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Northern Adelaide Region Comprehension Strategy

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Northern Adelaide Region Comprehension Strategy Making Connections Debbie Draper & Julie Fullgrabe, 2012 * STUDENTS ESTABLISH BUILD ON PRIOR KNOWLEDGE AND BACKGROUND ... – PowerPoint PPT presentation

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Title: Northern Adelaide Region Comprehension Strategy


1
Northern Adelaide RegionComprehension Strategy
Making Connections
Debbie Draper Julie Fullgrabe, 2012
2
Acknowledgement of Country
We recognise Kaurna people and their land
The Northern Adelaide Region acknowledges that we
are meeting on the traditional country of the
Kaurna people of the Adelaide Plains. We
recognise and respect their cultural heritage,
beliefs and relationship with the land. We
acknowledge that they are of continuing
importance to the Kaurna people living today.
3
NAR Facilitator Support Model Team Norms
  • Be prepared for meetings and respect punctuality
  • Be open to new learning
  • Respect others opinions, interact with integrity
  • Stay on topic, maintain professional conversation
  • Allow one person to speak at a time and listen
    actively
  • Enable everyone to have a voice
  • Discuss and respect diversity and differing views
    in a professional manner and dont take it
    personally
  • Accept that change, although sometimes difficult,
    is necessary for improvement
  • Be considerate in your use of phones/technology
  • Be clear and clarify acronyms and unfamiliar
    terms. Ask if you dont understand.
  • Commit to follow through on agreed action
  • Respect the space and clean up your area before
    leaving

4
Outcomes
  • Participants will
  • consolidate understandings about the
    comprehension strategy Making Connections
  • consider a logical sequence of instruction
    linking NAPLaN Australian Curriculum
  • consider pedagogical and assessment strategies
    for implementing making connections in the
    classroom
  • be provided with a range of resources and ideas
    to support their work in sites

5
How?
What?
6
What?
How?
http//dww.ed.gov/Adolescent-Literacy/topic/index.
cfm?T_ID23
7
What the experts say about reading comprehension
strategies
  • Comprehension strategies are not ends in
    themselves they are means of helping your
    students understand what they are reading.
    National Reading Panel
  • Great books are central to teaching
    comprehension. Stephanie Harvey
  • Reading is not just about what is going on in the
    book - it's about what's going on in your head!
    Adrienne Gear

8
Overview
  • How Gradual Release of Responsibility
  • What Making Connections
  • What How

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Independent Use of Strategies
  • Routines are settings where students can apply
    the strategies that have become so ingrained
    that they can be used successfully on a regular
    basis. (McLaughlin, 2003)
  • Before students get to this level they must
    clearly understand the purpose of the routines,
    why they are taking part in them and exactly how
    they are to be conducted.
  • These routines and their implementation should be
    fully scaffolded by the teacher.

12
Nell Duke Gradual Release of Responsibility 0359
13
  • Making Connections

14
  • Before Reading

15
Before You Start to Read
  • You can activate your background knowledge.
  • Ask yourself What do I already know about this
    subject?
  • Think about what you know about they type of text
    youll be reading.

16
Make Connections
  • Realise that your background knowledge is a
    storehouse of information with memories,
    experiences, and facts. It sees a larger picture.

17
Activate Background Knowledge
Record ONE idea per post-it note
....ready to share and report back
18
Activating Background Knowledge
  • Some ideas.

19
Making Connections
  • Anticipation Guide
  • An anticipation guide is a comprehension strategy
    that is used before reading to activate students'
    prior knowledge and build curiosity about a new
    topic. Before reading, students listen to or read
    several statements about key concepts presented
    in the text they're often structured as a series
    of statements with which the students can choose
    to agree or disagree. Anticipation guides
    stimulate students' interest in a topic and set a
    purpose for reading.

