Comprehension

Best Advice Paper:

decd-best-advice-1-6-comprehension-1t4coci

Common comprehension strategies:

1. Predicting and activating prior knowledge

2. Questioning

3. Visualising

4. Monitoring and Clarifying

5. Making connections

6. Inferring

7. Determining importance

8. Summarising and synthesising

 

Effective Strategies to share with parents

Echo Reading – teacher/ adult reads one sentence aloud and then the student repeats it.

This can also be done by paragraph or page.

Shared Reading – Teacher/ adult reads one sentence, then the student reads the next sentence

Paired Reading – both the adult and student read at the same time

NIM (Neurological Impress Method) – adult to read and the student to mimic words behind them. Specifically used if the book is text dense. Adult to track the text using their finger.

Levels of comprehension:

Here

Hidden

Head

Heart

Levels of questioning: Marion Blank

Early Years: http://www.wisewordsaustralia.com.au/levels-of-questioning

 

 

Questions to further investigate: (from staff 7/3/18)

Am I aware of when I use Here, Hidden, Head and Heart questions?

How difficult can we make the questions for year 2/3 based on Here, Hidden and Head questions?

How do you think inferential questions can be used to explore students’ levels of achievement and as a tool to differentiate learning?

Would it be a productive learning activity to ask children to devise their own ‘Here, Hidden, Head, Heart’ questions?

How will I get my students involved in making content for my Guided Reading activities?

I wonder if these types of questions (Here, Hidden, Head, Heart) will be more easily understood by using these titles/ prompts?

I wonder how the children will respond to using the strategy of NIM – both younger (Reception) and older students (5/6) in our classes?

How can we expand on children designing their own here, hidden and head questions?

What opportunities can be presented to students in order to activate student voice in designing questions to show their level of thinking?

PAT- R Retrieving Directly Stated Information

Whilst developing research skills with Year 5/6 students we have unpacked the description for each band in the Retrieving Directly Stated Information strand of the PAT-R and have identified one goal for each student. These goals would be suitable for students from years 3-7 depending on which band matched their Zone of Proximal Development. Refer to the student’s scale score.
Mosaic Leaf Learning Progression – Reading Comprehension 1-21cemgd

Leaves – Retrieving directly stated info multiples-twv6j0

Mosaic Leaf Learning Progression blank-197xucn

SPELD Resources – Recommended for Dyslexia

SPELD – Cleve Bytes – Good Teaching Practices
http://www.speld-sa.org.au/services/clever-bytes-good-teaching-practices.html

SPELD Blog
https://speldsa.wordpress.com/

Assistive Technology
Kidspiration
http://www.inspiration.com/Kidspiration
https://www.speld-sa.org.au/shop/assistive-technology/product/217-wordq-4.html

For Mathematics

  • Directly teach the vocabulary of maths
  • Direct and explicit teaching
  • Focus on what the symbols mean
  • Teach step by step directions
  • Use concrete materials where possible initially and then more to abstract concepts
  • Use graph paper to help in organising ideas

 

Maths Resources – Thanks for sharing Libby

https://tedd.org/mathematics/

Estimation 180

http://www.estimation180.com

Resolve.edu.au has maths inquiries aligned to Aust curric

https://www.resolve.edu.au

Has videos that are useful provocations

https://www.youtube.com/user/standupmaths

http://thekidsshouldseethis.com

Has videos that are useful provocations

https://www.youtube.com/user/numberphile

Other useful sites:

http://www.transum.org

https://nrich.maths.org
https://illuminations.nctm.org

National Library of virtual manipulatives
This is a great resource too. Lots of practical tools and examples.

Learning Assets – Kath Murdoch – A Framework

We are researchers.

We can formulate questions and locate and use a wide range of sources and techniques to investigate problems, interests and issues. We think critically about the information we gather and we are careful to acknowledge our sources.

curious, courageous, resourceful

We are thinkers.

We can think logically, creatively and reflectively. We think about how we use our thinking and have different strategies for making our thinking visible to others. We remain open-minded and no that our thinking changes as we learn.

open-minded, flexible, persistent

We are collaborators.

We can work with others on shared goals, questions and challenges. We know how to be a constructive part of a team, to use different roles for different tasks and to actively listen to and respect other people’s views. We understand how our behaviour affects others.

empathetic, compassionate, reliable

We are self-managers.

we can learn independently and can make wise decisions about our learning. We know ourselves as learners and can set and work towards personal goals. We know we can continually improve as learners.

resilient, responsible, reflective

We are communicators.

We can communicate ideas confidently in different ways and for different purposes. We listen thoughtfully to what others communicate to us. We can adapt our communication style to different contexts.

confident, responsive, respectful