1. COURSE OBJECTIVES Involving learners through Active strategies at KS3
To gain an understanding of the Reading
process and how to create an interactive
reading environment
To explore strategies to engage pupils in
active reading and viewing in post-primary
schools

2. Professional Competence 4
Teachers will have developed a knowledge and understanding of how the learning area/subject(s) they teach contribute to the Northern Ireland Curriculum and be aware of curriculum requirements in preceding and subsequent key stages

3. Professional Competence 3
Teachers will have developed a knowledge and understanding of the learning area/subject(s) they teach, including the centrality of strategies and initiatives to improve, literacy, numeracy and thinking skills, keeping curricular, subject and pedagogical knowledge up-to-date through reflection, self-study and collaboration with colleagues.
Teachers will have developed in Irish medium and other bilingual contexts, sufficient linguistic and pedagogical knowledge to teach the curiculum

4. Teach Others/Immediate Use of Learning
Learning Pyramid
Average
Retention Rate
Lecture
Reading
Audio-Visual
Demonstration
Discussion Group
Practice By Doing
Teach Others/Immediate Use of Learning 5%
10%
20%
30%
50%
75%
90%

5. ENABLING ADULT ‘READING’ SELECTION (bookstock, availability,
accessibility, presentation
ENABLING
ADULT
‘READING’
(Time to read
Hearing it done
Doing it for yourself
‘I want to enjoy it again’
Formal talk
Book gossip
RESPONSE

6. READING FAILURE HAPPENS WHEN
Reading is seen as a competition
Progress is seen and assessed as linear and related to efficiency
Some sorts of reading are more important than others
One’s own experience is excluded from books
Reading material is imposed by others

7. What is comprehension? Comprehension is a process of constructing meaning through the integration of a reader’s background knowledge with new information contained in the text

8. DIRECTED ACTIVITIES RELATED TO TEXTS (DARTS)
Darts activities are designed to help pupils make sense of texts. Many of the activities are collaborative and involve significant discussion. They are grouped into three categories.
Understanding/Structuring Text
Selecting Information from texts
Vocabulary and Speaking Activities

9. Before Reading Aim: To prepare for reading
Preparation involves much discussion and sharing of ideas
Assist readers to use strategies to:
Promote enthusiasm for reading
Activate background knowledge
Recognise and clarify purpose for reading
Select a suitable reading style
Link existing knowledge to new information
Review and clarify new vocabulary
Analyse text organisation
Raise awareness of the processes involved in reading

10. Before Reading Aim: To prepare for reading
Preparation involves much discussion and sharing of ideas
Assist readers to use strategies to:
Promote enthusiasm for reading
Activate background knowledge
Recognise and clarify purpose for reading
Select a suitable reading style
Link existing knowledge to new information
Review and clarify new vocabulary
Analyse text organisation
Raise awareness of the processes involved in reading

11. During Reading AIM: To self monitor reading and recognise point of
miscomprehension
To focus on details or concepts that are relevant to the
purpose for reading
Assist readers to use strategies to:
Identify important information
Monitor understanding
Raise awareness of processes involved in reading
Recognise and process text at different levels of understanding
Adjust reading style
Identify words

12. After Reading AIM: To reflect on and respond to text
To select, organise and use relevant information for a
specific purpose
Assist readers to use strategies to:
Identify and extract important information
Substantiate information from within the text or by inference
Summarise text structure
Recognise when purpose has been accomplished
Draw conclusions, make judgements and generalisations

13. THE READERS RIGHTS Daniel Pennac
The READER has the right:
Not to read
To skip pages
Not to finish a book
To re-read
To read anywhere
To browse
To read out loud
To remain silent

14. Further rights … To experience different texts.
To understand how texts work – this requires explicit teaching
To have access to material that matters to them and which excites them
Has the right not to be questioned about everything they read.
To be taught new vocabulary.
Children have the right to coast from time to time.

15. The Child in the Attic From ‘The Invisible Child’ Katherine Paterson Dutton 2001
‘Any adequate literary diet for growing children would contain both realistic fiction and fantasy, not to speak of books of biography and non-fiction but it would be natural for readers to have different tastes and so generally prefer one genre over another.’

16. PRINCIPLES OF LEARNING
Learning is an active search for meaning by the learner
Learning is about making and maintaining connections
Learning is developmental
Learning is both individual and social
Learning is strongly affected by the educational climate in which it takes place
Learning requires feedback, practice ,use
Much learning takes place informally and incidentally
Learning is grounded in particular contexts and individual experiences
Learning involves ability of individuals to monitor learning
Learning is enhanced by taking place in the context of compelling situations