LITERACY COMMITTEE

10th May

Meeting Objectives

To define and clarify the role of Literacy Leader at ESC

To outline a 3 year plan for Literacy at ESC To clarify the role of the Literacy committee. To provide an overview of Reciprocal Reading Discussion of Trial

ENTRY TASK Discuss: What makes a good reader? What do

good readers do that struggling readers don’t?

Literacy Leader Goals and Role

GOAL Improve literacy outcomes for students at ESC ROLE Articulate a whole school approach for teaching of literacy Develop a literacy committee with common goals and vision for

literacy at ESC Develop and oversee implementation of three year plan for

literacy at ESC Run PD for staff to develop professional knowledge about best

literacy practices and whole school approaches to literacy Member of strategic team Build common understandings of literacy between community

and school Develop as a literacy coach and resource to staff to improve

classroom practice

3 year plan for Literacy at ESC Reading focus for 2012 and 2013

Writing focus from 2014

PLAN

Discussion

Role of Literacy Committee

Trial of reciprocal reading strategies in classes during term 2

Discussion and feedback – meeting week 8. Literacy committee members as mentors and

coaches to whole staff.

RECIPROCAL READING Reciprocal reading is an approach which

encourages a collaborative approach to comprehending any text.

Flexible and adaptable to wide range of contexts and subject areas

Explicitly teaches comprehension strategies Differentiated approach to teaching reading.

Roles of Reciprocal Reading Predictor Clarifyer Questioner Summariser

Ultimately reciprocal reading is developed into a group learning activity where students take on different roles in a small group.

Predictor Predicting occurs when students hypothesize what

the author will discuss next in the text.

Students link the new knowledge they will encounter in the text with the knowledge they already possess.

The predicting strategy also facilitates use of text structure as students learn that headings, subheadings, and questions imbedded in the text are useful means of anticipating what might occur next.

Predictor Stratgies Give the students the title of the text and ask them to guess

what it will be about. Ask students to look at visual and spatial layout of text and make

predictions about the form and content of text. KWHL chart WEBS (Concept Maps) Text to self (What do I know about this topic? How can I relate?

What experience do I have with this subject? How would I feel?) What clues does the title give me about the text"

"Is this a real or imaginary text?""Why am I reading this?""What do I already know about___?""What predictions can I make?"

Clarifyer When students clarify they work out the parts of

text that are difficult to understand. They may clarify; new vocabulary, unclear

reference words, and unfamiliar and perhaps difficult concepts.

They are taught to be alert to the effects of such impediments to comprehension and to take the necessary measures to restore meaning (e.g., reread, ask for help).

Clarifyer Strategies

Ask students to identify and clarify meanings of words they don’t understand. Help students to develop strategies for clarifying meaning…o Read on/Read back:o Ask three before meo Use a dictionary

Clarifying questions.. I am not sure of the meaning of…? What does it mean when it says?

Questioner When students generate questions, they identify

the kind of information that is significant enough to provide the substance for a question.

They then pose this information in question form and self-test to ascertain that they can indeed answer their own question.

Questioner Strategies Ask questions which will help to build

understanding about what has been read. Thinks of questions to ask as they read the text. Question Starters

o Who… o What… o When… o Where… o Why… o How… o What if..

Summariser Summarising provides the opportunity to identify

and integrate the most important information in the text.

Summariser Strategies Summary Maps and Organisers Summariser Starters

o The most important ideas are … o The main idea is … o This part was about … o First, ….. Next, …. Then, … o This story takes place in … o The main characters are … o The problem of the story is …

Additional Resources Prompt Cards Reciprocal Reading Bookmark Reciprocal Reading Website Reciprocal Reading cards

Your Turn In the next four weeks teach the reciprocal

reading roles in your classroom. Have students use the strategies in your classroom

Come to the next meeting with feedback about your trial. What worked? What didn’t work? How have you implemented the trial in your subject? How did students respond? What was easy to do? What was hard? What did the students like? What did they find challenging?

Bring examples of resources used. Your feedback.

Ideas about how to support other staff in your KLA to implement Reciprocal Reading in their classroom.

A favour…