Stage 3 Start up for Coordinators

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Something we know about But how do we put a clear teaching programme in place? C omprehension S trategy I nstruction ONLINE

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Cracking the Code Constructing Meaning Thinking Critically

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Cracking the Code Constructing Meaning Thinking Critically

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THE BEGINNING DECODER Cracking the Code Looking for familiar patterns, shapes, repetitions

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Mary a un petit agneau, petit agneau, petit agneau. Mary a un petit agneau, c'est fleece était blanc comme neige.

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Cracking the Code THE DEVELOPING DECODER Increased number of remembered sight words, recognised letters, blends, words within words, knowledge of how language works

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Cracking the Code THE FLUENT DECODER Highly automated word recognition skills result in effortless decoding

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Predictions of quantum mechanics have been verified experimentally to a very high degree of accuracy. Thus, the current logic of correspondence principle between classical and quantum mechanics is that all objects obey laws of quantum mechanics, and classical mechanics is just a quantum mechanics of large systems (or a statistical quantum mechanics of a large collection of particles). Laws of classical mechanics thus follow from laws of quantum mechanics at the limit of large systems or large quantum numbers.

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Cracking the Code Inside the head of G.S.R Thinking Critically Constructing Meaning the reader is habitualised to better processing but only when instigated by teacher questions The Passive Reader Students given a chunk of text which they read effortlessly After reading the chunk the teacher asks questions to unpack the text After reading discussion may include inferential questions to develop higher order thinking

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Cracking the Code What we want to do with our readers Thinking Critically Constructing Meaning

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DECODING EVALUATING Making judgements about text ANALYSING Sorting information to explore understandings and relationships APPLYING Applying strategies to interpret and clarify text UNDERSTANDING Explaining ideas in text REMEMBERING Read and understand words in text CSI Stage 6 Text level comprehension TEXT QUALITY CSI Stage 5 Text level comprehension TEXT STRUCTURE CSI Stage 4 Sentence level comprehension DEEP SENTENCE COMPREHENSION CSI Stage 3 Sentence level comprehension SENTENCE COMPREHENSION DSI Stages 1 & 2 Word / Sentence level DECODING STAGE 3 STRATEGY Retell ‘I Think That Means…’ STAGE 4 STRATEGIES Visualisation Prior Knowledge Questioning Forming Hypothesis Making Connections STAGE 5 STRATEGIES Narrative – Story Web Nonfiction – Headings and Trigger words CONSTRUCTING MEANING CRITICAL THINKING Teaching Reading - from beginner to advanced. Moving from learning to read to reading to learn

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“The bus careered around the corner and hurtled off down the road.” ITTM…there was a bus and it came around a corner very fast like recklessly and then it continued going down the road and its going too fast. Stage 3 “I think that means…”

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I have a picture in my head … of a big red double decker bus and its nearly tipping over as it comes around the corner and it whooshes past me and disappears down the road and it swerves because it’s a bit out of control. Stage 4 “Add a deep 5 strategy…” VISUALISATION PRIOR KNOWLEDGE MAKING QUESTIONS FORMING HYPOTHESIS MAKING CONNECTIONS “The bus careered around the corner and hurtled off down the road . “ ITTM …there was a bus and it came around a corner very fast…

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We don’t know who the characters are yet but the setting is a street somewhere and it looks like the problem is an out of control bus. Stage 5 “Identify the text structure” Characters, setting, problem, response, action, outcome I have a picture in my head … of a big red double decker bus… “The bus careered around the corner and hurtled off down the road . “ ITTM …there was a bus and it came around a corner very fast…

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Stage 6 “Evaluate the story” Identifying literary devices used by the author I like the way the author has launched the story – lots of action and straight into the problem without introducing the characters yet and there are some good words to create the action– careered and hurtled. The Characters are not known yet but the setting is a street… I have a picture in my head … of a big red double decker bus… “The bus careered around the corner and hurtled off down the road . “ ITTM …there was a bus and it came around a corner very fast…

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What’s First? Teach ITTM to the whole class - Specific teaching of the use of this strategy in the whole class frees up the groups for guided practice. - Daily exposure to the whole class reminds all students about the use and expectations of the strategy ‘I Think That Means…’ HOW?

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The Laundry by Robert Fulham The washing machine died last week. Guess I overloaded it with towels. And the load got all lumped up on one side during the spin cycle. So it did this incredible herky-jerky, lurching dance across the floor and blew itself up. I thought it was coming for me. Keep your eyes on the text Use your own words Stick to the words in the sentence Keep your eyes on the text Use your own words Stick to the words in the sentence Keep your eyes on the text Use your own words Stick to the words in the sentence Keep your eyes on the text Use your own words Stick to the words in the sentence Keep your eyes on the text Use your own words Stick to the words in the sentence

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What happened? Make a list before you move on and look at our list Title Discussion Step 1: Read a paragraph silently Step 2: Read and retell one sentence at a time. Teacher models the first sentence. Students work in pairs on the rest with one or two sharing to the whole class after each sentence. Step 3: Clear the Roadblocks

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What’s Second? Ensure the Class Routine is in place In this way we can teach our groups without interruption There are some ideas on putting a class routine together inside the CSI library. Look for the link - ‘Setting up a Reading Programme ’

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What’s third? Student practise of ITTM in reading groups Now watch video 3A to compare the whole class routine That you have just done with the group routine you are About to see Make notes of the differences and be ready to Discuss what you notice

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Work systematically Habitualisation of strategies in a student centred routine, 1 strategy at a time, compounds learning as well as making it manageable for the teacher and the student. In this way we teach the brain to develop and succeed with higher level, more complex thinking - while reading