Reliability Literacy Teaching Procedures The 7 High Reliability Literacy Teaching Procedures Getting Knowledge Ready {G.K.R} Vocabulary Reading aloud Paraphrasing Saying questions the text answers Summarising Reviewing HRLTP Information from Dr. John Munro Presented by Concetta Cerra

6. Taken from John Munro

After reading a paragraph aloud, ask readers: Summarising is a key aspect of reading. It helps readers abstract the main ideas of a text. This is the knowledge that they add to what they already know. In the process of reading a text, we retain in short term memory a summary of what we have read earlier while processing a later portion of the text and cross-reference it. After reading a paragraph aloud, ask readers: “What are the main ideas this paragraph has told you?” “How could you say the main ideas in the paragraph in one sentence?” Taken from John Munro

A selection/reduction process A synthesis or integration process This procedure directs readers to identify the main ideas in each sentence, to evaluate them to see how they are related to one another, select the more general ideas and to integrate them into a statement. They restate the ‘gist’ of a text in as few words as possible. It involves both A selection/reduction process A synthesis or integration process Summarising helps students Identify the main ideas Generalise Remove redundancy {repetition} Integrate ideas Improve memory for what is read Taken from John Munro

contributes to reading? How summarising contributes to reading? At any time while you are reading, you are retaining various bits of knowledge in your working memory. A summary of what you have read a bit earlier What you are reading now What you expect to happen What you know about the topic Taken from John Munro

contributes to reading? How summarising contributes to reading? Because we are using several sources of knowledge at once, we can recognise when the meanings suggested by different sources clash. This tells us that everything ‘doesn’t add up’ and that we may need to re-read what we have just read. As we read, we summarise the sentences and paragraphs we have read. We don’t remember in detail what each sentence said but just the main ideas. We abstract from what we read, the main ideas or summary. We continue to compile this as we read the text. Taken from John Munro

What are the main details? Mechanism for summarising a paragraph Students need to learn how to summarise texts they are reading Step 2. What are the details? Step 3. What are the main details? Step 1. What is the text about? Step 5. How can I say it best? Step 4. What is the main idea? Taken from John Munro

Mechanism for summarising a paragraph Step 1. PREVIEW: What is the text about? I may need to read the paragraph twice. Step 2. What are the details? The reader selects the key details. The reader excludes examples, repetition and illustrations. Step 3. What are the main details? The reader selects the main details. Some of the key details may be included within other details. The reader selects the more general details. Step 4. What is the main idea? After reading a paragraph, readers say: “What is it about?” I will say the main idea in my own words. It needs to cover/include the main ideas but not be too general. Step 5. How can I say it best? The readers say the summary in a complete sentence in their own words and ‘clean it up’. Taken from John Munro

These are the steps you need to teach readers to use to summarise a paragraph Teach them first how to identify the details and then to select the key ideas in a paragraph. They can underline each word they think is a detail and then select the key ideas. They ask themselves “Which key words are included in other key words?” They can eliminate the repeated key words from their list. They link the remaining key words into sentences Taken from John Munro

Summarising at the Getting Knowledge Ready – Phase 1 Readers prepare themselves to summarise. They say how they will do this as they read each paragraph. They can say: Their purpose or goal for summarising; to pick out and remember the key ideas in the text The content, topic and structure of the text The types of clues they will look for to comprehend the text and to summarise it, for example, they say they will note and paraphrase the topic sentence, underline the key ideas, note the last sentence of the paragraph The strategies they will use, for example, I’ll underline, use sticky labels, read it twice Taken from John Munro

Summarising while reading – Phase 2 Having read a paragraph of 2-3 sentences ask the readers to re-read the text and select the main details select the main idea/s talk about them in a sentence check their suggested summary Marking the text. Readers can underline or highlight the details in a paragraph and read it again to classify them as either main ideas {MI} or supporting ideas {SI} Taken from John Munro

Phase 3 Post reading: What are the main ideas? – Look back over the text and identify the main ideas and consolidate these in sentences Students say what they know now that they didn’t know earlier Taken from John Munro

Useful teaching procedures to teach the summarising action Summarise the text After reading a set of sentences aloud, ask readers “What is the main idea in this paragraph?” “What is its topic?” “Say in a few words what the paragraph says” Teaching procedures include students Selecting the key words in two or three consecutive sentences Identifying the topic sentence of a paragraph Matching sentences from different paragraphs with their topic sentences Reviewing or summarising a paragraph, saying in one sentence what it is about or what they know having read it Saying the main question a paragraph answers Writing the topic sentence or headline for a paragraph Teaching students to skim and to scan paragraphs Taken from John Munro

Useful teaching procedures to teach the summarising action Begin by having readers summarise two sentences and then three or more sentences. You can develop the notion of the topic sentence and ask students to find the topic sentence in a text. They can also have activities in which they match each sentence with its head-line. These include the following: After reading a paragraph aloud, ask readers “What is the main idea in this paragraph?” Have readers summarise two sentences initially and then three or more sentences Develop the notion of the topic sentence Match each sentence with its head-line Taken from John Munro

Useful teaching procedures to teach the summarising action Teach and review the key definitions such as: Topic Main idea Topic sentence Supporting details Summarise Have students review the actions they use to summarise, for example to: Identify the main information Delete trivial information Delete redundant information and information that is repeated Relate the main topic to the supporting details Taken from John Munro

Useful teaching procedures to teach the summarising action Ask students to suggest the topic word for a set of words Find the topic sentence Draw a map of the text. Drawing a map of the text by summarising it and identifying the key and subordinate ideas can help students to understand it:- Write the title of the article in the centre of the page. Draw a circle around it. Select one main idea from the text and branch it out from the top of the title in a circle. Find details that relate with the main idea, say them in your own words and put them in circles branching from under the title Taken from John Munro

Taken from John Munro

What I have learnt? How have I learnt it? What next? Taken from John Munro