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

1.

Words Sentences

Taken from John Munro

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

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

Steps in G.K.R

Words Sentences

Taken from John Munro

Planning to teach G.K.R

Words Sentences

Taken from John Munro

Sequence for teaching the strategy

Words Sentences

Taken from John Munro

Prior knowledge

Ready for new written text

Prior knowledgeexpressed in sentences

Words Sentences

Taken from John Munro

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

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

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

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

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

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

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

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

Taken from John Munro

What I have learnt?

How have I learnt it?

What next?

Taken from John Munro