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Graphic Organisers
23
Mystery Webbing
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http//schools.hsd.k12.or.us/hilhi/Academics/Conte
ntLiteracy/TeacherSupportGuide/tabid/3242/Default.
aspx
27
Other ideas?
28
Why?
  • Builds field
  • Creates relevance
  • Pre-assessment
  • Constructivist
  • Alerts the brain to make connections

29
Aligning what and how of teaching and learning in
the Australian Curriculum
What could the intended learning look like at
this level?
How will we engage, challenge and support them in
their learning?
What is the intended learning why is it
important?
What do I want them to learn?
How will we know if they got it?
So what will we do to get there?
What do they bring?
What evidence will enable us to assess the
intended learning?
Design the teaching and learning plan.
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Teaching Comprehension
  • Students do not have to be able to decode to be
    taught comprehension strategies
  • The development of oral language is an essential
    precursor to reading and writing
  • Picture books and pictures can be used to teach
    comprehension strategies
  • Non-fiction books also convey an enormous amount
    of information through photographs, maps,
    diagrams etc.

34
We make connections all the time..
  • Connecting the text to our own experience enables
    us to make sense of it.
  • When you deliberately ask yourself What does
    this remind me of you are activating a mental
    file or schema.

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Making Text to Self Connections Sentence
Starters 0227
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Text to Self Connections 0129
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Using Anchor Charts to Make Connections 051
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You Tube Guardian 0201
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You Tube Guardian 0201
54
  • Cant stand it, i havent trusted pigs since i read
    Animal Farm.
  • It's a good advert, but it's somehow... creepy,
    and disturbing. It's a mix of that 'horror your
    left to imagine', mixed with the V for Vendetta
    style theme of civil unrest, and with such a
    familiar and seemingly innocent little child's
    story in the middle of it all.
  • that's pretty good should do one for Jack and the
    Beanstalk too, the dirty, little thief!

55
  • Sorry but doesn't the wolf eat the first 2 pigs
    in the story?
  • If this was an ad for the Daily Mail the pigs
    would have been benefits cheats living in free
    houses and the wolf would have been an immigrant
    yob youth attempting to claim asylum.
  • Fantastic. Sounds just like a bit out of Jasper
    Fforde's Nursery Crimes though, he tried to try
    the pigs, and present the Wolf as the victim, but
    none of the courts believed him.
  • Talk about a product placement and a half! Didn't
    know everyone used Apple products these
    days....and they managed to get the full line in
    there nearly! It's like subliminal advertising.

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Classroom Level
Planning for strategy instruction
58
What will it look like modelled to independent?
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Modelling a Think Aloud
  • Choose a high-interest selection/decide on
    connections strategies to highlight.
  • State purpose for reading.
  • Inform students that you will be thinking aloud
    and stopping to make connections as the selection
    or passage is read aloud.
  • Discuss strategyask students to identify other
    situations (connect to text, world, self) in
    which they could use these same strategies.

61
Think Aloud Reporting out
  • Make a connection
  • This reminds me of . . .
  • This part is like . . .
  • This character _____ is like _____ because . .
    .
  • This is similar to . . .
  • I also (name something in the text that has also
    happened personally to student).
  • This character makes me think of . . .
  • The setting reminds me of . . .
  • This is helping me with/to think about . . .

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http//dww.ed.gov/Reading-Comprehension/Teach-Comp
rehension-Strategies/see/index.cfm?T_ID36P_ID97
c12447c22207c32205
65
Practise
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Connections
  • Some connections are more relevant than others
  • THINK What is the purpose / big idea?
  • MODEL Useful and less useful connections

My mums friend is called Jean.
Jean reminds me of .......... because they acted
like a bully too.
69
  • How does the connection help us understand the
    text?

70
Connection to the text So What?
1.
2.
3.
4.
71
Consider
  • How will you model this strategy during a shared
    demonstration?
  • Will you use the same text or a different one?
  • What visual supports will you use / create?

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  • The only way we can confidently assess our
    students comprehension is when they share their
    thinking with us. It is important to keep track
    of students thinking about reading and, more
    importantly, students need to know about their
    thinking as well so they can work to improve
    comprehension.

Stephanie Harvey and Anne Goudvis (2000)
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Making Connections
  • What will it look like / sound like when your
    students can independently use this strategy?
  • Develop the criteria
  • How will you / they gather evidence?
  • Develop the assessment tasks / processes

81
http//74.84.219.87/
82
https//www.facebook.com/home.php!/pages/NAR-Comp
rehension-Network/347996428544253
http//www.decd.sa.gov.au/northernadelaide/pages/c
omp/
http//www.decd.sa.gov.au/northernadelaide/pages/f
sm/facilitatorsupport/
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