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

1. Words Sentences Taken from John Munro

Getting Knowledge Ready {G.K.R} Words Sentences Getting Knowledge Ready {G.K.R} allows students to convert knowledge, experiences and impressions into spoken and written form to connect to new text. Taken from John Munro

Know in experience Know in words Bridge to text {Visualise and organise what they know about the topic} Know in words {Express it in words and sentences} Bridge to text {Link knowledge to the written text} Words Sentences Taken from John Munro

Steps in G.K.R What you know about the topic in experiences, images What you know about topic in words, sentences Bridge to text Steps in G.K.R Words Sentences Taken from John Munro

Planning to teach G.K.R Words What you know about the topic in experiences, images What you know about topic in words, sentences Bridge to text Planning to teach G.K.R Use pictures and diagrams in text Visualise Relevant student experience Would students know relevant vocabulary? Activities to describe ideas in sentences Blurb Content page Topic sentences Words Sentences Taken from John Munro

Sequence for teaching the strategy Students are cued to get their knowledge ready for reading Imagine what the text might say/show Say questions the text could answer Students are cued to get their knowledge ready for reading and say what they did; they say what they did after doing it Students say what they will do to get their knowledge ready for reading before they do it Students apply the strategy independently when they read, automatize it and link it with other strategies Words Sentences Taken from John Munro

expressed in sentences Words Sentences Prior knowledge expressed in sentences Ready for new written text Prior knowledge Taken from John Munro

Why do readers get their knowledge ready for reading? Remember and link what you already know about the topic and use this as you read Plan how you will read and learn Get an impression of what you should look for as you read See where what you know ‘fits in’ with the text you will read Taken from John Munro

What should you notice when students get their knowledge ready? Increased engagement and focus They read longer with a clearer purpose Increased motivation to learn new topics Better understanding of how new texts and ideas fit with prior knowledge More scanning of text to locate content They make strategic decisions about how they read the text They know how to use key features of the text to understand the information Taken from John Munro

Visualise and organise their knowledge What do you think the text will tell you? What do you know about …… ? Imagine you …… What might the text be about? What might be the main ideas? What might happen? What questions might it answer? What words might be in this text? What does this mean to you? What can you see when I say these words? Describe what the words remind you of Make a picture in your mind What does the picture show you? What does this picture make you think of? Taken from John Munro

Students express it in words and sentences Students talk about their visual images of the topic in sentences What questions would you like answered? What? Why? When? Where? How? Ask me about the topic Words Sentences Taken from John Munro

Bridge to the written text Read the title aloud Say it other ways Question why specific words were used Suggest purpose for the text What will the text tell you about? What is the main ideas in this text? What questions might be answered? What new words might be in this text? Scan and decide purpose and content of text Plan a strategy for reading the text Taken from John Munro

Activities Visualise Relate to students’ experiences Guess themes and ideas Discuss illustrations {Question} Determine author’s purpose Ask 5W 1H question {Why, When, Where, What, Who, How} Brainstorm, Venn diagrams, Graphic organisers …. Draw or act out Guess the writing style Look at headings/sub headings and content page Key words {Find and define} Topic sentences {Try to understand the topic of each paragraph} Alphabet game/word games Words Sentences Taken from John Munro

Students need to: Learn each procedure separately Practise the procedures regularly Say what they did and how each procedure helped them Experience success using the procedures Words Sentences Taken from John Munro

Self talk What do I think the text is about? How will I work it out? What does the organisation of the text tell me? What type of text is it? What questions might it answer? Do I need to change my mind? What picture will I make in my mind? How can I say it in sentences? Words Sentences Taken from John Munro

Taken from John Munro

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