Explicit Teaching of Reading Comprehension Examples from across the school

reading bookmarks 2-28q8yox

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.

Term 1 Week 3-26cu0hd

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)



Effective Feedback

The litmus test for effective feedback is when a student is able to answer:

  1. Where am I going?
  2. Where am I in the learning?
  3. What do I need to learn next?

7 Principles of good feedback:

  1. It clarifies what good performance is (goals, criteria, expected standards).
  2. It facilitates development of self-assessment in learning.
  3. It provides high quality information to students about their learning.
  4. It encourages teacher and peer dialogue around learning.
  5. It encourages positive motivational beliefs and self-esteem.
  6. It provides opportunity to close the gap between current and desired performance.
  7. It provides information to the teacher  that can be used to help shape teaching.

Leading Impact Teams, Bloomberg, Pitchford, 2017.

Words Their Way – useful resources


Best Advice Paper:


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:





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


Assistive Technology

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