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Using accountable talk to improve reading outcomes: Linking the old with the new

Using accountable talk to improve reading outcomes: Linking the old with the new. Activity . Read some/all of your book to your partner. Before you read, select 1/2 questions to ask your “ child ” .

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Using accountable talk to improve reading outcomes: Linking the old with the new

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  1. Using accountable talk to improve reading outcomes:Linking the old with the new Tamara Bromley, Kingston Primary School, November 2012

  2. Activity Read some/all of your book to your partner. • Before you read, select 1/2 questions to ask your “child”. • After you read, reflect on the questions you used, what you achieved with your “child” as a result. Tamara Bromley, Kingston Primary School, November 2012

  3. Terminology – old and new • Accountable talk • Purposeful talk • Shared sustained thinking • Sustained or Substantive conversations Tamara Bromley, Kingston Primary School, November 2012

  4. Terminology – linked • Accountable talk = Substantive conversations/ shared sustained thinking around a text. • Serves to scaffold/ extend the child’s deeper meaning making in a community of learning. Tamara Bromley, Kingston Primary School, November 2012

  5. Activity • Read handout from FS, S and L Resource Book p. 13-16. • As you read, think about how you, as a teacher, can use substantive conversations to get accountable talk around a text. • Complete “t” chart (activity 2) and share with partner. Tamara Bromley, Kingston Primary School, November 2012

  6. Substantive conversations become accountable talk to improve reading • KEEP THE TEXT IN THE CENTRE • JUSTIFY, EVIDENCE FROM THE TEXT, KEEP IT PURPOSEFUL Tamara Bromley, Kingston Primary School, November 2012

  7. Accountable to what? • Learning community • Accurate knowledge • Rigorous thinking • Di Rees, Balanced Reading Comprehension, August 2012 Tamara Bromley, Kingston Primary School, November 2012

  8. “No matter what we do with them in terms of basic reading and writing skills, numeracy and literacy skills, unless the activities are somehow connectedto the worldand unless there is critical intellectual engagement with knowledge – unless there is an educative act going on – we might as well pack up and go home” • Luke, A 2003 Making literacy policy and practice with a difference. Australian Journal of Language and Literacy 26(3) 58 -82 Tamara Bromley, Kingston Primary School, November 2012

  9. Some theory • Maturational, developmental, behaviourists, psychologists Skills, measurable, targetable, “easy” • Emergent and whole language First Steps, Literacy Net, K-2 writing assessment • Sociocultural views Australian Curriculum, First Steps Tamara Bromley, Kingston Primary School, November 2012

  10. Phonological Awareness Decoding Sight word knowledge 4 essential jigsaw pieces for reading success Word Attack Skills Background Knowledge Vocabulary and WordConsciousness The aim of reading Vocabulary Meaning derived from “text” Knowledge of Structure Fluency These form the core essential knowledge for reading success. Comprehension Concepts of Print General Purposes for Reading Strategy Instruction Reading- For Specific Purposes for Reading (McKenna & Stahl, 2003:8; Kibby, 1995:28-29; Clay, 2001:84-85) Essential knowledge that supports Reading Performance Tamara Bromley, Kingston Primary School, November 2012

  11. Margaret G. McKeown, Isabel L. Beck, Ronette G.K. Blake (2009) Rethinking Reading Comprehension Instruction: A Comparison of Instruction for Strategies and Content Approaches Reading Research Quarterly , 44(3) , pp. 218–253 Oakley, Grace (2011) The assessment of reading comprehension cognitive strategies: Practices and perceptions of Western Australian teachers. Australian Journal of Language and Literacy 34(3), 279-294 Tamara Bromley, Kingston Primary School, November 2012

  12. What do you ask? • Literal question – right there in the text • Inferential as in “why” did things happen, why characters may feel that way, what happened between the lines that is not actually stated • Reaction – what did they think of the text? What part or character did they particularly react to and why? How did it make them feel? • Think about purpose and audience - Why did the author write it? What is the purpose of the book/ story? (even stories can have a purpose or message within them) What in the book told them this? • Connect characters and events with the student’s experiences. This is a very important part of understanding a story or information. • Extend the students’ knowledge/ experiences, springboarding from the text. • Scull, Janet (2010) Embedding comprehension within reading acquisition processes. Australian Journal of Language and Literacy 33(2) 87-107 Tamara Bromley, Kingston Primary School, November 2012

  13. HAVE A CONVERSATION! Tamara Bromley, Kingston Primary School, November 2012

  14. Other Implications/ Ideas Tamara Bromley, Kingston Primary School, November 2012 Persuasive writing To be accountable, need to justify with evidence from the text. Newell, G.E., Beach, R., Smith, J. VanDerHeide, J. (2011) Teaching and learning argumentative reading and writing: A review of the research Reading Research Quarterly 46 (3) 273-304 EAL/ EAD Learners Metalanguage used, explicitness and think alouds will assist the EAL/D learners Nassaji, H (2011) Issues in second language reading: Implications for acquisition and instruction. Reading Research Quarterly 46 (2) 173-184 Early Years Shared sustained thinking and the importance of the early years. Iram Siraj-Blatchforda*, Brenda Taggarta, Kathy Sylvab, Pamela Sammonsc and Edward Melhuishd Towards the transformation of practice in early childhood education: the effective provision of pre-school education (EPPE) project (2002) Cambridge Journal of Education 38(1) 23-36 2008

  15. Activity Tamara Bromley, Kingston Primary School, November 2012 How will accountable talk support learning within the intentions, pedagogy and desired outcomes of the EYLF and AC? In partners, one read the EYLF document, the other read the Australian Curriculum document with a view to answering this question. Share your thoughts with your partner and then complete the chart on your table as a whole group.

  16. Activity Tamara Bromley, Kingston Primary School, November 2012 Read your book again with your partner but this time facilitate a substantive conversation. Use the sheet to reflect what you did this time and how it differed/ was the same.

  17. Summary Tamara Bromley, Kingston Primary School, November 2012 Substantive conversations make talk accountable. Need a good book, intellectual challenge, passion and excitement! Some warnings: Substantive conversations take time. Kids may get excited and all want to talk at once. However, that may be a sign of a real conversation!

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