Lisa uses these book marks, rather than sticky notes, during Guided Reading sessions. Students look for interesting facts, vocabulary, and connections to then discuss with the group/ teacher.
Here is an example of how Tania explicitly teaches reading comprehension strategies through her Guided Reading groups. A clear purpose and explanation is given to students about why they need to learn and practice these strategies to become good readers.
Here are some student products as a result: (click on the image for detail)
Best Advice Paper:
Common comprehension strategies:
1. Predicting and activating prior knowledge
4. Monitoring and Clarifying
5. Making connections
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:
Levels of questioning: Marion Blank
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?
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
The Big 6: Components of Reading
National Aborigines and Islanders Day Observance Committee
Shared Read Aloud this week:
Enora and the Black Crane by Raymond Meeks
This is a traditional story, based on Arone Raymond Meeks’ knowledge of the bush, the spirits who lived there and their laws as taught to him by his grandfather, a member of the Kokoimudgji group in Queensland.
An important story belonging to the Kimberley people which focuses on one man’s resistance to colonisation.
The Burnt Stick by Anthony Hill
A poignant story from a young boy’s perspective of his removal from his mother and their group. A great insight for students into the trauma caused by the removal of children from their family and traditions.
A great companion read would be The Rabbits by John Marsden and Shaun Tan.
Hope you get a chance to share some of these stories with your classes during NAIDOC Week.
Feel free to add comments to this blog post in response to your class’s discussion/ ideas.
Looking for something to deepen students levels of reading comprehension? Have a look at this.
Could staff please make sure that the following assessments have been collated and entered into our database.
Early Intervention Program
eg. SPAT, PAA
Test A beginning of Year
Test B End of Year
(DECD – End of Term 1 and 3)
|Writing EALD Language and Literacy Level – Sentence Structure|
|3||Teacher Judgement||Y||Y||Y||Teacher Judgement||Y||Y|
|4||Teacher Judgement||Y||Y||Y||Teacher Judgement||Y|
|5||Teacher Judgement||Y||Y||Y||Teacher Judgement||Y||Y|
|6||Teacher Judgement||Y||Y||Y||Teacher Judgement||Y|
|7||Teacher Judgement||Y||Y||Y||Teacher Judgement||Y||Y|
Download a copy of SA Spelling Tests here: