LNPP Conference November 2012 - Accountable Talk

LNPP Conference November 2012 - Accountable Talk

Tamara Bromley, Kingston Primary School, November 2012 Read some/all of your book to your partner. Before you read, select 1/2 questions to ask your child. After you read, reflect on the questions you used, what you achieved with your child as a result. Tamara Bromley, Kingston Primary School, November 2012 Accountable Purposeful Shared

talk talk sustained thinking Sustained or Substantive conversations Tamara Bromley, Kingston Primary School, November 2012 Accountable talk = Substantive conversations/ shared sustained thinking around a text. Serves

to scaffold/ extend the childs deeper meaning making in a community of learning. Tamara Bromley, Kingston Primary School, November 2012 Read handout from FS, S and L Resource Book p. 13-16. As you read, think about how you, as a teacher, can use substantive conversations to get accountable talk around a text. Complete t chart (activity 2) and share with

partner. Tamara Bromley, Kingston Primary School, November 2012 KEEP THE TEXT IN THE CENTRE JUSTIFY, EVIDENCE FROM THE TEXT, KEEP IT PURPOSEFUL Tamara Bromley, Kingston Primary School, November 2012 Learning community Accurate

knowledge Rigorous thinking Di Rees, Balanced Reading Comprehension, August 2012 Tamara Bromley, Kingston Primary School, November 2012 No matter what we do with them in terms of basic reading and writing skills, numeracy and literacy skills, unless the activities are somehow connected to the world and unless there is critical intellectual engagement with knowledge unless there is an educative act going on we might as well pack up and go home

Luke, A 2003 Making literacy policy and practice with a difference. Australian Journal of Language and Literacy 26(3) 58 -82 Tamara Bromley, Kingston Primary School, November 2012 Maturational, developmental, behaviourists, psychologists Skills, measurable, targetable, easy Emergent and whole language First Steps, Literacy Net, K-2 writing assessment Sociocultural

views Australian Curriculum, First Steps Tamara Bromley, Kingston Primary School, November 2012 Essential knowledge that supports Reading Performance Phonological Awareness Decoding Backgroun d Knowledge Sight word knowledg e

Vocabulary and Word Consciousne ss Fluency These form the core essential knowledge for reading success. General Purposes for Reading Word Attack Skills Vocabular y Knowledge

of Structure Concepts of Print 4 essential jigsaw pieces for reading success Strategy Instruction ReadingFor Specific Purposes for Reading The aim of reading Meaning derived

from text Comprehensi on (McKenna & Stahl, 2003:8; Kibby, 1995:28-29; Clay, 2001:84-85) Tamara Bromley, Kingston Primary School, November 2012 STRATEGIES APPROACH CONTENT APPROACH Models of thinking and learning, developmental psychology approach Think about mental processes Models of text processing, focussed on

developing coherent meaning of a text. No direction to consider specific processes. Explicit teaching of strategies, processes Attend to text ideas Choose and execute specific strategies to comprehend the text. Build mental imagery of those ideas, relating new Specific routines to deal with new information Focus on processing the information, link new with old and get meaning. Meaningful talk about a text; interpretive community that jointly constructs meaning Collaborative discussions, dialogic instruction, instructional conversations, open ended questions; student control of the inquiry, teacher

responds to students responses. National Reading Panel supported this approach First Steps Reading Strategies teaching information to background knowledge, existing schemas etc. How strategies should be taught is still under lots Strategies exist but dont drive the of research and discussion however, see comprehension; unclear as to instructional Oakley 2011 re metacognitive knowledge, guidance. declarative knowledge, procedural knowledge etc. Margaret G. McKeown, Isabel L. Beck, Ronette G.K. Blake (2009) Rethinking Reading Comprehension Instruction: A Comparison of Instruction for Strategies and Content Approaches Reading Research Quarterly , 44(3) , pp. 218253 Oakley, Grace (2011) The assessment of reading comprehension cognitive strategies: Practices and perceptions of Western Australian teachers. Australian Journal of Language and Literacy 34(3), 279-294 Tamara Bromley, Kingston Primary School, November 2012

Literal question right there in the text Inferential as in why did things happen, why characters may feel that way, what happened between the lines that is not actually stated Reaction what did they think of the text? What part or character did they particularly react to and why? How did it make them feel? Think about purpose and audience - Why did the author write it? What is the purpose of the book/ story? (even

stories can have a purpose or message within them) What in the book told them this? Connect characters and events with the students experiences. This is a very important part of understanding a story or information. Extend the students knowledge/ experiences, springboarding from the text. Scull, Janet (2010) Embedding comprehension within reading acquisition processes. Australian Journal of Language and Literacy 33(2) 87-107 Tamara Bromley, Kingston Primary School, November 2012 HAVE A CONVERSATION! Tamara Bromley, Kingston Primary School, November 2012 Persuasive writing To be accountable, need to justify with evidence from the text. Newell, G.E., Beach, R., Smith, J. VanDerHeide, J. (2011) Teaching and learning argumentative reading

and writing: A review of the research Reading Research Quarterly 46 (3) 273-304 EAL/ EAD Learners Metalanguage used, explicitness and think alouds will assist the EAL/D learners Nassaji, H (2011) Issues in second language reading: Implications for acquisition and instruction. Reading Research Quarterly 46 (2) 173-184 Early Years Shared sustained thinking and the importance of the early years. Iram Siraj-Blatchforda*, Brenda Taggarta, Kathy Sylvab, Pamela Sammonsc and Edward Melhuishd Towards the transformation of practice in early childhood education: the effective provision of preschool education (EPPE) project (2002) Cambridge Journal of Education 38(1) 23-36 2008 Tamara Bromley, Kingston Primary School, November 2012 How will accountable talk support

learning within the intentions, pedagogy and desired outcomes of the EYLF and AC? In partners, one read the EYLF document, the other read the Australian Curriculum document with a view to answering this question. Share your thoughts with your partner and then complete the chart on your table as a whole group. Tamara Bromley, Kingston Primary School, November 2012 Read your book again with your partner but this time facilitate a substantive conversation. Use the sheet to reflect what you did this time and how it differed/ was the same.

Tamara Bromley, Kingston Primary School, November 2012 Substantive conversations make talk accountable. Need a good book, intellectual challenge, passion and excitement! Some warnings: Substantive conversations take time. Kids may get excited and all want to talk at once. However, that may be a sign of a real conversation! Tamara Bromley, Kingston Primary School, November 2012

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