T he 7 H igh R eliability L iteracy T eaching P rocedures 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

Taken from John Munro 3. I am Sam, Sam I am

When you read individual words aloud you convert a letter cluster {orthographic} to sound {phonological} knowledge. When you say aloud a sentence, you link a set of separate ideas into a relationship. Saying the ideas aloud helps you to Link the ideas in your mind, link the new concepts and talk about them Think about and analyse what you said using your oral language knowledge Remember the relationship; retain sentences in short term memory Taken from John Munro Why is reading aloud important? The cat sat on the mat

When you read aloud the process of actually saying it aloud, the string of words sets up an ‘articulatory loop’ that builds links in the reader’s mind. The feedback loop {hearing what is said} builds further learning by helping students link ideas. Taken from John Munro The difference between reading silently and reading aloud The hero was....

Reading aloud helps readers to Convert a sequence of letter strings into a relationship of words Remember what they read, retain ideas in short term memory Display their knowledge Taken from John Munro How does reading aloud help readers? The cat in the hat......

It helps readers See reading as a ‘sandpit’ in which they can experiment with actions to achieve a goal To think about what they read, learn and practise a range of reading actions or strategies, for example, to convert a text into images or actions Learn to convert letter strings to sounds, chunk unfamiliar words and say words ‘automatically’ Learn and use new sentence templates Taken from John Munro How reading aloud helps readers to improve their reading?

It gives teachers ‘a window’ on what readers do while they read. They can see how the reader goes about acting as a reader or ‘comprehending’ Teachers can use students reading aloud to get an insight into students cognitive processes Hearing students say the words {teacher can hear and address misunderstandings} Taken from John Munro How does reading aloud help teachers? The three little pigs

Interactive reading aloud to teach particular reading strategies Dramatic reading to teach how to vary intonation, pause, tonal and expression patterns Scaffolded reading with a better reader, paired or shared reading with a peer to teach reading actions Solo reading, reading aloud to self or on tape to teach fluency Choral reading {chorus}, small group or whole class to teach fluency Shared reading, read plays, novels, poems etc with other readers Repeated or multiple readings of the same text to teach fluency Taken from John Munro What reading aloud activities could you use?

Getting the students’ knowledge ready for reading about the topic and developing a reading plan The readers process the text and self -monitor Review How do you build reading aloud into your teaching? Taken from John Munro Getting Knowledge Ready While readingPost reading

Build a classroom climate that supports reading aloud Taken from John Munro Discuss with students why reading aloud is important Model oral reading strategies {pause, punctuation, expression, re-read and self correct} Reassure the students that they do not have to read word perfect; Reading aloud is not about word-perfect, errorless reading, but discovering what the writer wants to tell them Relax the reader before reading Encourage risk taking Getting knowledge ready for reading aloud: show pictures and discuss Prepare for success: encourage private practice Praise the reader Check for understanding; pause and ask “What question has been answered?” {use 5Ws and How}, use visual imagery techniques {“So what would that look like?”}, ask quiz questions at the end of each paragraph Select key words-ask others to paraphrase the meanings Use different group sizes, whole class, small groups, one to one Use paired activities, for example, one student reads a sentence, their peer next to them paraphrases it Encourage students to read aloud often

To prepare/select texts for reading aloud Taken from John Munro Choose appropriate text; text at the reader’s instructional or independent reading level; that is, they can read at least 90% of the words accurately Check readability of texts; readability measures such as Flesch- Kincaid Grade Level Plan to have individual students read aloud in small bursts initially; each reader reads one or two sentences

Getting Knowledge Ready for reading aloud – Phase 1 Taken from John Munro Say in sentences what the text might say {practise linking ideas in sentences} Suggest words that might be in text and suggest their spelling Read words that they know that are similar to words in the text Practise reading key words that appear in the text Say what they will do to prepare to read aloud Say what they will do as they read aloud; plan how they will read Discuss how reading aloud can help them Scan the text before beginning to read it and underline or highlight key words, sentences or ideas, say where they might pause, how they will use punctuation Prepare to read aloud particular chunks; give them time to do this Relax the reader

What might students do while reading aloud – Phase 2 Taken from John Munro Point to the words while reading, run finger along text, use fingers to segment words or guide reading Re-read sentences or sections to improve fluency or that didn’t make sense, difficult to understand Self-correct errors by re-reading, self-correct pronunciation Pause to comprehend at the end of each sentence; the reader can paraphrase, ask questions, consolidate {“So what that says, is...”}, predict what’s going to happen next Read at their pace and vary the pace to match difficulty of material Experiment while reading- predict what the text might be about, guess unfamiliar words Re-read to understand main idea

After reading aloud, post reading review – Phase 3 Taken from John Munro Respond emotionally, link positive feelings or attitudes while reading aloud Review their reading plan. Think about the actions that helped you understand. What do you do to read aloud well? Discuss the purpose of the text Convert read information into personal knowledge Practise writing read text: dictation and running dictation Learning to say words for homework

Self talk Students can learn to use to automatize reading aloud Taken from John Munro What can I do before I start reading? What is the purpose? Why am I reading this? What do I know about this topic? What will I do when I come to a word I don’t understand? What will I do when I don’t understand an idea? What should I be doing when someone is reading? What should I be able to do after I have read the text? Physically, what do I do when I read? What will I look for as I read?

Dictation helps students to: Taken from John Munro Learn sound patterns of words, phrases and sentences Focus on what is said, improve listening Automatize writing Summarise key information Learn to use the structure of sentences and punctuation Summarise key information It leads towards better understanding of their own sentences and paragraphs At the end of their dictation summary, students can read the summary aloud to their partner Automatize the structure of a sentence, reinforcing templates in their mind

Taken from John Munro

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