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Making surface learning for literacy visible (Acquisition (Leveraging…
Making surface learning for literacy visible
Why?
Essential before deeper learning
Students may need to overlearn surface content before succeeding at more complicated tasks.
Need to balance surface, deep and transfer.
Acquisition
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
Student results:
60%: independent
40-59%: instructional
less than 30%: frustration
Phonics and direct instruction
Modelling
Giving examples
Vocabulary instruction
Has five dimensions:
Generalization
through definitional knowledge
Application
through correct usage
Breadth
through recall of words
Precision
through understanding examples and non examples
Availability
through use of vocabulary in discussion
Strategies
Mnemonics
Word Cards (similar to Frayer model, simplified)
modelling word solving (modelling thinking it through)
wide reading
word and concept sorts
Reading comprehension in context
Strategies
Summarising
Annotating Text
Note-taking (record, reduce, recite, reflect, review, recapitulate
Cornell note taking method
Consolidation
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
Repeated reading
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
Receiving feedback
timely
specific
understandable to learner
actionable
Collaborative learning with peers