4 .Identifies ways texts present different perspectives. 5. Evaluates text accuracy and credibility by comparing texts on a similar topic. 6. Analyses and evaluates the relative importance of key ideas and information in a text to construct an overview. 7. Responds to and analyses texts by discussing the ways language structures and features shape meaning. 8. Responds to and interprets by integrating sources of information in texts. C9 1. Uses synonyms for a range of common words. 2. Uses simple content specific vocabulary in appropriate ways when creating texts. 3. Uses relevant vocabulary associated with digital technology and electronic texts. 4. Understands how prefixes and suffixes change word meanings. Vocab C10 1. Demonstrates understanding that words can have different meanings in different contexts. 2. Demonstrates expanded content vocabulary by drawing on a combination of and new topic knowledge. 3. Shows awareness that there are a number of ways to work out the meaning of unknown words. 4. the meaning of unknown/unfamiliar words in reference sources, e.g. dictionaries, thesauruses 6 G, P & V Spelling R & V 1 vocab images R & V 2 structure meaning author’s intent S & L 1 summarising Before: Review meanings and synonyms for Model chunking words to assist word identification and spelling Teacher reads different phrases (the sun’s rays, dry hot and practically airless). Students point to the sense and visualise the images. During: Students sketch their images during and after each paragraph. After: With thinking partners, students retell the text from their sketches. Teacher writes a summary from the students’ sketches, while discussing the purpose of paragraphs in texts and its descriptive language. Differentiate groups (as above – choose a different double page or anther text from the text set) Reading conference (see Monitoring sheet) Review common sight words and decoding skills from the previous session and new words from the text Discuss the diagrams and how they add meaning to the text Student reread pages (monitoring) to develop fluency Reciprocal teaching: Predictor, Questioner, Monitoring, Summariser LITERACY CONTINUUM Session Modes/Skills Explicit Modelled Reading for – VISUALISING/QUESTIONING Guided reading
3. awareness that there are a number of ways to work out the meaning of unknown words. 4. Finds the meaning of unknown/unfamiliar words in reference sources, e.g. dictionaries, thesauruses You can see it at night. LITERACY CONTINUUM Session Modes/Skills Explicit Modelled Reading for SATURN – MAKING CONNECTIONS Guided reading Comprehension C9 1. Builds understanding during reading by discussing possible consequences of actions and events. 2. Interprets texts by recognising and discussing the difference between literal and inferred meaning in relation to information, characteristics, events. 3. Builds understanding the meaning of a text by actively seeking information from different parts of a text. 4. Shows an awareness through discussion that texts can present different perspectives. 5. Analyses the ways ideas and information are presented by making comparisons between texts. 6. Identifies and interprets main ideas and important information in a text to provide an accurate retell of a text. 7. Analyses a text by discussing visual, aural and written techniques used in the text. 8. Builds understanding about the meaning of a text by identifying and discussing text organisation and features, e.g. cohesive links. Comprehension C10 1. Interprets text by inferring connections, causes and consequences during reading. 2. Responds to and interprets texts by discussing the differences between literal and inferred meanings. 13 G, P & V Spelling Vocab: telescope agriculture material surrounded compared W & R 1 planning R & V 1 vocab images S & L 2 sequencing Before: Discuss meanings and synonyms for new vocab. Model chunking words and specifically …ed words to assist word identification and spelling. Teacher models Coding strategy using another text on Saturn. During: As the teacher reads the superteacher text, students complete the Coding strategy task (attached) with a thinking partner. Students list the coding components on a class graphic organiser for display. For example: Differentiate groups (as above – choose a different double page or anther text from the text set) Reading conference (see Monitoring sheet) Review common words and decoding skills from the previous session and new words from the text Discuss the diagrams and how they add meaning to the text Student reread pages (Monitoring sheet) to develop fluency Reciprocal teaching: Predictor, Questioner, Monitoring, Summariser
remember details but understands the main idea Comprehension Retell the story Recognize literary elements Doesn’t stick with a book Reading Behaviors Book Selection Read text Choose good-fit books Voracious reading Chooses books that are too hard Reading Behaviors Fluency Expand Vocabulary Comprehension Accuracy Read appropriate-level text Ask, Does this make sense? Can comprehend literally but can’t read between the lines Comprehension Infer and support with evidence Ask questions while reading Predict what will happen; use text to confirm words with correct letters but wrong sounds Accuracy Flip the sound Cross checking Sounds out each individual letter Accuracy Chunk letters together Blend sounds Beginning reader, knows few words but most letter sounds Fluency Accuracy Practice common sight words and words Blend sounds; stretch and reread remember details from nonfiction Comprehension Use text features (titles, headings, captions, graphic features) Determine and analyze author’s purpose and support with text Doesn’t understand the text because does not understand key word in selection Expand Vocabulary Tune in to interesting Reread to clarify the meaning of a word Ask someone to define the word for you The CAFE Book: Engaging All Students in Daily Literacy Assessment and Instruction by Gail Boushey and Joan Moser, “The Sisters.” Copyright © 2009. Stenhouse Publishers. Student Criteria for Writing Cluster 8 Date *Writes at least one page *Publishes using a variety of medium *Shows evidence of revision, proof-reading & editing *Spells unfamiliar words Uses quotation marks for direct speech *Uses commas in *Produces grammatically accurate sentences *Mandatory requirements
composes and reviews a range of texts that are more demanding in terms of topic, audience and language Key concept: Informative text structure Literacy Continuum Develop and apply contextual knowledge Year Three Cluster 9 Reading Comprehension Vocabulary Knowledge Aspects of Writing Aspects of Speaking Year Four Cluster 10 Reading Texts Comprehension Vocabulary Knowledge Aspects of Writing Aspects of Speaking *identify key elements of planning, composing, reviewing and publishing in order to meet the demands of composing texts on a particular topic for a range of purposes and audiences *experiment and share aspects of composing that enhance learning and enjoyment * discuss issues related to the responsible use of digital communication Understand and knowledge of language forms and features *plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features (ACELY1682, ACELY1694) *understand, interpret and experiment with a range of devices and deliberate word play in poetry and other literary texts, for example nonsense words, spoonerisms, neologisms and puns (ACELT1606) Respond to and compose texts *plan, compose and review imaginative and persuasive texts *discuss aspects of planning to writing, eg knowledge of topic, specific vocabulary and language features *plan and organise ideas using headings, graphic organisers, questions and mind maps *create imaginative texts based on characters, settings and events from students' own and other cultures using visual features, for example perspective, distance and angle (ACELT1601, ACELT1794) *create that adapt language features and patterns encountered in literary texts, for example characterisation, rhyme, rhythm, mood, music, sound effects and dialogue (ACELT1791) *experiment with visual, multimodal and digital processes to represent ideas encountered in texts *identify elements of writing that need improvement and review using feedback from teacher and peers *reread and edit for meaning, appropriate structure, grammatical choices and punctuation (ACELY1683) *reread and edit for meaning by adding, deleting or moving or word groups to improve content and structure (ACELY1695)