1. 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. 1.
Words
Sentences
Taken from John Munro

3. 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

4. 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

5. 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

6. 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

7. 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

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

9. 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

10. 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

11. 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

12. 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

13. 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

14. 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

15. 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

16. 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

17. Taken from John Munro

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