LITERACY CONTINUUM for Modelled Reading - Stage appropriate Session Explicit Modelled Reading Guided reading (highlight cluster markers treated in the unit) Modes/Skills (Where to next?) Comprehension C11 1 INTRODUCTION TO BOOK Differentiate groups according to 1. Analyses and evaluates the ways that inference is used in a text to build Chapter 1 Before: monitoring and visualising Literacy Continuum Clusters and understanding. (or part *Discuss students’ knowledge of dragons. choose appropriate double pages to 2. Re-examines sections of texts for evidence to support interpretations and opinions. thereof) *Discuss and blurb. photocopy for reading: 3. Evaluates a personal interpretation of a text by critically re-examining evidence G, P & V *Complete the DFK chart to pre-teach extracted within the text. Vocab vocab. Reader’s Response (see bookmark in 4. Responds to themes and issues evident in texts that present different perspectives on a given topic or different points of view in a text. vultures appendix): 5. Analyses texts to explain and compare how audience, purpose and context influence stragglers Students choose 3 -5 questions texts. dark instinct to answer in relation to the During: MENACE FROM THE SKY 6. Critically analyses and interprets a text to create a summary that demonstrates an glided, raiders, chapter. * Draw map from the front of the book and words understanding of the different views and values represented. fretfully, 7. Analyses and responds to language and grammatical techniques used to influence an from book as the teacher reads. audience. anxious, Students to share some of *Students visualise the setting - describe the area 8. Analyses and compares how information and ideas are presented in a range of texts their responses. Baran and his family live. on the one topic. *Discuss Don’t know words in context as they arise. Comprehension C12 polished 1. Interprets and critically analyses texts by responding to inferred meaning within a copper, text and justifying interpretations using evidence. After: 2. Reinterprets ideas and issues by creating innovative personal responses to ideas and shameful, Students write a V.I.P. for the chapter. issues in literary texts through oral, dramatic, written and multimodal presentations. outcasts, Extension: enlarge map of Shenzing to discuss.
LITERACY CONTINUUM for Modelled Reading - Stage appropriate (highlight cluster markers treated in the unit) Session Modes/Skills Explicit Modelled Reading Guided reading (Where to next?) Comprehension C11 1. Analyses and evaluates the ways that inference is used in a text to build understanding. 2. Re-examines sections of texts for evidence to support interpretations and opinions. 3. Evaluates a personal interpretation of a text by critically re-examining evidence within the text. 4. Responds to themes and issues evident in texts that present different perspectives on a given topic or different points of view in a text. 5. Analyses texts to explain and compare how audience, purpose and context influence texts. 6. Critically analyses and interprets a text to create a summary that demonstrates an understanding of the different views and values represented. 7. Analyses and responds to language and grammatical techniques used to influence an audience. 8. Analyses and compares how information and ideas are presented in a range of texts on the one topic. Comprehension C12 1. Interprets and critically analyses texts by responding to inferred meaning within a text and justifying interpretations using evidence. 2. Reinterprets ideas and issues by creating innovative personal responses to ideas and issues in literary texts through oral, dramatic, written and multimodal presentations. 1 Chapter 1 (or part thereof) G, P & V Vocab vultures stragglers dark instinct glided, raiders, fretfully, anxious, polished copper, shameful, outcasts, INTRODUCTION TO BOOK Before: monitoring and visualising *Discuss students’ knowledge of dragons. *Discuss and blurb. *Complete the DFK chart to pre-teach extracted vocab. During: MENACE FROM THE SKY * Draw map from the front of the book and words from book as the teacher reads. *Students visualise the setting - describe the area Baran and his family live. *Discuss Don’t know words in context as they arise. After: Students write a V.I.P. for the chapter. Extension: enlarge map of Shenzing to discuss. Differentiate groups according to Literacy Continuum Clusters and choose appropriate double pages to photocopy for reading: Reader’s Response (see bookmark in appendix): Students choose 3 -5 questions to answer in relation to the chapter. Students to share some of their responses.
dragon_hunter_s3.docx