Literacy Training an NMR School Improvement InitiativePresented by

Module 1J

The 7 High Reliability Literacy Teaching Procedures (HRLTPs)This approach to literacy was developed by Prof John Munro

It identifies the strategies readers need to convert written text information to knowledge It uses 7 High Reliability Literacy Teaching Procedures (HRLTPs) to teach readers how to comprehend and learn from written text

The HRLTPsGetting Knowledge ReadyVocabularyParaphrasingReading AloudSummarise What questions does the text answer?Review

What do we mean by Literacy?Literacy allows students to convert written information into knowledge. These literacy presentations are about reading for learning, NOT learning to read.J

Why are we here today?Getting Knowledge Ready (GKR)

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Simple tools can have a powerful impactJ

Todays RoadmapWhy use GKR?What is GKR?How do you use GKR?Teaching students to use the GKR independentlyImplementing these procedures.J

Think of the last time you read a newspaper article on a difficult or unfamiliar topic.

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How well do your students get their knowledge ready ? Rate your students on each scale from 0 (never) to 5 (always). L

What did your students score?

How would you have liked your students to score?L

What might a low score mean?Sometimes students:may form an image but have difficulty talking about it need questions to help them put their images into words need to hear what other students know about the topic to stimulate their memory have had little experience talking about what they know or see in their mindsneed prompts to access the images in their headL

Will spending more time on literacy mean less time for content?

Teaching without planning for literacy learningIn any area, literacy is the means by whichinformation is converted into knowledge.So much to do, so little time to teach the content and worry about literacy! Why dont they remember what I teach them?I have to waste so much time repeating myself.L

Student Short Term MemoryThinking SpaceLong Term Memory(Existing Knowledge)New Information

Egyptian King is buried in a Pyramid.J

Many students store information in pictures and actionsJ

What are the key phases of getting knowledge ready?Students :1. Visualise and organise what they know about the topic.

Express it in words and sentences.

3. Bridge (link) knowledge to the written text.J

What might this look like for the topic the rainforest?The heading says Endangered Species of Malaysia. I think it will be about Orang-utans

The forest is green and lush and has lots of animalsPhase 1: When you hear about rainforests, what do you think of? What do you see? Phase 2: Describe the pictures in words and sentencesPhase 3: Look at the heading on p 53. What do you think its going to be about?J

Another exampleWhat do you think of when I say global warming?

Say your ideas in sentences.The heading on new text says: Carbon emissions program may achieve goals. What do you think its going to be about?J

Todays RoadmapWhy use GKR?What is GKR?How do you use GKR?Teaching students to use the GKR independentlyImplementing these procedures.L

Example text: Lifeblood of Egypt from a year 7 Humanities text. L

Before the lesson, look at the text and askWhat key concepts do I want students to learn? What facts do I want students to learn?What key words and phrases do I want students to learn?What prior knowledge could/do the students have? Year 7 Text L

Can you remember the three key phases of getting knowledge ready?Students:1. Visualise and organise what they know about the topic. 2. Express it in words and sentences.

3. Bridge knowledge to the text.L

The following slides will explain various ways of implementing phase 1. (more tools for your toolbox) J

Phase 1To help students visualise and organise their knowledgeWhat do you think the text will tell you? What do you know about the Nile river? Imagine you lived on the river Nile. What would it be like? Why do you think the Nile was important?Show pictures to the students and ask:What might the text be about?What might be the main ideas? What might happen? What questions might it answer? What words might be in this text? Describe the topic. For example We are going to learn about the importance of the Nile river to ancient Egypt. J

Phase 1To help students visualise and organise their knowledgeGive a set of key words to groups of students.

Ask students: What do these mean to you ? What can you see when I say each word?Describe what the words remind you ofAre there questions you want to ask when you hear each word?Listen to these terms. Make a picture in your mind that contains all of them. What is the topic ?J

Phase 1To help students visualise and organise their knowledgeThink of the next topic you will be teaching students. Give a set of key words to groups of students.

Ask students: What do these mean to you ? What can you see when I say each word?Describe what the words remind you ofAre there questions you want to ask when you hear each word?Listen to these terms. Make a picture in your mind that contains all of them. What is the topic ?J

Morning tea?J

What do I know about GKR?GKR allows students to convert knowledge/ experiences/ impressions into spoken and written form to connect to new text.

