1. 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

2. 6.
Taken from John Munro

3. 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

4. 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

5. 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

6. 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

7. 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

8. 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

9. 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

10. 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

11. 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

12. 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

13. 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

14. 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

15. 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

16. 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

17. Taken from John Munro

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