csi online 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… I know that because … I saw the movie ‘Speed’ and there was a bus out of control. I wonder why… it’s out of control Maybe it’s because… the brakes have failed

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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 - 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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The Big Picture Ends Now we understand the CSI ONLiNE theory and have a sense of the big picture. Time to gear up for the teaching.

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What’s First? Teach Stage 3’s ‘I think that means…’ (ITTM) to the whole class - Specific teaching of the routine and the use of this strategy in the whole class setting frees up our groups for guided practice.

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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 Practice in pairs and then be ready to share with the class Keep your eyes on the text Use your own words Stick to the words in the sentence Practice in pairs and then be ready to share with the class Keep your eyes on the text Use your own words Stick to the words in the sentence Practice in pairs and then be ready to share with the class Keep your eyes on the text Use your own words Stick to the words in the sentence Practice in pairs and then be ready to share with the class Keep your eyes on the text Use your own words Stick to the words in the sentence Practice in pairs and then be ready to share with the class

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What happened? Make a list of all the things the teacher did or didn’t do, along with the steps in the order they happened. Title Discussion Step 1: Read all the sentences silently Step 2: Read and retell one sentence at a time. Teacher models the first sentence. Students read the next sentence aloud then practice in pairs One or two are asked to share to the whole class The teacher does not comment or ask any questions Step 3: Clear the Roadblocks After all the sentences have been processed the teacher asks for clarification on any sentence / vocab that was an issue or explains to clear any roadblocks. Now watch the whole class video Stage 3: 1A in the video library

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What’s Next? Ensure the Class Routine is in place. A class working quietly and independently so we can teach our groups without interruption for the duration of our reading group time. Ensure the Class Routine is in place. If you have a class routine in place – awesome. If you want some ideas on putting a class routine together look inside the CSI library for ‘Setting up a Reading Programme’

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And Now? ITTM in reading groups Now watch video 3A in the CSI ONLiNE Library Compare the whole class routine that you watched earlier with what you are about to see and make mental notes of the differences. The Differences The texts are set at the instructional reading age of the group Each student has their own text and a cover card There is no pair share Only one student has a go at each sentence Otherwise the routine and the expectations are exactly the same as the whole class delivery

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Finally Goal Set Read Stage 3 Tutorial #1 Your first tutorial will already be in your inbox or it won’t be far away. If you haven’t already, read and process it within the next 24 hours so you can consolidate today’s PD. Have fun Teach to the whole class Print off the resources from the first tutorial so you can teach to the whole class within the next couple of days. Try and teach it at least 3 times before the next tutorial arrives next week.