Literacy based inquiry

Planning your inquiry

Vision Education

Alison Davis March 2015

Teaching as Inquiry

davis.vision@xtra.co.nz 2014 Dr Alison Davis

What is the curriculum and pedagogical focus of your inquiry

• Reading??? • What do skills, knowledge, strategies do “good”

readers know, think, select and use • Decoding – phonemic awareness, phonics,

orthographical and morphological • Vocabulary – contextual and morphological • Fluency – repeated reading • Comprehending strategies • MAINTENANCE of past taught skills and strategies • Student voice- Student agency

What is the curriculum and pedagogical focus of your inquiry?

• Writing???

• Preparing to write?

• Skills for accuracy and fluency?

• Range of teaching approaches

• Linking skill instruction to revising and evaluation processes

• Authentic purposes

• Mini lesson

• Student voice – Student agency

Making explicit what the strategy is and why using the strategy is important

davis.vision@xtra.co.nz 2015

We are learning to connect to our prior knowledge of the theme or topic

We will be successful when we can

Think about what we know before we begin reading

List and talk with our partner what we know before we begin reading

Make connections between what we know and what we read to help us understand new information

Ask ourselves “ how do the ideas I am reading link to what I already know”

Talk with our partner about the new information we are learning from reading and making connections

davis.vision@xtra.co.nz 2015

Other Prior knowledge activities

• KWL and variations on this

• Problem and question prompts

• Time line agree-disagree

• Vocabulary activities

• 142-148 Teaching Reading Comprehension

• Chapter 3 Building Comprehension strategies

• Strategies for comprehension: Informational text example

davis.vision@xtra.co.nz 2015

davis.vision@xtra.co.nz 2015 Page 53 Building comprehension strategies

Encouraging discussion and talk aloud

davis.vision@xtra.co.nz 2015 From Building Comprehension Strategies – Alison Davis 2011

davis.vision@xtra.co.nz

2015

Inference – self monitoring learning

davis.vision@xtra.co.nz 2015

Example : Inference

davis.vision@xtra.co.nz 2015

Develop a group chart on how to use a strategy

Building Comprehension Strategies Davis 2011

Knowing a word

davis.vision@xtra.co.nz 2015

• Words are known incrementally –not a matter of degrees – word learning takes place in steps - never seen it before

– heard it but don’t know what it means

– recognise in context as having something to do with….

- understands correct and incorrect use of the word

- Knows and uses the word in range of contexts/situations

A learners knowledge of a word CAN grow! There are four levels of knowing Dale and O'Rourke, 1986 Level 1: I’ve never seen or heard the word before Level 2: I’ve seen or heard it but I don’t know what it means Level 3: I recognise it in context. I can tell you what it is related to. Level 4: I know the word well

Repeated reading • Integrate strategies within partner repeated

reading Example • Asking and answering questions • Question grids • Literal, inferential, evaluative, analytical questions • Developing quiz questions for other group pairs

• Also consider • Timelines • Genre structures – what would the author have

planned?

davis.vision@xtra.co.nz 2015

Writing that develops metacognition

• Learning to write is a thinking process and therefore an awareness of what you are doing is an essential part of the process

• A joint focus on knowing how to write as well as knowing what to write

• Metacognitive writing refers to the capacity of writers to be self-reflective, not just to think and know, but to think about their thinking and knowing

Alison Davis 2015

davis.vision@xtra.co.nz

Alison Davis 2015 davis.vision@xtra.co.nz Chapt 3 Effective Writing Instruction Davis 2013

Preparing to write - planning

Alison Davis 2015 davis.vision@xtra.co.nz

Effective Writing Instruction Davis 2013 chpt 5

Alison Davis 2015 davis.vision@xtra.co.nz

Using an exemplar

• What did you learn about vocab?

• What did you learn about structure?

• What did you learn through use of visuals?

• What did you learn through layout and font?

• What did you learn ABOUT layout and font?

• Rate 1-4 and why

• What did you learn about “GOOD” writing?

Alison Davis 2015 davis.vision@xtra.co.nz

Teaching approaches for writing instruction Modeled writing Shared writing Guided writing Collaborative writing Independent writing Paired writing / peer writing – includes writing

clubs, group projects On line writing Innovations on text Language experience Mini lessons

Alison Davis 2015

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Peer revision

• Prompt cards for revising in groups

Alison Davis 2015 davis.vision@xtra.co.nz

Revising text example 4

Alison Davis 2015 davis.vision@xtra.co.nz

Effective Writing Instruction Davis 2013 chpt 7

Alison Davis 2014 From Davis, 2013, Effective Writing Instruction. Chapter 5

Alison Davis 2014

Revising text example 4

Alison Davis 2015 davis.vision@xtra.co.nz

Effective Writing Instruction Davis 2013 chapt 7

Peer revision

• Prompt cards for revising in groups

Alison Davis 2015 davis.vision@xtra.co.nz

Explicit instruction eg