Comprehension.. Teaching for Meaning Session 1 DAY 1... · What is Comprehension? “Comprehension is defined as intentional thinking during which meaning is constructed through interactions
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The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013
The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013
The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013
Literacy & Numeracy Strategy 2011and School Self Evaluation
• Good literacy and numeracy skills are fundamental to the life chances of eachindividual and essential to the quality
and equity of Irish society
• One in ten children In Irish schools has serious difficulty with reading or writing; in some disadvantaged schools this is as high as almost one in three students
• Equip teachers to provide for the explicit development of higher-order skills and strategies for reading comprehension (e.g. retrieving, questioning, inferring, synthesising, critically evaluating)
The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013
School Self Evaluation
strengths concerns
What is Comprehension?
“Comprehension is defined as intentional thinking during which meaning is constructed through interactionsbetween reader and text”
Harris and Hodges (1995)
Comprehension is a process in which readers construct meaning by interacting with text through the combination of prior knowledge and previous experience, information in the text and the stance the reader takes in relationship to the text
Pardo, 2004
The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013
The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013
Role of the
Teacher
Role of the
Student
GuidingThe teacher provides scaffolds for students to use the strategy. Teacher provides feedback.
Students work with help from the teacher and peers to practise the use of the strategy using a variety of problems
SharingThe teacher continues to demonstrate the use of the strategy with a range of problems inviting students to contribute ideas and information.
Students contribute ideas and begin to practise the use of the strategy in whole-class situations.
ModellingThe teacher demonstrates and explains the strategy being introduced. This is achieved by thinking aloud the mental processes used when using the strategy
The students participate by actively attending to the demonstrations.
ApplyingThe teacher offers support and encouragement as necessary.
The students work independently to apply the strategy in context across the curriculum.
Deg
ree
of
Co
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The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013
The PDST is funded by the Department of Education and Skills under the National Development Plan, 2007-2013
Cross Curricular Integration
The integrated nature of the Primary School Curriculum should support the development of children’s language and literacy skills in all curriculum subjects” (NCCA, 2005)
Hallmarks of true integration• Meaningful integration
is about making natural connections
• Integration must remain true to each of the subject areas involved
• Integration should facilitate the transfer of learning and skills.
“Integration should emphasises the interconnectedness of knowledge and ideas and reinforces the learning process”