– Plotting students on the Literacy Continuum to develop student comprehension and Acceptable Evidence: vocabulary. Comprehension, Vocabulary, Reading texts, Writing Critical aspects: Literacy, creative and critical thinking, diversity Learning across the curriculum: ENGLISH UNIT OF WORK Session Explicit Modelled Reading Guided reading Modes/Skills (Where to next?) LITERACY CONTINUUM for Modelled Reading (Stage appropriate) Comprehension C9 1. Builds understanding during reading by discussing possible 1 Before: Differentiate groups according to consequences of actions and events. – G, P & V Pre-teach vocabulary Teacher chooses 2 different Literacy Continuum Clusters and 2. Interprets texts by recognising and discussing the difference between literal Spelling words for each set of thinking partners to discuss choose appropriate double pages to and inferred meaning in relation to information, characteristics, events. Vocab: word meanings (from the vocab list on page 8: 22 photocopy for reading or use 3. Builds understanding about the meaning of a text by actively seeking (included on words in total). suggested guided reading texts: information from different parts of a text. page 8) the front cover and photographic evidence, Reading conference (see 4. Shows awareness through discussion that texts can present different morphemic thinking partners make predictions about this Monitoring sheet) perspectives. knowledge factual text. Choose common sight words and 5. Analyses the ways ideas and information are presented by making comparisons between texts. During: decoding skills from the text or 6. Identifies and interprets main and important information in a text to R & V 1 Thinking partners their hands as their words are word lists to treat provide an accurate retell of a text. images mentioned in the text and state their meanings. Discuss the photographs and how 7. Analyses a text by discussing visual, aural and written techniques used in the vocabulary they add meaning to the text text. Teacher discusses word origins for hippopotamus, Students reread pages 8. Builds understanding about the meaning of a text by identifying and Predicting to develop fluency ecologist etc. (monitoring) discussing text organisation and features, e.g. cohesive links. Reciprocal teaching: Predictor, Comprehension C10 1. Interprets text by inferring connections, causes and Questioner, Monitoring, consequences during reading. Summariser
Acceptable Evidence: Plotting students on the Literacy Continuum – to develop student comprehension and vocabulary. Critical aspects: Comprehension, Vocabulary, Reading texts, Writing Learning across the curriculum: Literacy, creative and critical thinking, diversity ENGLISH UNIT OF WORK LITERACY CONTINUUM for Modelled Reading (Stage appropriate) Session Modes/Skills Explicit Modelled Reading Guided reading (Where to next?) 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 about the meaning of a text by actively seeking information from different parts of a text. 4. Shows 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 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. 1 G, P & V Spelling Vocab: (included on page 8) morphemic knowledge R & V 1 images vocabulary Predicting Before: Pre-teach vocabulary – Teacher chooses 2 different words for each set of thinking partners to discuss word meanings (from the vocab list on page 8: 22 words in total). the front cover and photographic evidence, thinking partners make predictions about this factual text. During: Thinking partners their hands as their words are mentioned in the text and state their meanings. Teacher discusses word origins for hippopotamus, ecologist etc. Differentiate groups according to Literacy Continuum Clusters and choose appropriate double pages to photocopy for reading or use suggested guided reading texts: Reading conference (see Monitoring sheet) Choose common sight words and decoding skills from the text or word lists to treat Discuss the photographs and how they add meaning to the text Students reread pages (monitoring) to develop fluency Reciprocal teaching: Predictor, Questioner, Monitoring, Summariser
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