1. LITERACY PARTNERSHIPS READING- SESSION 1 A PROGRAM FOR MOONEE PONDS PRIMARY SCHOOL PARENTS MAY 2015 A PROGRAM FOR MOONEE PONDS PRIMARY SCHOOL PARENTS MAY 2015

2. LEARNING GOAL To gain a deeper understanding of how reading is taught at MPPS. To understand how to support the reading program at home.

3. RATE YOURSELF I don’t know much about the way reading is taught at MMPS. I know a little bit about the way reading is taught at MMPS. I know all I need to know about the way reading is taught at MMPS..

4. What are your memories of learning to read? A ccessing Prior Knowledge How does this differ from your observations of your child’s experience?

5. SOURCES OF INFORMATION USED IN READING The three interrelated sources of information in written language used readers and writers are: Meaning– The meanings of words and of images, such as pictures and diagrams, in their context; Structure – Grammatical structures of phrases and sentences; Visual Information- The look of the printed letters, words, punctuation. The visual aspects of the print itself. Our goal is to have students using these sources in an integrated and flexible manner, to support the comprehension of text. The three interrelated sources of information in written language used readers and writers are: Meaning– The meanings of words and of images, such as pictures and diagrams, in their context; Structure – Grammatical structures of phrases and sentences; Visual Information- The look of the printed letters, words, punctuation. The visual aspects of the print itself. Our goal is to have students using these sources in an integrated and flexible manner, to support the comprehension of text. New Information

6. THE RICHEST SOURCE OF INFORMATION IS... MEANING New Information

7. THEREFORE WE NEED TO EXPLICITLY TEACH COMPREHENSION Research shows that explicit teaching of comprehension strategies helps all readers to understand what they read more deeply gain enjoyment from what they read remember what they read communicate with others about what they read want to read more improve their overall academic results! Research shows that explicit teaching of comprehension strategies helps all readers to understand what they read more deeply gain enjoyment from what they read remember what they read communicate with others about what they read want to read more improve their overall academic results! New Information

8. COMPREHENSION IS... … “intentional thinking during which meaning is constructed through interactions between text and reader.” (Harris and Hodges, 1995) … a process in which readers construct meaning by 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) The important aspect in these definitions is “meaning”. If readers can say the words but do not understand what they are reading, they are not really reading. … “intentional thinking during which meaning is constructed through interactions between text and reader.” (Harris and Hodges, 1995) … a process in which readers construct meaning by 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) The important aspect in these definitions is “meaning”. If readers can say the words but do not understand what they are reading, they are not really reading. New Information

9. COMPREHENSION STRATEGIES Prediction/ Prior Knowledge Thinking-aloud Understanding Text structures and features Visualising Summarising Questioning Inferring Prediction/ Prior Knowledge Thinking-aloud Understanding Text structures and features Visualising Summarising Questioning Inferring New Information

10. PREDICTION/ PRIOR KNOWLEDGE Using life experience, drawing upon world knowledge Making text to self, text to text, text to world connections Using information from titles, pictures, diagrams, skimming and picking up on key words to make informed forecasts about what will happen Using life experience, drawing upon world knowledge Making text to self, text to text, text to world connections Using information from titles, pictures, diagrams, skimming and picking up on key words to make informed forecasts about what will happen New Information

11. THINK-ALOUD Letting students into a reader’s thoughts Articulating what the reader is thinking Modelling the “reader’s voice” and what it is saying about a particular aspect of reading Tuning learners into their own “reader’s voice” Letting students into a reader’s thoughts Articulating what the reader is thinking Modelling the “reader’s voice” and what it is saying about a particular aspect of reading Tuning learners into their own “reader’s voice” New Information

12. TEXT STRUCTURES AND FEATURES The structure or format used when writing in different genres The vocabulary which is typically used in different genres. The structure or format used when writing in different genres The vocabulary which is typically used in different genres. New Information

13. VISUALISING Creating visual images in the mind about what is read Being able to use the “mind’s eye” Creating visual images in the mind about what is read Being able to use the “mind’s eye” New Information

14. SUMMARISING Being able to outline the main points of a text therefore demonstrating understanding Identifying the gist of the text Locating key words in a text. Being able to outline the main points of a text therefore demonstrating understanding Identifying the gist of the text Locating key words in a text. New Information

15. QUESTIONING Asking questions to clarify understandings about the text, prior to reading, as it is being read and once it has been read. “I am still wondering why...” “I wonder if this will be similar to...” “I’m unclear about why the woman said...” “What does this word mean?” Asking questions to clarify understandings about the text, prior to reading, as it is being read and once it has been read. “I am still wondering why...” “I wonder if this will be similar to...” “I’m unclear about why the woman said...” “What does this word mean?”

16. INFERRING Working out ideas beyond the information given in the text New Information

17. WE USE THE CAFÉ READING MENU TO ADDRESS THE FOUR ESSENTIAL COMPONENTS OF SUCCESSFUL READING… CAFECAFE COMPREHENSION I understand what I read ACCURACY I can read the words correctly FLUENCY I can read accurately, with expression and ”get” what I read EXPANDING VOCABULARY I know, find and use interesting words New Information The Literacy CAFE System helps students understand and master the four key components of successful reading: Comprehension, Accuracy, Fluency, and Expanding Vocabulary. How does it work? The CAFE Menu breaks each component— comprehension, accuracy, fluency, and expanding vocabulary—into significant strategies that support each goal. The “Menu” is posted on the classroom wall and built throughout the year, it serves as a visual reminder of whole-class instruction as well as individual student goals.

19. HOW DO WE TEACH READING? Expose students to a broad range of literature. Discuss different purposes for reading. We teach students how to self select just right books. Whole group- text read aloud or shared reading to model a specific strategy. Small groups- students with like needs work with teacher through guided reading Individual conferences- teacher and student set goals or discuss reading strategies that are being used confidently and those that need to be practised and refined. Share time revisits focus and students reflect on the learning goal. Expose students to a broad range of literature. Discuss different purposes for reading. We teach students how to self select just right books. Whole group- text read aloud or shared reading to model a specific strategy. Small groups- students with like needs work with teacher through guided reading Individual conferences- teacher and student set goals or discuss reading strategies that are being used confidently and those that need to be practised and refined. Share time revisits focus and students reflect on the learning goal. New Information

20. HOW DO WE TEACH THE STRATEGIES? Learning goal explicit in each lesson Model strategies in authentic reading situations Teachers “think aloud” about using strategy Students discuss their understandings and justify their reasons Always relate the use of strategy to student’s own reading Provide many opportunities for students to use the strategy independently Learning goal explicit in each lesson Model strategies in authentic reading situations Teachers “think aloud” about using strategy Students discuss their understandings and justify their reasons Always relate the use of strategy to student’s own reading Provide many opportunities for students to use the strategy independently New Information

21. OTHER ESSENTIAL FACTORS IN TEACHING READING Knowledge of the world is powerful (Prior Knowledge) Building stamina for reading!! Knowledge of the world is powerful (Prior Knowledge) Building stamina for reading!! New Information

22. THE GRADUAL RELEASE OF RESPONSIBILITY

23. THE PLACE OF HOME READING “Just Right Books” It is ok to choose “too easy” or “too hard” books. Children must be allowed to self select material. Celebrate the love of reading. Hear how proficient readers read. Message is that families hold reading in high regard. Reading is not just a “school thing”. Builds vocabulary and stamina. Be calm! Don’t panic! Children will pick up on your anxiety. It should be a happy, relaxed time. It is ok to have expectations that they will practise daily. New Information

24. Let’s try some of the strategies : Applying Information

25. MAKE SOME PREDICTIONS? Twas Mulga Bill form Eaglehawk that caught the cycling craze. He gave away his good old horse who’d served him many days. He dressed himself in cycling clothes, resplendent to be seen And hurried off to town and bought a shining new machine.

26. TEXT STRUCTURES- NARRATIVE- FRAMEWORK It struck a rock and gave a spring that clipped a fallen tree. The build up!

27. TEXT STRUCTURES- It made a leap of twenty feet Into the Dead Man’s Creek. The climax!

28. AUTHOR’S MESSAGE? INFERRING What did the character learn? Did he change?

30. What squared with your thinking today? What is still going around in your head? 3 new things I found out today are…

31. RATE YOURSELF AGAIN… I don’t know much about this. I know a little bit about this. I know all I need to know about this.