4 .Identifies ways texts present different perspectives. 6 Before: Differentiate groups (as above – 5. Evaluates text accuracy and credibility by comparing texts on a similar G, P & V Review meanings and synonyms for Model choose a different double page topic. Spelling chunking words to assist word identification and or anther text from the text 6. Analyses and evaluates the relative importance of key ideas and spelling set) information in a text to construct an overview. R & V 1 Teacher reads different phrases (the sun’s rays, dry Reading conference (see 7. Responds to and analyses texts by discussing the ways language structures vocab hot and practically airless). Students point to the Monitoring sheet) and features shape meaning. images sense and visualise the images. Review common sight words 8. Responds to and interprets by integrating sources of information in R & V 2 During: and decoding skills from the texts. C9 1. Uses synonyms for a range of common words. structure Students sketch their images during and after each previous session and new 2. Uses simple content specific vocabulary in appropriate ways when creating meaning paragraph. words from the text texts. author’s intent Discuss the diagrams and 3. Uses relevant vocabulary associated with digital technology and electronic how they add meaning to After: texts. S & L 1 With thinking partners, students retell the text from the text 4. Understands how prefixes and suffixes change word meanings. summarising their sketches. Student reread pages 1. Demonstrates understanding that words can have different Vocab C10 Teacher writes a summary from the students’ (monitoring) to develop meanings in different contexts. sketches, while discussing the purpose of paragraphs fluency 2. Demonstrates expanded content vocabulary by drawing on a combination of and new topic knowledge. in texts and its descriptive language. Reciprocal teaching: 3. Shows awareness that there are a number of ways to work out the meaning Predictor, Questioner, of unknown words. Monitoring, Summariser 4. the meaning of unknown/unfamiliar words in reference sources, e.g. dictionaries, thesauruses Session Explicit Modelled Reading Guided reading – Modes/Skills for VISUALISING/QUESTIONING LITERACY CONTINUUM
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
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