Now some fun and games

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The following slides will explain various ways of implementing phase 2. (more tools for your toolbox) L

Phase 2 Students express it in words and sentencesStudents 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?

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Phase 2 Students express it in words and sentencesWhat 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?

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Phase 2 Students express it in words and sentencesThink 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(?) secondsShare your ideas with the student sitting next to you. Share your ideas with the class or a group. L

Phase 2 Students express it in words and sentencesAsk me about the topic / InterviewImagine 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 L

Phase 3 - Bridge to the written text Prior knowledgeReady for new written text Prior knowledge expressed in sentencesJ

The following slides will explain various ways of implementing phase 3. (more tools for your toolbox) J

Phase 3 Bridge to the written textRead the title aloud. Say it in other ways.Question why specific words were usedRead 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) J

Phase 3 Bridge to the written textSuggest purpose of the textWhat will the text tell you about? What are the main ideas in this text? What questions might be answered? What new words might be in this text?J

Phase 3 Bridge to the written textScan 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 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 the purpose and content of text J

Phase 3 Bridge to the written textWhere will you pause while reading? How will you review what you know and have read? What will you do if what you read doesnt make sense? What will you do as you read if come to a part/word that you dont understand ?Plan a strategy for reading the textJ

What are some GKR activities?VisualiseRelate to students experiencesGuess themes and ideasDiscuss illustrations (questions)Determine authors purposeAsk 5W 1H questions (why when where what who how)Brainstorm, Venn diagrams, graphic organisers etcDraw or act outGuess the writing styleLook at headings/ subheadings and contents pagesKey words (find and define)Topic sentences (try to understand the topic of each paragraph)Alphabet game/word games

Worksheet

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Todays RoadmapWhy use GKR?What is GKR?How do you use GKR?Teaching students to use the GKR independentlyImplementing these procedures.L

Teaching students to independently use the GKR proceduresStudents need to: Learn each procedure separatelyPractise the procedures regularlySay what they did and how each procedure helped them.Experience success using the proceduresL

Self TalkStudents 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?

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Todays RoadmapWhy use GKR?What is GKR?How do you use GKR?Teaching students to use the GKR independentlyImplementing these procedures.L

How can these procedures be used in your teaching?Implement the procedures gradually.

Select one or two strategies and use them consistently.

You can be a lone ranger but a whole school approach is best. L

How do you build these into your teaching ? J

Lesson 1Lesson 2Lesson 3

Visualise and organise knowledge Visualize the topic and talk about their imageryThink Pair ShareExpress knowledgein words and sentencesInterviewWrite brief article showing what someone could say about topicSay what questions the topic might answerBridge 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.L

Handy hints Time activities to suit your purposeIntroduce graduallyChoose the best activities for your groupExpect gradual changePersistExperimentExplain the procedures to the studentsBuddy upTeacher modelling the procedure J

Between SessionsAt the next session please bringThe PMI form StoriesPlanning sheetSuccesses and questions L

For extensive on-line research bibliography go to

http://www.edfac.unimelb.edu.au/eldi/selage/publications/index.html

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An NMR Literacy Improvement InitiativeTeacher development presentation and PD materials by Northern Region teachers:Alistair Forge Yota Korkoneas Lillian LeptosLes Mitchell David Mockridge Karen MoneyPetrina Scanlan Effie SgardelisJan Smith

The High Reliability tutors:Are teachers from a variety of KLA backgrounds and this is supplemented by John Munros background as a math teacher.They are from a range of NMR schools which have implemented the programHave completed the full High Reliability training program and worked with these strategies both in own classes and in support roles to colleagues in successful school-wide programs

We want to share with you the things that have worked for us. We hope you will have an open mind to the ideas and that we will interest you enough to go back to your school and give the ideas a try

The approach we will be guiding you through in this program, works across all domains, not just English/ Humanities, and is compatible with VELS outcomes.

