Strategies that Work Teaching for Understanding and Engagement

1. Strategies that WorkTeaching for Understanding and Engagement Module 1 Debbie Draper, Julie Fullgrabe & Sue Eden

2. Sessions for success! Establish group norms for facilitator and participants- what is your collective responsibility or promises to ensure a successful session Icons group discussion handout Record answers Facilitator slide-may be deleted

3. Links to Tfel 1.1 understand how self and others learn 1.2 develop deep pedagogical and content knowledge Understanding how students learn to read through your own experiences

4. Why did NAR choose comprehension? Evidence based Single focus Improvement in comprehension =improvement in all aspects of learning Decision driven by the data of the region

5. Why Comprehension? Learners in the 21st century have increasing need for reading comprehension skills both as independent learners and to succeed in educational settings Much of the reading students do is online

6. Comprehension is a life long process Comprehension begins during early life and is enhanced by a diversity of life experiences, language, words, media and interactions. It may be co-constructed and does not rely on being able to decode.

7. Little baby enjoying books

8. What do you think? Discuss in groups What messages is this baby receiving about reading or books? What is he comprehending? What is he learning about the concepts of print?

9. Baby making sense of technology

10. What do you think? Discuss How is this different/same as other literacy experiences? What types of comprehension skills is the baby demonstrating?

11. Beginning readers Oral language Phonemic awareness Phonological awareness Vocabulary Fluency Comprehension The BIG 6-Reading essentials- as children make sense of print they need these skills

12. Another look at the BIG 6

13. Talking literacies A PD series for early years teachers presented by speech pathologists, which supports all aspects of early literacy development. Reading Fluency Vocabulary Phonics Reading Comprehension Phonological Awareness

14. Comprehension Comprehension is part of the skill of reading acquisition. But without it, all the other skills become skills without meaning.

15. Competent readers and comprehension This section reflects on skills that most adults take for granted.

16. What behaviours do independent readers have? What did you read yesterday?(personally and for work)What was the purpose of your reading? When have you come across written or spoken text that you found hard to understand? Why was it difficult?

17. What types of on-line reading do you do?

18. What types of online reading do your students do? How much time does this take up? Is it enhancing or reducing their overall literacy skills? How does this reading compare with reading at school? Why?

19. Comprehension Making meaning Visual- recognising and interpreting print, images, symbols, diagrams etc Auditory- comprehending sounds, words, music Kinaesthetic – understanding body language, actions, behaviours All of these can come together to create optimum comprehension of situations, texts, experiences

20. Visual comprehension What is this? How do you know What are you bringing to this text?

21. What is this? How do you know? What are you bringing to this text?

22. The meaning made by a scientist Indigenous Australians might have been some of the earliest astronomers, a Sydney-based scientist has found. When visiting the site with a team of geophysicists and astrophysicists, Mr Hamacher and his team found evidence of Palm Valley being an ancient meteorite crater.

23. Choose one of the following reading challenges Either Di Tri Berrese OR Pugglemess

24. Read the real story! Reading despite the challenges… Read the following story with comprehension in mind. Di Tri Berrese

25. Here’s the answer Once upon a time was 3 bears: mama bear, papa bear and baby bear. Live in the country near forest. NICE HOUSE. (No mortgage). One day papa, mama and baby go to the beach, only they forgot to lock the door. By and by comes Goldilocks. She got nothing to do but make trouble. She push all the food down the mouth; no leave crumb. Then she goes upstairs and sleeps in all the beds.

26. LAZY SLOB! By and by comes home the 3 bears, all sunbrowned, and sand in shoes. They got no food; they got no beds. What are they going do to Goldilocks? Throw her in the street? Call a policeman? FAT CHANCE! They was Italian bears, and they sleep on the floor. Goldilocks stay there 3 weeks; eating out of house and home; and just because they asked her to make the beds, she says “Go to hell”, and run home crying to her mama, telling her what sons of bitches the three bears are. What’s the use? What are you going to do-go complain to city hall?

