1. Teaching Literacy in the 21 st. Century Ian Hauser

2. Western Metropolitan Region Literacy Consultant

3. What is ‘a Balanced Approach to Literacy Instruction’? What is ‘Comprehension’? How can the two mesh to improve comprehension instruction for all children?

8. Drugs Chlorecyclizine hydrochloride is an antihistamine which is related structurally to cyclizine and meclizine. A combination with hydrocortisone acetate provides anti- inflammatory, antipururitic, and anesthetic properties.

9. Dire Straits Ronkonkoma was in dire straits against Quoge. While the snap was consistent, the nose was not. Following a safety to open the quarter, and after a false start, with the resultant 10 meters, Ronkonkoma were again backed up. The tight end slipped the free safety and moved the chains. Slowly, as the downs mounted, the running backs responded. A fifteen meter face mask, with a further 10 for a horse collar saw Ouoge in the red zone. With Ronkonkoma’s strong safety faltering, the Quoge corner goose-stepped through the gaping hole for six.

10. The Search for Meaning “Weight at the gait four me please deer,” eye tolled the made who wood have bean hour rheum mate at the knew worksight.

11. Cueing Systems There are three main cueing systems. Good readers use all three simultaneously. (a) SYNTACTIC CUES – cues from our experience and patterns of language. For example – It ………………… under the water. The word must be a ……………….. (b) SEMANTIC INFORMATION – cues about meaning which come from our knowledge of the subject. For example – Tommy put his pet turtle in the tank. It …………………….. Under the water. (c) GRAPHOPHONIC CUES – cues from our knowledge of the conventions of print, the way words look, the relationship between sounds and letters within particular words. For example – Tommy put his pet turtle in the tank. It d……………….. Under the water.

12. The lead …………. is heavy. The wind blows the candle out. I wind my watch when it stops.

13. How many words can you remember?

14. sign tworead gaveslowly tears string dress her the he permit a me he the wound up she has

16. he read the sign slowly her dress has two tears he gave me a permit she wound up the string

18. The search for meaning sign two read gave slowly tears string dress her the he permit a me he the wound up she has he read the sign slowly her dress has two tears he gave me a permit she wound up the string

21. Responding to Research Neuroscience The brain seeks to form patterns New information either slots into an existing pattern, or is quickly discarded. The brain searches for meaning in new information by relating it to other meaningful information and/or experiences. Tapping prior knowledge is the key to learning.

22. Start session 2 here

23. Responding to Research Research Findings “ We do know how to teach most children to read, and we have known it for some time” Becoming a Nation of Readers: Report from The Commission on Reading. 1985 1.Phonics – only for students below 3 rd. Grade 2.Use of artful texts written in natural language 3.Less emphasis on worksheets – more time spent reading and writing 4.Teachers modeling the reading and writing process 5.Strategic Teaching – such as Reciprocal Teaching, etc.

24. Balanced Literacy Reading TO Reading WITH Reading BY the student the student the student

25. Balanced Literacy Different Levels of Support Read Aloud Full Support Reading To Students Shared Reading High Level of Reading With Support Students Guided ReadingSubtle Form of Reading By Students, Support Needed With Teacher Support Independent ReadingStudents assume Reading By Students Full Responsibility Ros Hughes - AUSSIE

26. Read Aloud is not Round Robin Reading A Read Aloud is a demonstration of what a good reader does Only the teacher reads

27. Shared Reading is a think aloud demonstration of what a good readers does in their head.

28. Guided Reading is practice with help of a specific strategy using a specific text for a specific purpose. A ‘group’ is not a life sentence

29. Independent Reading is a chance for students to practice and transfer. The single most important strategy to improve reading is Independent Reading and lots of it.

30. Responding to Research Where to from here? Neuroscience, Research Findings and Best Practice suggest… –Kids need books they can read –Kids need lots of opportunities to read –Kids need models and strategies –Kids need to be thoughtful readers –Kids need help where they are