We see reading as a central component to learning. To comprehend effectively students need to consciously apply a number of strategies. As teachers we need to build these in as teaching procedures to support students to apply them.1.Before reading students need to Get their Knowledge Ready as a bridge to the text they will read.2. Vocabulary can be taught and learned before, during or after reading aloud. We want to maximise development of their Meaning Making Motor. The amount of time spent on this will depend on students tolerance levels for new vocabulary. This tolerance can be supported and built up over time.3. Reading aloud3 levels of text: Recreational level fun and easyTraining Level zone of proximal development (Vygotsky). Challenging without defeating. Frustration level too difficult, leads to giving up. 4.5.6. Paraphrasing, What Questions does the text answer? and Summarise are procedures which follow reading aloud and reading silently. The interaction with the text becomes evident in these procedures.7. Review and consolidateThis is the time to go back over the reading and check the new knowledge. It is the time to remember the information and add to existing knowledge. It is the time to review and to show what we now know.We hope this presentation compliments what youve already learntQuestions answered by this module:What is 'getting your knowledge ready' for reading? Why teach students to 'get their knowledge ready' for reading ?How can you tell if your students are properly preparing themselves for reading and learning ? What happens to learning if students dont get their knowledge ready ? How do you teach students to get knowledge ready ?How can you tell what types of knowledge students need to get ready ?

Tools can be complex or simple.Many of the procedures that make up this program will seem very low key and ordinary.There are bound to be teachers here who have at some time used some of the strategies we are going to recommend. The difference:you to use these strategies regularly and consistently doing things in a specific way and the self talk self management aspect. Inclusive modelWe will be asking you to make these strategies an essential part of all your planning for learning.

There are 5 parts to todays presentation

How did already knowing about its topic help you read it? How did images in your head help you understand or relate to the article?What knowledge did you need to understand the article? (Answers scanning the text, looking at headings, looking at pictures) These things you have come up with is what we will call: GKR Getting Knowledge ReadyWe do it to Help access existing knowledgeTo link old and new knowledgeTo help us be engaged with the textTo help focus the readers mind as they read the textWe want teachers to think of using the GKR activities whenever they ask students to read. Most of us know how to get our knowledge ready automatically

For secondary schools: You have a science extra and the teacher wants you to get through P55 with the class. How do you begin?(Answers scanning the text, looking at headings, looking at pictures)For Primary schools: 3 Baers exercise

Give out handout (of slide): Do this as Think Pair ShareWe want you to think about the behaviours that students show when you give them reading or learning tasks so you can decide how important GNR is for your students.How often do your students show the following behaviors when you ask them to read or to learn by reading ?

Do the survey activity

Think Pair Share?What is an acceptable score?What is low score? Think of those students who you scored low in terms of GKR behaviorhow effectively are they learning? How would you describe them as learners?How do you explain the link between getting knowledge ready and furtherlearning?

Sometimes low performing students:need to hear what other students know about the topic to stimulate their memory.For example, a student remembers that the Nile is a long rive going through a desert . Another student hears this and it stimulates a related image in the second students mind. It may stimulate the second student to recall the same video that other student recalled.Some students may form an image but have difficulty talking about it. You may need to give them time to do this or you may need to scaffold their ability to talk by the way that you ask questions about the images that their mind is holding. For example, you may want to ask What do you see in your mind ? What does it look like ? These sorts of questions help them to put their images into words. have had little past experience in talking about what they know or see in their minds. With these students you may need to model this trigger to remembering.If kids cant think of images, then provide a suitable prompt and or provide an image.

Just walking in and asking the students to turn to the page and read, often leads to ineffective learning and recall.

Without understanding, the recitation of the KLA content information, never converts into knowledge.

In this High Reliability literacy approach, the KLA course content becomes the material through which literacy is developed.

How does information convert into knowledge?The learner recalls any related prior knowledge (primes the brain to receive new information)Learner inputs new information from reading, diagrams and discussion (this enters the thinking space)The new learning forms an image/ picture in the thinking space of the brain. Student scans through existing knowledge to find ways of making this new material meaningful.New learning is attached to existing understanding and vocabulary, (verbalised, written, illustrated, the student works to check/ modify their understanding). The new understanding is confirmed when the information is tested by use (discussion, tests etc)New learning is understood and becomes the basis for the next learning cycle The KLA CONTENT is the essential medium for LITERACY DEVELOPMENT.

