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The 7 High
Reliability Literacy Teaching
Procedures
Getting Knowledge Ready
{G.K.R}Vocabulary
Reading aloud
Paraphrasing
Saying questions the text answers
Summarising
Reviewing
HRLTP Information from Dr. John Munro Presented by Concetta Cerra
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1.
Words Sentences
Taken from John Munro
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Getting Knowledge Ready {G.K.R}allows students to convert knowledge,
experiences and impressions into spoken and written form to connect to new text.
Words Sentences
Taken from John Munro
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Know in experience{Visualise and organise what they know about the topic}
Know in words{Express it in words and sentences}
Bridge to text{Link knowledge to the written text}
Words Sentences
Taken from John Munro
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Steps in G.K.R
Words Sentences
Taken from John Munro
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Planning to teach G.K.R
Words Sentences
Taken from John Munro
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Sequence for teaching the strategy
Words Sentences
Taken from John Munro
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Prior knowledge
Ready for new written text
Prior knowledgeexpressed in sentences
Words Sentences
Taken from John Munro
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Why do readers get their knowledge ready for reading? Remember and link what you already know about the
topic and use this as you read
Plan how you will read and learn
Get an impression of what you should look for as you read
See where what you know ‘fits in’ with the text you will read
Taken from John Munro
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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
Taken from John Munro
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What do you think the text will tell you?
What do you know about …… ? Imagine you …… 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? What does this mean to you? What can you see when I say
these words? Describe what the words
remind you of Make a picture in your mind What does the picture show
you? What does this picture make
you think of?
Visualise and organise their knowledge
Taken from John Munro
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Students talk about their visual images of the topic in sentences
What questions would you like answered?
What? Why? When? Where? How? Ask me about the topic
Students express it in words and sentences
Words Sentences
Taken from John Munro
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Read the title aloud Say it other ways Question why specific words
were used Suggest purpose for the text What will the text tell you
about? What is the main ideas in this
text? What questions might be
answered? What new words might be in
this text? Scan and decide purpose and
content of text Plan a strategy for reading the
text
Bridge to the written text
Taken from John Munro
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Visualise Relate to students’ experiences Guess themes and ideas Discuss illustrations {Question} Determine author’s purpose Ask 5W 1H question {Why, When, Where,
What, Who, How} Brainstorm, Venn diagrams, Graphic
organisers …. Draw or act out Guess the writing style Look at headings/sub headings and content
page Key words {Find and define} Topic sentences {Try to understand the topic
of each paragraph} Alphabet game/word games
Activities
Words Sentences
Taken from John Munro
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Learn each procedure separately
Practise the procedures regularly
Say what they did and how each procedure helped them
Experience success using the procedures
Students need to:
Words Sentences
Taken from John Munro
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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?
Self talk
Words Sentences
Taken from John Munro
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Taken from John Munro
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What I have learnt?
How have I learnt it?
What next?
Taken from John Munro