27. Frustration because….. Describe the feelings you had while you were trying to read the text. Compare them with feelings students may have when they are having reading difficulties.

28. Reading despite the challenges… Read and answer questions about the text Pugglemess term lately over, the Lord Tinslebore sitting in Rinlonks Inn Hall. Immucable November weather. As much mud in the street, as if the waters had but newly retired from the face of the earth, and it would not be wonderful to meet a Seggumpalot, forty feet long or so, doddlebing like an elephantine sigpod up Thursdrible Hill. Source: Bright, J. and McGregor, G. (1970) Teaching English as a second language. Longman.

29. Smoke gingling down from the chimney-pots, making a soft black siffle with sprokes of tooze in it as big as full-grown snow-sprokes — gone into wurging, one might imagine, for the death of the sun.

30. Questions 1 What term has just finished?

31. Dogs, undispanderable in rike. Horses, scarcely better; blished to their very fruppers. Foot glabbingers, sprottling one another’s lumrollas, in a general inpuntion of ill temper, and losing their foothold at street corners, where tens of thousands of other foot glabbingers have been slipping and sliding since the day broke (if this day ever broke), adding new defonnels to the blopst upon blopst of mude, sticking at those points septariously to the durement, and occiridating at conton interest. Source: Bright, J. and McGregor, G. (1970) Teaching English as a second language. Longman.

32. Question 2 What are some of the things the foot glabbingers are doing ?

33. Hof everywhere. Hof up the river, where it flows among green oikies and guffeys; hof down the river, where it rolls demubed among the niebs of shipping, and the waterside louplations of a great (and dirty) city. Source: Bright, J. and McGregor, G. (1970) Teaching English as a second language. Longman.

34. Hof on the Ethics zoodges, hof on the Ormish heights. Hof creeping into the bocoshes of ballier-crogs; hof lying out on the feet, and commering in the zibbing of great ships; hof gloading on the wumbores of quoogees and small boats.

35. Question 3 and 4 Would this be a nice place to be? What do you like or not like about it?

36. What is happening to the questions? Literal Inferential Lower order Higher order Which ones were more straightforward to answer? What kind of questions are asked most in reading lessons?

37. Develop some understandings about the definition of comprehension The following slides ask you to formulate your own definition of what comprehension means and also has some other definitions. This may be useful as a starting point for a common understanding or definition at a site level. Choose one of the following two activities to create shared understanding

38. Activity What does comprehension look like, sound like feel like?

39. Your thinking • What do you understand by the term Comprehension? • Discuss and share with others at your table. • Think about it in a broad ranging manner and comprehension in all of its forms.

40. Comprehension is “intentional thinking during which meaning is constructed through interactions between text and reader” (Harris and Hodges, 1995). Definitions of Reading Comprehension

41. Definitions of comprehension Comprehension is a process in which readers construct meaningby interacting with text through the combination of prior knowledge and previous experience, information in the text, and the stance the reader takes in relationship to the text (Pardo, 2004).

42. Definitions of comprehension Comprehension is the process of simultaneously extracting and constructing meaning through interaction and involvement with written language (RAND Reading Study Group, 2002).

43. Definitions of comprehension Comprehension is the ability to understand, interpret, appreciate and critique written and spoken language, images, video and real life experiences. Trevor Cairney

44. The next section introduces reading strategies. These form the basis of the professional learning that occurs this year from the region.

45. Why Comprehension? The purpose of comprehension instruction is to teach strategies as tools to expand and deepen understanding. We best do this by avoiding a lock step sequence and teaching kids a repertoire of strategies they can use flexibly in many circumstances with a variety of texts.

46. These are 4 of the texts we have recommended over the last 12 months. There are many more resources available online

47. The following slides show the main comprehension strategies that we focus on, based on the text Strategies that Work and are regarded as the main strategies of reading. We are consistently using these images this year.

50. Making Connections The chain links things together like making connections between more than one thing. The chain can also be used for various Venn Diagrams which show the connections between text & self, text & text and text & world.