This model of literacy development is based on a couple of important beliefs. The first is that the information we hold in our head is often in a pictorial form that includes a memory of actions related to concepts. The second important belief that when existing knowledge is activated, new information is more meaningfully engaged. Well use this picture to lead you through how this works.

This is how it looks like when students do get their knowledge ready. E.g. we study Egypt, GKR brings up the idea of a pyramidthis comes out of long-term memory and is activated in the thinking space. The new information attaches to this knowledge. By manipulating the new information (using it in oral and written tasks, using it in recall and problem-solving tasksthe information is understood and therefore becomes knowledge.

Many students have difficulty learning because what they have stored (picturesactionsexperiences) is not in a form that can be easily linked with written text.

We need to teach students to get their knowledge into an appropriate form so they can bridge to the new text.

This is Getting their Knowledge Ready

Say any word slavery, cricket, chess, and the effect is the samea series of pictures are activated in your mind.

What are the implications? We need to ask students the sort of questions that will help them to activate the images they have in their mindsWe need to teach students to get their knowledge into an appropriate form so they can bridge to the new text.

Visualise and organise what they know about the topic. They bring together the relevant experiential knowledgeThis lets them stimulate what they know about the topic: the students first form an impression of what the text might say. 2. Express it in words This helps students write and say this knowledge in sentences that they can link with the sentences in the written text. They write and say in sentences what they see in pictures and actions.3. Bridge to the text Students match what they know in sentences with the text they will read. The new text has a familiar sound as they have said and used at least some of the words contained in it. Students go from the sure ground of what they know, to the less secure ground of new concepts and new vocabulary.

This is a visual representation of the last slide. Lets have a look at how this works. This is just one example of how you could ask the sort of questions that will help students to recall the images theyve stored. Imagine you are in a forest. What would you see, hear, do, smell ? Think back to when you saw a forest on TV. You may have been in a forest or seen pictures of a forest.

The aim is for students to re-live /re-construct their experiences and to find words that can communicate their lived knowledge.

Think about the next topic you will be introducing. What sort of questions will you ask to activate the knowledge pictures that students have stored.INTERACTIVE

These are all images that might come into the head of students

Well be taking you through some of the planning you might need to think about if you are using this typical year 7 humanities text.

Distribute A3 sheet lifeblood of the Nile. Teachers to work in groups of 2-3 to complete questions.

Look at the text and decide the specific ideas you want the students to learn by reading it. Select some ideas you will assume they know already. You can look for key concepts (or ideas) you might expect some students to know, at least in an elementary way. Students may have encountered some of the ideas included in the content, but the knowledge may be in terms of experiences rather than book knowledge. What sort of questions might you ask to help them to recall some of these relevant experiences?content words and phrases in the text that you would expect at least some of the students to read, write and understand in some ways.relevant facts that you would expect some students to know and remember, perhaps at an immature level. The facts may be expressed in an informal language. A discussion about this existing knowledge allows you to re-state the ideas in the more formal language normally found in the text they will soon read.

How important is it to think through all these questions? Woodcraft analogue clock building case, telling time example?kids not understanding the positioning of numbers on a clock faceThere is no zeroDont know which direction the hands sweep We want you to think about the next topic youll be introducing to your students.What sort of prior knowledge are you assuming? After youve considered all these matters, you will need to plan for activities that will help students with each of the 3 phases of GKR

Can you recall the 3 phases of getting knowledge ready?Visualise and organise what they know about the topic stimulate what they know about the topic: the students first form an impression of what the text might say.Express it in words help students say this knowledge in sentences that they can link with the sentences in the written text. They do this by saying in sentences what they see in pictures and actions.Bridge to the text match what students know in sentences with the text they will read; bridge over to the text you will read.Remember that different situations need different tools. You are the professional and you best know the needs of your students. We will put a range of options to you, but its you that will decide what is most appropriate.

We want you to think of that topic youll be teaching next and imagine applying some of these approachesWell be assuming that you are teaching the Humanities topic, the Nile. There are many ways of helping students to visualise their knowledge. Here are some possible prompts

If no pics in their head give them pics as a prompt.The aim is to help students remember and make into pictures in their minds what they already know about the Nile. This may be constructed from what students have seen on TV, in books

These are some techniques. Clearly you wouldnt use all these questions. Its up to you to make the most appropriate selection.

