Making surface learning for literacy visible (Acquisition (Leveraging…
Making surface learning for literacy visible
Essential before deeper learning
Students may need to overlearn surface content before succeeding at more complicated tasks.
Need to balance surface, deep and transfer.
Leveraging prior knowledge
Students may have misconceptions
Students may have knowledge but it is disorganised/jumbled
Strategy: focus on broader understandings rather than facts.
Students respond to statements and given reasonings.
Strategy: Cloze passages
Use a 250 word passage (like a unit summary)
Delete every 5th word
less than 30%: frustration
Phonics and direct instruction
Has five dimensions:
through definitional knowledge
through correct usage
through recall of words
through understanding examples and non examples
through use of vocabulary in discussion
Word Cards (similar to Frayer model, simplified)
modelling word solving (modelling thinking it through)
word and concept sorts
Reading comprehension in context
Note-taking (record, reduce, recite, reflect, review, recapitulate
Cornell note taking method
Rehearsal and memorisation through spaced practice
cannot underestimate the important of 'over learning' surface stuff in order to achieve deep stuff well.
e.g. sight word games
student listens to passage read aloud by teacher
student reads it to themselves as many times as they need/want
student reads aloud
rate, accuracy and prosody are calculated.
keep repeating with goal of improvement
passage around 200 words
understandable to learner
Collaborative learning with peers