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Transcript of The following slides will explain various ways of implementing phase 2. (more tools for your...
The following slides will explain various ways of implementing phase 2.
(more tools for your toolbox)
Phase 2 – Students express it in words and sentences
Students talk about their visual images of the topic in sentences.
Visualize what it would be like living as an Egyptian family 3000 years ago.
Why would you want to live near a river? What can you see happening on the river and
along the banks?
What questions would you like answered? What? Why? When? Where? How?
• What clothes did the Egyptians wear? • Why did Egyptians believe in life after death?• When did Egyptians eat dinner?• How did Egyptians catch the fish in the Nile?• Where did Egyptians live?
Phase 2 – Students express it in words and sentences
Phase 2 – Students express it in words and sentences
Think Pair Share
What would life have been like living on the Nile? How would it have been different to living in Melbourne today?
Think in silence for 30(?) seconds Share your ideas with the student sitting next to
you. Share your ideas with the class or a group.
Phase 2 – Students express it in words and sentencesAsk me about the topic / Interview
• Imagine you are interviewing an Egyptian farmer.
• What questions might you ask?• One student could take the role of the
farmer and the second will interview him/her about their experiences
Phase 3 - Bridge to the written text
Prior knowledge
Ready for new
written text
Prior knowledge expressed in
sentences
The following slides will explain various ways of implementing phase 3.
(more tools for your toolbox)
Phase 3 – Bridge to the written textRead the title aloud. Say it in other ways.Question why specific words were used
• Read aloud the title “Lifeblood of Egypt”, say it in other ways and suggest why these particular words might have been used.
• Suggest other words for “lifeblood” ( for example, artery, lifeline)
• Suggest why the word “lifeblood” was used (for example to indicate that it was necessary for life)
Phase 3 – Bridge to the written textSuggest purpose of 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?
Phase 3 – Bridge to the written textRead aloud the title. Say it in other ways.
Suggest why specific words might have been used
• Read aloud “Lifeblood of Egypt”• Say it in other ways and suggest why the
particular words might be used. • Suggest other words for “lifeblood”, for example,
artery, lifeline• Suggest why Lifeblood was used, for example to
indicate that it was necessary for life.
Phase 3 – Bridge to the written text
Scan the text, title, headings, sub-headings, illustrations, and diagrams. What is the theme? What do they tell me ?
What do you think the text will tell you? What will the text will tell you about what is was like
for the ancient Egyptians? How did they feel after working next to the Nile? What the weather was like there, how they used the
Nile to build the pyramids.
Scan and decide purpose and content of text
Phase 3 – Bridge to the written text
• Where will you pause while reading? • How will you review what you know and have
read? • What will you do if what you read doesn’t make
sense? • What will you do as you read if come to a
part/word that you don’t understand ?
Plan a strategy for reading the text
What are some GKR activities?• Visualise• Relate to students’ experiences• Guess themes and ideas• Discuss illustrations (questions)• Determine author’s purpose• Ask 5W 1H questions (why when where what
who how)• Brainstorm, Venn diagrams, graphic
organisers etc• Draw or act out• Guess the writing style• Look at headings/ subheadings and
contents pages• Key words (find and define)• Topic sentences (try to understand the topic
of each paragraph)• Alphabet game/word games
The following examples are based on the text How Earthworms Grow written by Inge Plater and published
by Applecross in 1994.
The text is used to show how the strategies can be taught.
GKR: Know in experiences, imagesKnow in experiences, images
• What does pictures show ? What does it tell you it is about ? What does it remind you of ?
• How might picture be different in an hour ?
• What do you already know about this topic ?
.
GKR: Know in words, sentencesKnow in words, sentences
Say title in other ways. Say in sentences what pictures show ? What questions might it answer ?
What words might come up in text Words for how worms move, breathe ?
If you were a worm what would you want to say about …?
Why do you think giant worms in Gippsland grow so big ? Article.
GKR: Bridge to the text
Bridge to the text
Blurb? Read contents and paraphrase
titles of sections ? What question might each answer ?
Skim, scan book, look at pictures.
What type of text ? Read some topic sentence.?
Today’s Roadmap
Why use GKR?
What is GKR?
How do you use GKR?
Teaching students to use the GKR independently
Implementing these procedures.
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
Teaching students to independently use the GKR procedures
Self Talk
Students who self talk ask:• 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?
Sequence for teaching the strategy
Students are cued to get their knowledge ready for reading; they are cued to
•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; they say •I imagined what I thought it would say.
•I said the questions the text might answer.
Students say what they will do to get their knowledge ready for reading before they do it; they say •I will imagine what the text might say
•I will say the questions the text might answer
Students apply the strategy independ-ently when they read, automatize it and link it with other strategies
Today’s Roadmap
Why use GKR?
What is GKR?
How do you use GKR?
Teaching students to use the GKR independently
Implementing these procedures
How can these procedures be used in your teaching?
• Implement the procedures gradually. • Select one or two procedures and use them
consistently. • A whole school approach is best.
How do you build these into your teaching ?
Lesson 1 Lesson 2 Lesson 3
Visualise and organise knowledge
Visualize the topic and talk about their imagery
Think Pair Share
Express knowledge
in words and sentences
Interview
Write brief article showing what someone could say about topic
Say what questions the topic might answer
Bridge over to the text
Why might the text have been written?
How is the text organised ?
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.