GKR is a quick preparatory step before the new information is tackled so think in terms of brevity and effect.

This is another, slightly harder way of getting students to visualise and organise their knowledge. Students here are not told the topic, but need to work it out for themselves first from clues in the key words from the text.

How would you use this with the topic they were teaching next week?

If its going to be the first time that you are going to use this exercise with students, introduce it gradually e.g. Do it first for short highly predictable topics with a few key words first

After the students have tried to work out the topic, how would you bridge over to reading?A short exercise like this, help them to better engage with the new text that will followAlready know the key words and have thought about what they meanHave heard the teacher say the words and so will have a better idea how to sound them outHave guessed at the possible content of the new text and so their minds are getting ready to plug the new information into their expectationsINTERACTIVE: work with a partner to plan out a guess the topic grid activity that you could use tomorrow

This is likely to be a new way of working for many students, so its best to introduce the idea gradually e.g.. Do it first for short highly predictable topics and begin with only a few key words at first

When we get back we will ask you to get your knowledge ready before introducing to you any new information. Well be asking you to Review what GKR isGiving students activities and questions that allow students to converting knowledge/ experiences/ impressions into spoken and written form and then using this as a foundation for further learning. New ideas are able to get purchase on the old ideas.

Recall 3 phases of GKRVisualise and organise what students know about the topic. Express it in words and sentences. Bridge knowledge to the text.

What are the three phases of GKR?Visualise and organise what is known about the topicExpress this knowledge in words and sentences. Why do students have to respond in sentences? To connect their knowledge with the text in a coherent way. To help students to structure their information in the form they will need to put it into, if they are going to communicate with other people. Sentences form a better bridge to the text and are a better foundation for further learning.

ALPHABET GAME: half dozen tilesfind 3 words that relate to session 1THINK PAIR SHARE.put your 6 words together and use these as a trigger for an idea related to GKRP=priorG=guess the topicK= knowledgeS=say in sentencesV=visualiseO=organiseSAY IN A SENTENCEThrow back to the front (record on the whiteboard)Remember that different situations need different tools. You are the professional and you best know the needs of your students. We will put a range of options to you, but its you that will decide what is most appropriate.

Think of a topic you will be teaching next and imagine applying some of these approachesOften students have particular images in their minds. These are the result of their own specific experiences. To make these more useful in terms of further learning, we need to encourage them to express their experiences in slightly more general ways.

To scaffold students in using words and sentences, you might ask questions like(speech bubble)

Students can generate their own 4W and 1H questions,

This can be done as an interview. One student interviews another student. Perhaps one student is an ancient Egyptian and the other is a foreign traveller seeking to understand the country she is travelling through. Think, pair, share. Have each student spend 1-2 minutes listing down what they think might be said about a topic. They might like to generate an open ended question. They work in a pair and integrate their ideas. Two pairs combine and work to select the 5 most likely ideas from their combined lists. Whether they write their responses or say their answers to the group will depend on your class. Dont try TPS with classes that have behavioral issues!Ask me about the topic. One student takes the role of the farmer and the second interviews her / him about their experiences. They swap roles.

A teacher might use one of these words and sentence activities, not all of them.

Think of the topic you will be teaching next weekWe want you to take a minute to think of a word and sentence activity that you can use.

We want you to try the activity you have planned and evaluate how it went

Every student will have some prior knowledge and this needs to be recalled and said in more general ways in sentences By doing this, the students now have their knowledge in a form that is ready to process or to receive the new ideas described in the text. By reading the new text the bridge allows the new ideas to become meaningful. Students learn the new ideas by variously manipulating the new information. New informationt becomes their knowledge.Remember that different situations need different tools. You are the professional and you best know the needs of your students. We will put a range of options to you, but its you that will decide what is most appropriate.Think of a topic you will be teaching next and imagine applying some of these approaches This is one way of creating a bridgeLook carefully at headings and subheadings (read the teacher script)

The gap between the verbal knowledge in the childs mind and the information in the text needs to be be bridged. This is one way of creating a bridge

Why might the text have been written? Students focus on possible reasons or purposes for writing the text, for example, a factual text may have been written to tell them how to do something, to teach new ideasWhy do you think the writer may have interviewed and then written one persons story ? What do you think the author wanted to show us ?

Possible class activity:Give students the title I was there ? and tell them the topic. What do I think the text will say

Possible class activity:Students draw a picture or act out its possible theme or write the text. They can draw possible covers, label them, compare covers and explain their selections.

This is one way of creating a bridge

What do you think the text will tell you about ? What are the main ideas in this text? What questions might be answered? What new words might be in this text? Students scan the text and begin to decide its theme. Use the title, headings, sub-headings and diagrams. What do the illustrations / title/ contents page / list of sub headings. headings tell you ?

Possible class activity:Students draw a picture or act out its possible theme or write the text. They can draw possible covers, label them, compare covers and explain their selections.

Possible class activity: Different groups are given the content page with the items jumbled.Students sequence the items and discuss how they decided their sequence

This is one way of creating a bridgeHow will you read the text ? Readers say how they will read, the actions (strategies) they will use to help them understand the text,?Readers say where they might pause while reading, how they might up-date or review what they know having read, what they might do if what they read doesnt make sense. "What will I do as I read/ if I come to a part that I dont understand ?

This is one way of creating a bridgeWhat don't you know about this topic ? Students list questions and queries that they have about the topic and what they believe they don't know. This is useful for motivating reading.When you think about being a captured foreign slave working on the building of a pharaoh's tomb. What questions dont you know the answers to ? INTERACTIVEMany of these tools are already used by teachers. Which of these have you already tried? Share your experiences with the person next to you.

On slide 25 we asked you to think of a topic youll be teaching in the next couple of days and thinking of words that you could select for a guess the topic activity.Now we want you to go back to that topic and think of which one of these GKR activities you might also use to help your students to help them to establish the context for their further learning. Have a look, select a couple and the person next to you, how youd use them in your teaching.There are 5 parts to todays presentation

The driving the car analogy. How did I get here? Learnt each movement separately.Talked through each skill (especially the sequences)Used the skills in concert with one another, often making lots of mistakes, until the skills were automatised

Students need to understand themselves as learners so it really helps if we spend some time to explain WHY we are doing these things

E.g. When students have had success in predicting content, or when that have come up with a question that the text reading answers, it really helps if we highlight this and take the time to point out that having a question in mind, makes the reading more purposeful.

Part of personal learning VELSEach strategy needs to be explicitly taughtA key step on learning to use each strategy independently is to convert what it says to do to self talk. Students then use it to guide their thinking activity. The use of the above questions should be modeled by the teacher and learnt by the students

Teacher introduces one or two strategies and their self talk each week. (giving time for repetition and use in a range of situations)The full repertoire of strategies will be developed over time.

There are 5 parts to todays presentation

Teacher reflection both retroactive and proactive Reflect back to self assess and reflect forward to try out new things.Both you and the students need to take time to get used to these new strategies.

INTERACTIVEDistribute empty data chart to fill in with planning for a sequence of lessons

LINKS with ORAL LANGUAGE PROGRAM (same language being used)

Remember the three phases of GKR. Try to have an activity targeting one or two stages for each lesson. The activity may only last 5 minutes but it will be a critical part of understanding the topic. These activities are driving the learning.

These activities will give teachers a knowledge of where students are in terms of their learning. Its one aspect of formative assessment.

There are three phases of GKR. Target one or two stages with one or two strategies, for each lesson. The activity may only last 5 minutes but it will be a critical part of understanding the topic.

The LITERACY ACTIVITIES we are outlining for you today are not taking up valuable KLA content learning time. Instead, they are driving the learning.

Greater confidence and motivationReduced discipline related incidentsMore learning and more effective learningDevelopment of transferable skillsKey features are things like bold writing, headings and graphics)Explain, explain, explain (to the kids) If its not working, change it. Different activities work with different groups.

As a learning community we are all hoping to learn from one anotherLesson plans, stories, ideas.everything is useful Some people will have heard enough to get them started and some of the exercises weve done today will have given them a starting point.Some people may need to dip further into the model before they have the confidence to move forward, and for those people, this website is a rich resource.

Well see you in the next session and good luck in your work with this first High Reliability procedure.