‘T shaped literacy skills’
For teachers of Year 1 - 3
Rebecca Jesson
Te Pūtahi Whakatairanga Hapori Ako Angitu
The benefits of wide reading in general are well known. There are practice effects that build endurance and resilience (Allington, 2012). Wide reading is also one of the key ways that learners develop word knowledge and world knowledge (Herman, Anderson, Pearson & Nagy, 1987). Wide reading also provides opportunities to learn about new types of texts including multimodal texts.” (Wilson and Jesson, 2019)
Why wide reading?
Reading to students:
Word knowledge, world knowledge
Shared reading:
Word knowledge, world knowledge, practice
Buddy reading:
Practice, Endurance, Resilience
Independent reading
(e.g. publishing, book box reading, reading the room, poetry books, learning centres etc)
Wide reading in junior school looks like
(5+ a day)
To enable the “wide” part of our model we promote the use of text sets, rather than focusing on single texts. As a basis for this, we draw on the known advantages of wide reading, and the potential for transfer from increasing levels of abstraction. We identified four types of text that might be included in a text set. While all these types of texts might be possible, not all text sets would necessarily have each type included, there may be more than one text of each type, or one text might fit into multiple categories.
Learning design needs to:
Why multiple texts?
More reading requires synthesis and comparison
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Dedicate teacher time to close analysis:
What does it say?
Look closely.
Were you right?
What happened? Were you right?
Plot prediction/ retell
Character analysis
Provocation
Theme: Transferable ideas - what do you think?
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He aha ou whakaaro?
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Part 1 - Ways of getting the themes from the books
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Ehara taku toa i te toa takitahi, engari he toa takitini
Today, let’s carry on thinking about... “Learning from those around us”
Who is the main character?
“Being tested”
Let’s think about what main characters learn..
Perseverance
Keep trying
“Transferring our knowledge to new experiences”
Let’s think about how the character uses what they learn
How a lesson is taught and applied
The in-joke between characters who shared an experience
“Never underestimate the power of the little person”
Little digger
Locked out
“Being independent thinkers”
Baby bear
Greedy cat
Monster
“Likeable and unlikeable characters”
How does a text create characters that we like? ...Don’t like?
Teaching with pause points
Do we want to change our minds about the character?
Is it ok to not like the actions of the main character?
If this were a person you know, what would you say to them?
Part 2:
Developing transferable reading knowledge
Wide reading
Deep
but
narrow focus
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Synthesis is regarded as a higher order thinking skill which requires people to bring knowledge from different sources together to create new meanings (LLP, 2009).
Provocations: Does helping others also help us? Is helping always helpful? Are helpful characters the most likeable? When we help others, who learns the most? | Collection of images Wkaktaukī (prior knowledge activation at level of THEME) | The little red hen | Little bulldozer | Getting ready for the visitors | Across text synthesis : What different ways to characters help each other? |
What the characters learn about helping | What sort of helping did we see? | | | | |
How the characters learn about helping | How are they helping? | | | | |
Who helps characters learn about helping | Who is helping who? | | | | |
Within text synthesis: What did we learn about helping? | | | |||
A GO at planning for it:
Stuck for a provocation?
Go to NZC
• “Explore and share idea about relationships with other people”
Provoke thinking with it: Awhi mai, awhi atu.
..... Does helping others lead to stronger friendships?
... Do you become friend through helping OR do we only help our friends?
A GO at planning for it:
Stuck for a pre-reading link
to prior knowledge?
GO to images to make links
Go to use book box/ familiar texts as scaffolding text.
Let them come to the new text armed with ideas about the provocation / theme.
(Don’t forget to solicit talk in multiple languages)
A GO at planning for it:
Stuck for a book introduction?
Use the provocation to introduce the big (abstract) idea
Today we are going to read to find out about one way of helping/ one character’s approach to helping (theme)
Let’s look at what happens (series of events, using new language)
When you read it, make sure you... (L/I - e.g. check to see that it looks right/ listen to yourself telling the story)
A GO at planning for it:
Stuck for what to create?
Guided writing? Shared writing?
Wall story? Shared story? Personal response? Dictated story? Static image? Speech bubbles? etc
To share....to learn
A GO at planning for it:
Stuck for a way to build over time?
Go back to your modelling book
Word walls/ Word cards/ Image match etc
can’t need make help
try ask please can
Who will will you
Thank you
Did I do this?
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