Department of Education, Science and Training Canberra: Australian Government. Dewitz, P. February, The Reading Teacher, Vol. Duke, N. Effective reading practices for developing comprehension. Farstrup and S. Samuels Eds. Harvey, S. Hill, S. Keene, E. Portsmouth, NH: Heinemann. Konza, D. Understanding the process of reading: The Big Six. Scull and B. Raban Eds. Growing up literate: Australian literacy research for practice, pp. Luke, A. Theory into Practice, 50 2 , pp.
Mullis, I. National Reading Panel April, Reports of the Subgroups. Palinscar, A. Reciprocal Teaching. Hattie and E. Anderson Eds. Spring, Cognition and Instruction. Scull, J. Embedding comprehension within reading acquisition processes. Australian Journal of Language and Literacy, Vol. Simpson, D. Honan Ed. Thomson, S. Assessment of Comprehension Abilities in Young Children.
In Scott. Paris and Steven. If you have spent some time perusing my blog, you'll know that I introduce just about every single reading skill by using a picture. For this inference lesson, we begin by talking about the difference between a literal observation and the inferences we make based on those observations.
Using our prior knowledge then we totally dissect a picture. It is so fun, engaging, and really solidifies understanding the difference between a literal observation and an inferential observation. It's a quick lesson, but so, so meaningful. I have done this introduction lesson a few different ways over the years, but it always leads to similar discussions. Here are a few of pictures of the inference anchor charts we created together as we discussed the difference between literal and inferential observations.
You can do one or all four different variations over the course of a week to get your students really SOLID in their inference skills! This inference anchor chart was really easy to create and done with third graders. This anchor chart is slightly more advanced I discuss it more on THIS blog post , and it was created with 4th and 5th graders. They each used their own sticky notes to come up with an observation and a follow-up inference based on that observation.
This anchor chart was made with 4th graders, and instead of connecting the two ideas, we totally separated them. The central focus of the strategy was a literacy coach supporting teachers' explicit instruction of higher-order This teacher resource describes a successful whole-school approach by Rosemeadow Public School in New South Wales to enhance the reading and comprehension skills of years students.
Assessment for learning was used to identify desired results, develop whole-school targets, devise a reading and comprehension rubric, adjust Read signs around a neighbourhood to gather information that will help you answer a question about pets. Analyse the information in each sign to work out the implied meaning, and to determine the opinions, feelings and ideas about pets in the neighbourhood.
Record your opinion of what each sign means. Review the information This is a teacher resource describing the evidence-based Accelerated Literacy strategy successfully implemented by Mayfield East Public School. The strategy improved the literacy, especially reading skills and levels, of its students and the professional competencies of its teachers. The resource is organised in eight sections This teacher resource describes a highly successful strategy implemented by a network of four schools in Sydney to improve their students' reading in years 3 to 6.
The Focus on Reading professional learning program resulted in teachers developing and sharing their skills and experiences. There were also positive effects Watch a short cartoon about a cat chasing a bird. Select noun groups, verb groups and phrases to create sentences and build a basic factual recount. Rearrange the word groups to create the best order in the sentences. Who was involved? What did they do? When, where or how did they do it? