]l

Nooth Queeli5la:11d.andetherpans of northem

Aus~;.:iliaAbori.gine-s ,<liI~O11~ arumal fibr,es, in partkul<IJ;

h lijm < lo h ai ra r!d o rru im a l fu. O Il'Id sinew , 'T he ha ir < Old

t'he fur aFe 8.~un jnto sEriI il$.IJ;8l: laUy s!a.pam~eiyb1illt

,scll]1~i,m.e:s miKed logetM(, Si.i1e:wis ( J o D o a s l c i 1 a i 1 l y

~]!jl&! h U G two-@lly~tring, bm I i lOr: l 'J il ' l !Uy it is l l I i S O O , all

a b in de Jr a r u :I I n . ce d iS IlO special , 'm!,m:'I.'letit exceiP~ t D , b e

l OO is te ne cl i be 1o re . u se , Oile US~ll:f\1rkang;l'l"oo :s:i~I! ' iW is

[0b in d s pe ar 'P~jl:1it:s ~o libel. s n r u t s " U.nbl q]ljt,e'! '8>l::fmtiypeople int he m cuntalnous desert areas of

C e: ntl'I il.A u slr in i, a m ad e n ettin g ' t 1 r 3 p S fim:m <IDiimai.

s u n . e , \ l . \ ' UJsGl t . a to o : s a t h e piltll!s , o . f r o c k wallabies.

~;!i!"tiQ:[1

o .nO! :l l:ne app: ropr: ) ,a~elP li11l1 t pa re> have ~IJJ ool1!~ted

it Is Il:e~ssaill)' to t~.IIll:ct o r s ep ru - am m.efilbrtrusmatICo al, [)inleJi'¢.n~ 1i'I1elhodsat e 1 J i s . e d . d.nding ont he Ra ll1 .lr eo f t t1 e {alAI' materi:aL

Some m~er i< l. bs . a :r ;e :soaked in \\'<!:te:l"ll!n.ti] l ihe non "

fibrou:!l tiss-ue rots 0 1 \ \ ' < 1 1 > " T h { : : rema.irnng: fibrousT l i I I 'I W l i e . T ' :is !her! so :f l.e li leL ' i,Ily chewirllg au by beiirllg

scraped w.i:th a she'll or iI si.lilJ1i~ar lOOt The .~t.u;chy

S~.: ! i of ' t J h ~ : bulrusb ,arech.~w~dbecatli£~ltliI~yare III

so~ af food an d a fter\1 i'~ ~e fib ro us re~idye isO lVa ! lable (ar ~-tri[lgmaki~,

TheJ!m;~.OmeJr' o f L a1 :e T ye rs. v ~c _ o oa l( ':IC ~ l~ ve s

o f the sp irJ(y-b ea-d ed m at ru s.h. i(filoto ; A I ... W tit)

Slr lp;p:urngfiibl"~from.ac~;bbag:epa..lrn!w. :Edwru:d

Rh'CF. Qrd. (P:IiIQ~o:A,L~ West)

' ' ] j ' l t i e ,S ; t e m . s, o f t h e ~ a iU n y 4 1 e < l d e :. d m a t r o S : l i l < ! 1 n c

simi lru-p,]a:rns Me f ip il li t . .. .. i~ s < t m f re s b . . a .! 1 !dd r ied

in ~~ SJ!.lll. :Se: f< l rn use, [tie:, i Ii Ii 'esol lLked i ln w;,ng,r~Q

make. them~lig1Jl.¢ a,gail 'l l .

The :s;"ppy i :nn.er ' b M ' li : o f ~ ~: s a t nd :& 'l il :r ui :l s- t tm

Pi8J1·wh ic h ~p .l 'O v idesU I~ fu l i]~~" ls colLected fium

s~~ of bark b.l' ~ep.anl ing ~ l O l l t W'le ,~n<I.and~ihei l ' l

pe~1i]Jg i~.way ftom l i h e ; ollterb ark .- P ap erb .rt ofOOUr5.e l 1 i e . e d ~ a1 imOll l:nO 'H '[ e ;p8 !mti .o l iL Sbeet$CYf i[

a re s imp ly peeled. f t i 'OmM:te tnKlSrt'll<l IlseJtj, s:traip(,

i 3 J W < l _ Y t o o 'make " " ' a t e ~ oooLai:nexs. mat. ",. 'aJlI~ts Q rlilll.ers fm b a l l l i ; e s , ' ' b l l S i l i . ' ! e t s .

- --- - - - - -~ -

_~.-.,i ~! -r 1 l ;'._", r < ~ ' . ; ' ; _ h ~ r · . , r> r ·· '" ;, . , . ., ! 1'-- -T" \ /f ~ ~ ~! ! ; l L/ ..... /.J; f\.j ~" ""c.. s ( • ~ !.,. i :m . . . . . I_gLrl' i.. I"~: ~B Bd~, ': - ! . o _ &~ ~ ! \ L . . . , . . i" '\.:: ~ 1 . , . . . . ~ " " , • . : ' " '"9BlI b"r" 'i,;'a""",,,,,,,_B ~ 9 . UIW i Ii

- ---- - - -- - - -

16



In 6cannin.g" teachers oOli!I~dprov ide: shor t pa ra g ra phe flashed o n anoverhead (110secones) and ask students to ~dernlUfy infoll'matijjon by poslng a.

question.

Ma'f'JJ,fiplant spl /fJai€;$ pro' ifoide 1 I ,D @ r ig ; rn e s W i t h f ib r e to rm ttfa i: ?9 )tr :ing, . sfpn9

b:af$~.(:Jpe?~skelS < B ' l J t i othe r " (}Jjj~Gt$, P1an t par ts lh~tyidri {ibileinclude: .

I@ th e ba rk a nd inner b:ark (b a ~ ) tlf' 'tr e s s .anti Sh rubs , fdr t e x a m p i & . . _ f ro'm

$p~ie'S of a ("B c ia and biBlsctl$~,

II tb e le a Ve s a nd sie m s ffomcpffJ(ftss(:Jc;h , f ; !slfuiir6p}ny-fJeaDed m ~ ttush; 'arntl

- t i : J ~ footlJilies,tems. (r h i2 Dme sl e ft l'Or£!xam~~,be p '1 : 1~rus foJ'.:

flow is $ 'in ew tre ate d? ' '

' i4 f j( j#g l fles a l i rJ .Qs8·t tn i tna l f i { ) r~sJ in pa;djc 'q1a~h( j r t ia l ) ha1r~i1dafli~,aI '

" fu r a n d ~inew. " fh 'G" lJair@mrl t h e . NI a l i@ · s p . l In into stringi JJstJ fJJ~ . '

sefi?t~te~ 1 3 , u t spme( i i rJ .e f imi iec1 f l o g , e t h r a f : . ' $iBfi:'W i~rJ'@ r;-t iSt0nralJ¢,twi1l teiJinto tJWij~y st'rifl9r but : t formal ly flls I,d'SftiJ as atJinl$rand n~riJs:nb

, special tre a tm e nt e xc e pt fa:bemqisl~d f je~(jJIfe·ws~.Oije use fof, .

kan~ato.(j i!iftfewi~'f,p. bincfs'(Jea:r p a i r i i 5 Ic i rhe1r , $ f i a ' l t e ; . 'Uh',(iJ¥ J t u f f e . 'leO~F)tJy pe ople in Jh e r f j . o ' t , l n t a 1 r H 3 t f J S 'dese'tf;8r~s (JftJentral·~u$1ralia

maule ne ttii7 {I; "tfa / JS fr fim ' a nimaJ . s: fn i9 'W ~Q-s,et ;f iUJ[ '( i)$$'m e j;Fil. th~Q roeJi

waf lames ,

~ . . . .

'W fi)" itU ile s1 :em of the bulrUsh cti1eDdf.

17



Skimm~ing he,lps students decide~uicklly what ~heywant or need to r iead. It

shows that sometimes ~heyonly ne,edto mad af f·e \IV wo·rds $0 get the gist o~ a

passage.

Scanning' he~p$,students find the plil9Cis!9 info.mlati'onthey need ,quicIkJy.

This tecihlnique he:llpsSil:udel1ii1rs~ocusOr! techn~cal vocabulary to identify the

purpo ses o f '~ he taxt, which mse:ncap'SlUIlla!Jtedn ~he max i ty p e.

Ana~,sing ·textsfor layout

This previ,ewing straieg:y consists ofmhefollowing six stsps:

1. Arn:a;lysiillg thaehepter tiIi~le!.

2. Al1Ialysing the subtitles,

3. Analys in.g the visua.1 8 1 1 d s • .

4. R~eadlingthe i'f'~~rodlJ!Jct.(HYa .r a. gr aph ( te x t. preview),

5. IRea.ding]paragraph IPmvh~~w~;..

6. Beading the CQ;ril:cILld~l'iJ,gara'graph.

7. O'er iving the mliail inide,a..

Before students begin to lr,sad a. teXiitth,eyanalyse '~hlet~it:le!o discuss whai.t

miight be iincluded. Next, students skim through the chapter to locate and

r,ead .ally subitit~:e:s",P~cturesand glraplhicsare then discussedto determine

w:hla:~they r,epres9l1t

N 'BK t students read the mntlro'ductolry' €uld conc iud ii ing i paraglraphs which

provide some gene:r.al j,dleas·abcut the ohaip1Eer.The·fo~m:owilng proforma, m~gt1l t t

be useful.



CH.APTER TiTIlE:

SUBTITLES:

UST OF PHOTOS., GRAPHS, DIA,GRAMS, CARTOONIS:

INITRODUCTORY P lA .RA 'G I'RAPH ff:EXT PHEVliE,W) liS ABOUT:

READING PAAAGIRAPH PREV~EWS:

CONCLUDING PARAGRAPH ISA'80UT:

THE CHAPTER MAlIN IIDEA ~IS:'

Mor,e s~}e,c'i i f ic quesflons can be asked 'for grea~elr gllJlidanoe if appropriate. IFor

example:

.. What w '(It rc is , a :li'e in tt'ile la'rg,est p:riltlit?'Wlhy,?'

• 'Wliilat liswriHelil i i 1 l 1 i l l a n c s , ' ? ' Why?'

" Write tli1u~,tle o,f t~H~l:sub"\se,cliilons,

Ii What lseaeh oneab(u.ilt?'

11 9



PUirpose~

Seq uen cing requ ilres students t- o use the ir understand ~ng o m the (:onte,XiI: and

syntax (gr,ammar) to rsaesemhlea text.

Students reassemble the-texts irrtcfhe cor rect ordsr bewngaware olff lhlow'the!

1t~xt h< i :l ri ll gstC 'gledher , ,eg:

• repetition of wmds, parts O '~words or sYl1o:r1lyms

• referenee wards" this, he, the",: here.

• Strips an ()vl~!rheadfer teacher d~,lil~ctedsequencilng,

• Sentence or stage stlrips on pape,rfol i ' indl ividl laVpair}sm:a,~11 group wOirk;"

.. Cardboard S'i:lr ips for whole class/teacher w,o,rk.

• B 'O d y grammar for irndiividua~ words. Bcdy grammar lsthe name for thetechnlque Wihelfl€!by each sttlden~ im a group has a word thlat ls part o, f a.

sentence ..StllLld'entsiI",easslemlbhill ~~jeserwance by ptJyerica~lly m,t''' '/i,~,g

around,

Grammatic:~d resources such as c lass~ if y li rng adlj9ctwes or de'scr~bilillg

a,dlj,ectiiv:es i l m noun groups or IIi1,ominalisa/ltion can bel diiscussedl i lUl seqllJ:encil1g

a , C t i v i t i i : e s ,



Descr.iption:

~~ n a . jig saw a c tiv ~ ty 'Q ilrOu pSo j[ s tu dents rea d d irffe n~ nt bu~ connected

pas,sag,es j ,eact~1of wh~ch Su p pl ies some pa rt of what the'y need to lkno w. T hey

then come tog 'ether to eJ<c~ange a;nd poo l their in form aflon and are N l.ereby

enabled to reconstruc t a complete piC UJre or perform atask" (U r, Penny

(1994+)Teaching Listening, Cambridge, Uni'Vers~~Press, p 152).

P1Jf lPose:

T he jigsa w actffivity ls diffe:rent ti:oother rnad~nga otiv Uie 's ln tha t each Igro!Up

h a s d~ ffelrent infO lrm atiolil a nd ~ Itis o n 1 '1by P oo~~n 9 ~lhIla.t1110mation t h et th esh.l.oents. cancomp~!8te! l ly understarla tlh,s iniormatiorrl l provided. There are a

n um be r of b en~fits 11':0s ~ng'the j~ :gsaw actiiivity:"

• There ~s sin almost total a!bsence of lidlalk-and~tan::.'!by the teacher

w hich a illow s tihe students to ta~ ea mo re a c t~ lv lero le ln the rea.diing and

l€laming prooess ..

• There tsa hligh retenU on rarte of mater ia ls used,

.. A.II readers, both cenf denli~a iiidstm:gg Ii ll il 'g : ,a re g lvsn a real reasorrsnd

rrto tiv atio n fur atl1 emp~i9 to comprehe nid th e ma.t~'r~al~s,.. Th,€ ) j igsa.w adds ~nterest a lna vari :e lt ty into tilhe tea.chingl situ.a:tlio:n: ~o r b o~h

s t u de ililts a nd te ae he rs,

IPr,olcedure:

.. W nl~ethe firs t sentence o f the JigsaIW readin'gl on th e b la et. h oa rd ..A sk

stua erntsto predic t what th e texts wiU Ibeab out. This pro c es s a ctiv ate s'the ir ba.ckg roll nd ~n,ow~edge.

• P - ut stud'ents ~ n · t n ' 9 roups of~3 ,~4 t 0r ,5 ~ E :a c lh 9 r oup receives a diff's r e f i 1 1 :

part of the tiext The grolUJpreads ii~spart and answers the questions

des~gned ~Q ensure its urnderstarildin:QI.l1n,a teacher checks that: aJI

students understand the ir sectbtn of~he ~ ig IS ,8 i.W.

A.sk.students to regmup so tiha~each new 9roup has a membe.rwho

has read IP,al1s:A, B~C and D.

.. A sk students to answer the fina l task 'que.stions. TiI1~y should then 1try to

~de!'nltify '~he correct order of the .stages by rete~i~i:nglthemto each other.

.. llh e texts can be parts o f a s inglle, teX itt. d ifte:r·ent PQ:~n tsof v ilew , d ilf fe ren~

descriptions o f f the s :ame th ii ng , ew:mt etc .The tex~:call be CUI~into .anyI Il H J m : b e r O 'f parts ,. Initial a.nd/or f lin a l secHons caf~1be read as a . 0 ' 1 1 8 1 5 $ ,

21



The teacher can choose a number of texts. that are o~;tlhe same text type olr a

text ihat isa mlxtu re orftie xl;s t y pe s c omb ~ne d~oform one Ireading..Stude~lts

can d iscuss not only the oontext but the type of text chose n il ~iOachh~vehe

purpose of the text,

Model.iigsaw ~nstrllcthlns

• P!a~)estudents ~ngroups, eg five.

.. Read the lnt reductio 1 1 1 togetl1e r.

.. 'Giv,eeach snrdent eU1:e reading [masked R!eadirngs '1-5.).

.. TeUthem to read the section and answer tile qU9stiorn.s at.il:hebottom of

the reading .

.., Share t l ~ ' B : : : ! infomna.iliion from eachstudent with the ,group,

.. ConsllNct atlme line to~gelllherbased on the shared irrro:rma.t~on about

the human species from the e a l r i m e s 1 known bumans to pre,.se~rn~aymarl.

Source: Be:rnt:on, Michael l l (19'86)' The Story ,of lJf~on Earth. Kiiinglf~shreriBroolks,

IP . a s ,and 87.

R·el;lrling ,, ",



2. WhatC'l1~ar:aGre.rr~csdi'd~uc~hav\e'?

~ . W hat d id ~hrS10Qtp; l in l t ts.pro! j le?

Reading 2

"~e ':~\StraIQP.tlilecines. .

Var~Quj3australrbpih~GirJJes ( 's t' Jut l1 ~m · t1pe .sl

)wer~ al~~~y known'b~iQtrEl'

tMese giscover ie$. In 1~'2lJi, Ray:m.a'l'ld ~a:r1 muAd~hesk(JU -of a , cll ild in"

%oulh A1rica.H~ rname'd ttiis At:lstratQp,ftf ieH'SJkS .amcantJs. M a . f r I, y mere .

. ; s p .e e : i ~ ~ 'llf A~ atric-afJ 'I~; !Bgma of ot19,sr lat:9~ ~,et;ie1S ~. fQJjusb~\and . . .

A.ao¥~eh)have flOW D~~flfound'l"Tbe~1flree sp,e~]~a.g~a! l~e~m a:bQut

tliree 10 OU19 min lion years ago, Th'~ proj)a:b'IY':liv~a.sn ~i1e'El,dge O 'f theA f t Jc @ 1 r i plains md.1ed em f t f U l i ~ .and , sman aruma!s. They mJ;ht 'ha~le

, made ~ir:npfe:to.dJsfrQni ~rte's and bf~lk;en bones. '.



2. Nam~a feafUlre a r jHomo'habili$and a f~ure' of ! iomo:e. reqtu i f t

~., Hew was Homo l'},niraus dlffere;nf·fr<lm J / i f i J ' , n v P i a f J 7 i l s ?. .

4;. Wn~(Jdid lhesg; ~afly·l1umaJlS d,re~ut:1

Aeadh tg 4

Tile Nea,nde:rthal&

,HtJmo s a p J t m s ' ~iens; (~tt1jnkfng· m : a n r l ~rQ$e as' fang ~ ' 2 ~ O P T J c i years"agio . ~11'early ftl lnn is cal~edNeand!~irti1al maJ' ! -TfI~;5 !e ' ·peo~h~~ ijved .mainly 1ft fECJ:rop,l'a'and d J i e J i ! ·Ollt .abGul35,.OOO ,year~ltg~:.m e i ' r l i S t .

$~eJBtonwa~ ifo orn d in~.h~M~~.n~ef vafJey in 'GiermarI¥. l 'n .1 .~J57~I t w~Cle{'Orrnad>l)y djsease.bl;Jt ftle~d~s¢~v~re,y!jf f i ~ r J l Q t ~a.I~se!'~i'!li.s.Fie~

. ithoogh t fh ri'lt t h e' ~leanrje:l1Ihalls'we re slo;uGl'ling J ' ljim-witt,ed brutes.,'. .

~nfac,i the brain of a"'Neandilrt!hail",,~:a~ big as Ih~<brarnh p i t U v i m Q

b~f { iang. Tt leywat. l tedfuIJytJpJr igth1 ~filId m;a:de ;e l< ;Q€l lSt il IOO ls. ( iJeQauseth~ Itved in tf1e'G'0ld cOJl!~HtiorlS,~f~l1elast j lZl9 ', . ,a~U~",h e v . · Shelfe,ed JF I. ~a ;\t Ie ~and wore,oi lo:tf i ing made fi :em s~!ln$.,~fl~ afso'm~de GaJv ings ln

Mane and bsn~ irld' lil~ine~Ltheir~d' wit.h ~ ,rismarJ iie-t. .

1 .

2.

3.



The!~st ioetag;ee!lAdeli.iabou~ HJ" l ) .ob"ye~ma.gQ;·ar ld sOWle f tuma~ls

changsd ffoml-hun~i'FI,g.m 'tarming aeen a t f u e : r r t l l \ l : a t . The tamners buill

h,Glu~es:an,~ v~~ha:ges,~~md's wem, t i1 l(Ji :e~ rb~~eT' ! Q~ v i U@Q~,a :l1d

amiltlu~~ a w ' I d ' Ia:ngua~ e imJ).roV'e'd•CiVil ' jsa~iel'} harilan'i;ve;d..

QUeSlions

1., When d1d'moCl'em J ! i J Q I D , Q ;sa~~f!m$Sf'l~f}S-ili'ile?

2. H o w ' '( I I: e t rt i l ' t t J . e y ' di.ffar'$rif 1rom·N~andsnha!s7-

a . Wt len d jttn~m~ns .c ~u_sfra1Iilia.4. Wfj,en tliH .humans 'fG:a~hNonh Am.ellioo?

5. Wh at : arS "some fJjjnl!iJS- fih at human d:rd ~hat $howmml uicvi~i5'atilJnhad·arrlvel!t?

Cloze

IDesclI "j 'p th::ul I ~

C :!a .,z e'p ro ce du re re fe rs to a . madil1 lg passa.giS: in W,hich w ords have: been

system atieally de iete d. T r H = rea.der is asked ~o fiU I~n~hespaces,

iPUlrp1ose':

Cloze p rocedu re fa ro es s tlU d ie ,~ lit so use, th~li llIInderstandin 9 o~5ynt.ax:~

g rammar a nd s eman~ [;c s (mea !l1 in g) to ' make meaning1ful guesses a:bourt Ul,e

mtssing word. I~sl l 'oW5 down 'the lI"ie ad in g se 'thatstuderlts conc ;en~r,a :te on the

meaning 0 ' '~heiVE!xt.

In e loze p ,a .ssages ,w . o rds may be c l'e ietedi on U '1 9 ba sis 'o f:

.' fixed ratlo, G:g ,every 9 t : h won;l1

.' va rlable ra:t~ng,egwords.are d.el,e~edfrom plI"e-d9~€Urm ifl,ed c,riteria sueh

as content words, or c~ass;jfyi~ng.dj€c~.iv'~s

'groups of wo rds, phrases or i!3 ie n1 en ce s a re de~B te d. Il"'eq~ij'ing students

to , fo cus o n the: o vera lll pa ttsm a nd me.a fililin gOl~1he~exttoreplacle ~hem.

25



Title decision to omlit c,ertain words ,should be based on the purpose 'for dOling

th e c lo ze, P urpo ses, mmght include:

e , Bi:lvisiil1Q or te stin gl .

., H ig 'h lrghling ' and PJ'sctising, g. r ,ammat ica ll features, such as:

- referenc,e wo,rds

- eennec tlves~ , v ,em en dings

Whe," using cloze proced ure fo r t i l h e purpoee o'f encou ra,grng students to

use context clues, take care to {te~'e'lew'O,rda that can be replaced by'

reading the sUfiII"ouiI1diingtext (contsxt).

Enoourage etudents to read beyond tille deletlort so they pr'OCfJSS the

eluesavellable in both prlor andsubsequent context , Iinexpe~ienc,edreaders f,end to make decisions using only the cont,ext prier to the

deletion.

'Il Students must have the opportunity to discuss ,and justify their dlo~oeofinsertlon ster ~hisactivity to be realUy w,olr t ih 'Wh~h! , .

So:me V3r ial iolns, mi'ght be ti~':.

" ~nclude the first letter of the missffing word.

• Include daeheste indicate ths number 'o'f letters in each mi,ssill1lgword.

" P rovide a Hst of the deleted words; inc:lluda a 'few dwstract,ers.

.. Have a ciear purpose in mind and design the ci l'oze a,coordngly .

• Prov~de a meaniing,ful oontext fo:r the CIO'Z8.

• A t Ieast, ' the f i rs t a nd last s en te nc es s ho uld be, : le11nt.act 'to p rov! de, a

context for the f,e.adalr.

,., Ta1ke the opportunity '~Oprovide different clezss to 'gmllJps of students

who may ha.v9 dffifferelllt: needs ..C]OZl9S are' an efficiien~wa"jto,meet the

in div id ual n eed s, of students .



Fin l. rn~ach .-bJank in '~h~ If~now~ng Rassage- wijh fhe 9l1E!word :yow ~hmnk-

makes m l G - S I $en~~·.WQirkDY youreelfan,d t tJ, ink"aoout why:~yoll: ( ; :ho~e:each w o - r d . W!i10r:1lfGUhav,e minishied, <com'~atr~ '¥<lllr ideJa~ ~jl~h those of'

ytlUlr par tners and de4:ide wtl.ich Worti ls ' f i t bB~t~ .

Tfr leForee 'lh,~f.sto~~Mo, t ipn

l'nve'sfigaUoH 1 shaw~~three-bm ngs: '

,1 , Te{1 }_~~;____,..,.,....____:;,.._,------..::..:.......-~~

21'A . stt:Ii1l~J'9drut-ill:Eif~and Can : { : 2 ) .~._ - -, ,_, ,_. . . . . . . , , : .. . .~ ~ ~ ~~ ~ ~

mDyemeof~ . -

2, 7



ln th e text benea~h most d ese rib wng and !cllassiiying adject f iv€JJS hatv,€lbeen

d e~ ete dl. T he m issm ng w on :ts, ha ve, be 'en pl1 1a cedin th e bo x below. Use , ' these

words to , o om pm ete th:e l text,

A .fiyalist ro~ \y,eave~m skI~10s'ide to 'ma~hijli;in balance. A -:--__ .G V Q l i s ti s ' I J I S ,Z YW O ' b l l l y . 'The fas~r~liIe sR_e,ed,the !e~s,wea.v in~ thelre is"Wfjhpr9t1:ti:te. the width ns'edeclfe!r wea.Ving cal:ll:l~ reduoe-d 10 ol'lly ,2lr e wcen~itOetresat no ["IU~1s~dS" .' '

.\

. .e NfiVf' De~arnn;en~So~uo;'q~hJcalIQh{1fli92) 8fke.lFdt!Ga~i(Jrl'ActlVityManus . l}iTA" MarGhI .



DesicrilpUon ~

A three level glJ~de isa study 'Quide which asks qlUlestiiornls,at three levels off

cornprehenelon -liter.alll, ~nterpretive (ie,bSltween tihe Iwnes}al1tildapplied (ie

makin g, c enne etlon bey er! d t ine text).

The teacher makes a series of stetementsabout the! text to which 'the

students respond with atrueor false answer, 'Jihe statements are at 1l~:e

Ir~erall~ime:rpret~iv'e and applled levels,

S'hJde9filitS then defend tn,si r answers in pal rs, sma.!lllgroups or wh ote crass.

d~5Culssion.

Purpose!:'

The iij~eralstatements helpstudents f iE!Ca.1I the '~ex.t.

The i1InterpreHv9 Sil:a~emerlts rocus the students' a:1tt€lnt:ion 1 < 1 1 1 1 c:omp",ehens~:on .•

and] he~ptinem to rnaka irnietr,enoes I(you can d ' e s , i g r a t h € H 3 : € 1 , ' 'questio.ns [b y

askffil1g: "'what does the p l 1 D n t sa.y?,"i j liwh,at dloes that rnean?", w tJa~ doesn't lt

say?"),

The app'~i'edstatements helps,tudents to m:alkecornneCillions betw,een the rn,ewilnfolrmatJio:n and tne wider world: (you can design tnese by bokinga!t '~he

concepts and generalllisa.Nons you wouh:jllilke youl!"stLidienrt:s ito take a.way).

Three level 'guides 'talks ~ime'te construet so ohoo,s€ ! an im.portan~ aspec t ,o~

~he top]c orsClmeth~ingthat stud~erlt :sare findirlg dJiffiicult.

The 'gu~de'should be able to be completed ~ Inone sessii:o:n.

'The re n ee!dls to , be enougln time for students to wo rk a~loneiniti.a 11~ly,and~hen

to be able to , gl~ve reasons f or ~ i le ;i lranswers in gilrOUipS or whole' class

dlscuasi on. Smalll grou ps can shar,eanswers, reach @ i. eenseneus and then

sh,a,re,witlh ~hewiholh~!,class.



MadeJ : 3 l . .eve,1Guides

Read t he f'o il ow i rng tex t tilen w rite e ithef '~ rlJ ~(T ) o r fa ls e (IF ) n ex t '~O' the

statements in ~hespace provided.

Fleeing Froml a ID 'owry of DeathP'ra,m MA IL .,CO lM D 'AV '~ ID ',SONiin IN'l!w Delhi

tMa rr, i, ed a t ~ 6 a nd abu sed tiromd la y one,V id ya W:at i S l1aJ rma suf f, er ed bea tin gs ~br1 9

y ea rs bef or e she s ummoned ! 't ~e cour age to

get out

She esoa;ped minu ;s :he sight of one' ,eye. IE Mfortihe jll1lterventi,on o f v illa gers, V idy a is

cO r ilv in c ed she wou~d nave lo s, t Ih er Ilife a it th e

handS of her husban.dand ~n·~8:W'S.Hercr ime? " ' I t w as booa~ se m y parents coultl no t

g iv e e !i 1ought sr ne said. ' 'They saidl I c amefrom a.r,owfami~to gW e such a IO~$ydowry ; "

Theglvirug o r ta king o f dowry w as m adeil legal un I ndia, in 1961 bl!~1 ha t ha s dO l'1 le~il1ile

to stop w hat ~ w idely m garded as a.sociall

evill" H undreds o f Indian w om en 1 11m 1dlla.

end U ,pdead each y ear, m any of them

suf ifer~n9' hO Ii "I~b ledea ths a tter being ,d;oused

in lkeroseneand bu m t a:1vs: or d r iven to

suici'dle.

In marlly c ase s th e p olio e can liileYer be SUI19'

what n;!ally h.appe: l1oo, In fle pa ta glra ph 0 1'

two S lL !chdea th s r at e in I ll nd ia 's newspape rs ,Uleyare u s U ! a U y termed "kitcihen a.ooidents . ~

D 's lh i p o~ ice hav .ea. special uni t s ta .Heo1by

10 0 mtioe~ devoted to com.bali ing cr imes

a sa ~n st w ome n. D ejp utl P o~ ic yGomm~ssiol ' i ler V im ls 'M eJ hra .Who headls th e

C rim e W om en O e1~said the cause of 60 per

cent of cases n s t i i l e fai l lJ l~eof women'sf am il i ies to ssltisfy in-i laws' i nlsatiabl~e ,d!esire

fo r dowry cash and g~ifts.

A t b lame , a c c . o m i n 9 to women's g . I ' O U P S , [o S

t he IPa :s :s .iona te dtil'sire f .o r CO I' ISUme r ' gooos

t ha t malny famil ies C8.ri1 only sai~isfy by gel~liilga s, m uc h a s possible in d ow r.;fo r ma Jr~ in g

their ron.

lDowry c an iia flg e! in 'value from 20 0 to

500 , 0 0 0 lrupees ($21 to $54,0(0) depending

on the bridegroom's worth.

S tu die s s how d ow ry d ema~d s: o orn ~n g on to ,~of 'th e, h ljg s c ost ,0 1 !a vish ~ndianweddings

a re ,o le n o lit: o f a ll p ~o po rti:o n to a tamily 's

ablility 10 pa y and ! c a n c a. lt cSee conom ic ru in ,S ut worse problems come later" w h e < 1 1 I th ehusband ·a_rld Ihis t'amijly, not :mt is, fi ied w, i 'lh

wiha1:they' naive extracted, be gin to m l!lk the

bride's p a l re : l1 ts f , o r rnore.

H IiJm~lIiat lonand v i o h 3 J I I C e are ~ h e i i r weapons .

Te~nngher story in th e d in gy ,o,ff,jceof N ew D eli's

Sahe~1womei r l' s group . V id iva said: ~Myparsnts-

l in , ,\ llawand mi l ' husban.d ., ~h:eyWBJriltoo t o k ii lllme

~irom t J : e - oog!i inn ing l o f my maJrriag:€<.~

cventua.I!I)!" s he sai d,. t he y debidedlto do lit h i! h er

husoo rild 's f am tlr y v in age ~nNa tyaJnJaState north

o f D elh1 .

" '! II Jhen~hey put me in a ro om by mysel if and l

gag:goo and, bnndf ol~d! ed rns ~got very'frigh~enedlandl s tarr1 :oo,s trug:g 'l ing, ~ she! saijd.

~:l1moved the ol\oth hum m~la oe anc i started'

gc'l feamlng ,and a~~th,s,peo :ple a t the vi I la@e

came to see why I was s () re am ingl, ~ s~ije said.

She i3 i~ways retu moo '~O'her malf riedln iOf i lle ,

how9Ve r. e veii l8 if l: er bei ng ~nca!wcE'{lCateHlIln a .

men ta~asy l um t ry he r husband untill

d~sc li i. a ll 'gedon her f 'a ! .t ihe r'sc femand a lf te r thl1ee

days,.

Th9it is ' ! r i I Q c t um.Js l lla~,acco: rd~ng to' af'ulll.;~iiIinS:Sahe'!u wo:rker whoas~edto 00 i i , d , e r l ~ ) l f i : e , d l 'Ool'llly

as liiZ. Foran Ind i lan womer l l and her par,ents

a IbrokeH m .aniage is a dusglrace.

Uz: sa:id on a really bad ,~ay she gets up to 10

women eemi ng iin to ' S a nelifr 'om De Ih ,i andQlIJtsfde th e city 8ulfl,e'ring from aID'ILIS€.

~n tns 'f irst 11 m onths ()~ 1 9IS,''{there WBlf,e 22,4

unna tura l dea ths o f w om en ii n Delhi,aocording t~)~he pol ice. ,~rNJni8of' them W'em

mIJlroer, U said H ahra, and 3 '1 1W €le I~ecordeclas

dowry deaths u nde r whicha. Ihusband Of

we~atwecan be h el~ re sp o Ii1 s1 1b ~e~ orwomen 'sdeath ~~:n;sy a .e:showln~a Ihave tr ,ea.ted ~,er

cmei l y .

How-e ,ver , a . stJUdy p reparedl ~ 1 i I Ju ~ for tine

Govem mer:l!t by the CentlliEl of Sooh;'1,11eseaJclh

~ f I I ' rNJe,wDe lh i, I revea ledl fhe r,s we re thouSaJl ii lds

rn o re c ase s th an those s how in g' u p ~!'l I pol ice

stat i ,st iCS,.

A ust ra lj, an Ja iF lu .a ry 12. 1988.



F'lee,ii'ng from a Dowry of: Death

Lev,e'i 1:

Vid.ya, escaped her husband witfhooUruan y permanent injury,.

IDowry giving or takl]ng~s'regarded as a s,Qci~allev~t

iD 'e ath s due to d~ls s,am is fa cUonabout d ow lrie sa re ' c a~ II,e dlI<Ii~c:heln

acciee rats".

The desire for consumer goods lis 1 t : h e reason wily m l l 1 ' i ll il i e s tr y to 0get as much as possiible in dowry for ma.rrying their son.

TO ill' IF

ooo

V id.y a did not returnto her husband's home after being' r~I'e!ase:d Qfrom a, mental a,syhJm.

Ir II d ialri wom.en stay with ~h.eii l rh usben a s . even ~ftihey aretreated 0badly because a broke r i l l rnarriaqe isa dii,sgrace,.,

Policestalisli]cs have accounted ~()rEd~unna~ulrai deaths. 0

level 2:

Vkjya w,a.s36 years old before she rnanaqed to escape her 0h IJsband,

40% oi l 'c r imes agaim~t women were not: r ,e~.a~edlo~n-Iaws' 0des ir'9 for dowry cash e ll I 1 I i d g ~ r H : s .

Dowry ' gi vinug ortak iWlg was, made iU,egsl.l in I~n,d'~a,21 ye,ars ago. 0,'Once a dowry is. p8lidl by ~hl,el;'.l1ridEiJi'samHy tiner,9 am no mom 01d,ema!r!lds. rnade on t l r n , e mamily.

Aelh:nives accused of do,wry dea;~hs were not punished by 0~ndian law,

W 'omen in Irndia stiH have fewri,g~ht.8.

lradian worn en deserve their IHe style

oo



Read the foUowing poem then 'Wri~ee:irf\he'r~nJI9(T} or~aise {F) next to thestatements lin the space provided,

Lorikeets

for Noe~ &; Norma How-a.rd

No rth from th .e lfa in ·,fo re st'$

They ~liwadedo.n treesIn t h e : i r r SCir,e osc ning n oo ks -

Eaoh morning, bri nging summer

On g re en ·a nd ·g o.l1 .1 w ing s, c rim so n bre aste ,

IP ur p~e m inbOV ! !'s o f out sp re ad t ails ::These rJ;omads UNit lay W,a.sfe

1 0 orchards al'l,Q 'C IlO pS - camphor iaurels,

Siilky oaks, b!a.c~ OeaJil- tree$,

Aroniifll'9 w H h b lo ssoms ,a nd, h o ne y.Leav ingl th e grol,Ui i 'IId"larlf(eriledWith to m f,e av es , b ll'8 1n ch le s, empty budls,

B y mIdday they w e !re 'g on a

lilke a storm (::IOUid- sOl!.ltlh or north

We cOl.!!rd never tell,

A: s they c \ l V h e e ~ o o l ~rt! cilrc~I€'sAbove the' vaHey roH12sts

Or skpmm€l :d the ~ iv er Uke d l" ~V 'e nsnow:8ac!k and! forth over a green m~rror

Tl'nat would rot sihow thecol:otil r

O f tM i reyes - I liea:v ing'a forecastOf ~ai'lor ll1o!JJn~aii!1jliresWrUtlen in a . stmnge. p i e r T C ~ l n g ltongue

0111every tliee and rnorn ~litgdlrMlm t~ey had ravagGld.lPete. r S lJ<tzyneck i

Le'vel1 T'Olf I F

•

The Ilorik.eelllscame from the north,

When the lorikeets left they went south.

The ~ori!k,eetsarrtved in ths summer.

100

0,

. Lorilkleets are iin mhoeorchards and crops ai~ day.

ILoril",",eets are bn]ghtly co loured,

The birds move from place to place.

The birdseyes< are green.

oooo

' .' .•

Level 3

T1h,ebirds·5lJ'9

sesn as despollers ,of nature.The, birds have great beauty. oo



Problem solving provldes students with the opportunity to engag'Eb i'n~hinkilllg

about: atopic and the Irange ofa~ltelmaljjjive wa.ys~o approach 'the problemsolvingl task.

The examples foililowing,are~or a. Ma th s c ll1 a s:s rQom a .lt ho ugh prob~lemso,lv~rilg

is nat r'B S,!icted to 'th is kley leianllling a re a,

lMenwhD (multi nJ~ither re'f;ldnat wtiteflave, Jf~ed~$ome ,eif them h(jt unsucc-essftJJIy;

bulmln'(1)utArftnmelic qo:bot1y h as every IJ!Jled,

pr~n'iVe' '.

Mi1S$iiJir::hU$e~ Tw.!:e1:l6t;

~s(~,e§2l,Q.~Ma!f?<essayJS:, 23,.~ ~ ~ ~ ~ ~ ~ ~ - - - - - - ~ ~ ~

The f:ollowing two problem solving activities oli iJal l lern'ge studeras to t i h i r n l k

logically.

a) The same letter is missing 15 'Urnes ln t ine jl!lmrb~e a,f letters below. 'Wha.t

is the ~etter? lnsert ~~n the appropriate, ph:..c,esendi :separate ~he!words:

formed to uncovsra factual statement

ordv:rk'smmmlthfussmpclliwsnd.ttcksnts

b) Wh at is ~Ile next sym bo,l in till E l l : following sa quenos:?

The next adiiv[i~ focusses 'onbrain patterns,

0) Lookattbis seeuenee of numbers..What is the! basis ~olllthe~.II"'

progression?

8 1 6 4 370 1 2

d) A~I of the letters of t ine alprnrabett are arranlQ6l:!j lalongl this line - exc!E9pt for

the , 2 : . Where' does the Z go" abov,e the line (l,r bE:1llow ~if[?

A EF HII KU\i\1IN T VWXYBCD G J OPQRS U



Ie) Recreate the pafiern bel,ow usingl one OOIIi1t:inLUIOilJS Il ine. You cao't lift: your

pencil oft'the paper, and you can'~retrace any oithe llnas ..

f) Lookatthe designbelowandflnd a perfec1sta lu: '

AN lSWERS

Answer (a): The! m~ssirilg h!Her ~s,Na.", The, statement is: An aerdvark's a.m ammal tha .t has sharp e law s and a .1 iIlac :ks n l i l . s .

Answ',er (b}l: The sequence is the letters A-F. The rnghl.-handlportiofll o~each

symbol ls the letter, The lleft-handilporUon is the! mi:liro,lrimag'9 ! o~ the

letter, 80 t~hene:Xl l !sy mbo 'll in the· sequence is If .and! its miirrm ima.ge .

Answer (c);' Sequence of numbers: MOis t people ~'Y ·~oselve ' this

ma. therna l ' [ icam~ly~bur~he sequence is a.ctU1all~y·based ' 0 1 1 1 the shapes 'o m

Ullenumbers ..[lIijd you nenes that every omer number has, a curve in it?

Answer (d);' The Z go€sabovethe llne ..Just as lin lIthiiasequence o~ numbers.

problem ~·the answeli is based on il:he shapes of the ~et:ters..AM t hose

below the line a . 1 ~ ecurved.

Answe.rs(e) and (f).:



WritingIntroductlon

Throughout the Lieracy across tile KLAcouluse, modelling and' scaffolding!

strategiies 'to asslst s~!Jde ntato deve lop the~lrun de rstand iIrngoftext ty-pes have

'b!een p re se rm t ed . In tin is section twoaddlitiolilla~'strategli,es to , w t J l n h e r assistwrii1l: i lngdeveillopment 9 Je su gg l9sted. They are note makil1ilg and structured

overvl'9tWs.

'Note ma../(ln:gs pr.epari-ngbrjet~ concise and accurate noteswifh a task Of

purpose in mind: Th€Jnotes must.b~ bath unde'I:sUmdable and org,anised ...

note making is both a learning' activity in ifs,9.tfand a procese by whichl e ame r s Cl'ie,ate a le . a .m i ng a id fo r th em - s e lv e s. j

Whytalke rillo,tes?

• T o select and ,o,udelr informa'~ion.

• T o rnske jludlgem ants about the content.

• A s a , p re 'pam tory s't;age to jo in t o r irndependeli1 tw rH illl,g ..

Procedur"e jf,ornote m,aking" Cheek uhe pUilr ipOSe for the adiv~ty (egas basis fOIr an ,essay , '~ OiU

revision).

" Bead ~h;emate rial to ge~the, '9isf ,of i t (use sk:~mm~ngand seennin9

stramegies) .

" IldentUy~hemalin points.

.. tD ec ide how In 0rga.1 i l.se the info rmaUon aocm (Ung to th e tP l! lJ~!p( )se. g :

- stsuctu Fed ove Ni~ew'S

- sceffo Ids



Samp Ie scaffol ds. Ihave n 0'1be included ln th is boo'kl,et ,as they' ha v,e been

mode,llled in d'et8'ii in Modulles '1and 4.

Structured overviews for vocabulary development were introduced in the

talking and ~lis~enings e o t : o c n F 1 l ' $ of thls bcoklet, They canalso be usetul fflor note

ma.k~ng ,as d'lSitailedbellow_

De'se riip,t~o:n:

A structured overview is a visual replI"'E9sentat,ion of a. topib be!ilng s~udied. Itp'rovides botihan outline ofa topic and Ills ,essentiiai vocabulary tn

diaglrammatic form.

IPur-pose:

litallows ssudenes to see' the overall pictu r,aand to beg~nto malikecon nectf o:ns

with e,::dstlng' ikno,wledgle by Ii11k,ing ,together iideas and seelingl rel:atliio i i 1 I ships."

The structured oV9lrvi,ew can be an advance or'91aniser to introduce' a topic or

as a means of organising' new lntorrnatlon. I~can be jo,ini:lyconstructed witih

etuderus, or teacher constructed as allilovervlie'w.

~Victories, , F f . a Q INavinQl

G~

prays CirclUses

I I

SP~,

AthlrCS, Bloodl

lSpcil1S:

Olympics 61~dr\aro:rs.hristmas

Soun~e: iMonll'is"A. '& S~ewart-Doll'ie .•NI.(1'984) L,e'aming to'Learn trom the

Text: Effective reading in the conte.n,t eree. Addison-We'sley, p..209 ..

36



Documents

Literacy Strategies Handbook