3. awareness that there are a number of ways to work out the meaning You can see it at night. of unknown words. 4. Finds the meaning of unknown/unfamiliar words in reference sources, e.g. dictionaries, thesauruses Session Explicit Modelled Reading Guided reading Modes/Skills for SATURN – MAKING CONNECTIONS LITERACY CONTINUUM – Comprehension C9 13 Before: Differentiate groups (as above 1. Builds understanding during reading by discussing possible consequences of G, P & V Discuss meanings and synonyms for new vocab. choose a different double page actions and events. …ed Spelling Model chunking words and specifically words to or anther text from the text 2. Interprets texts by recognising and discussing the difference between Vocab: assist word identification and spelling. set) literal and inferred meaning in relation to information, characteristics, events. telescope Teacher models Coding strategy using another text Reading conference (see 3. Builds understanding the meaning of a text by actively seeking agriculture on Saturn. Monitoring sheet) information from different parts of a text. material During: As the teacher reads the superteacher text, Review common words 4. Shows an awareness through discussion that texts can present different surrounded students complete the Coding strategy task (attached) and decoding skills from the perspectives. compared 5. Analyses the ways ideas and information are presented by making with a thinking partner. previous session and new comparisons between texts. words from the text W & R 1 6. Identifies and interprets main ideas and important information in a text to Students list the coding components on a class graphic Discuss the diagrams and planning provide an accurate retell of a text. organiser for display. For example: how they add meaning to 7. Analyses a text by discussing visual, aural and written techniques used in the text R & V 1 the text. Student reread pages 8. Builds understanding about the meaning of a text by identifying and vocab (Monitoring sheet) to discussing text organisation and features, e.g. cohesive links. images develop fluency Comprehension C10 1. Interprets text by inferring connections, causes and consequences during Reciprocal teaching: S & L 2 reading. Predictor, Questioner, sequencing 2. Responds to and interprets texts by discussing the differences between Monitoring, Summariser literal and inferred meanings.
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
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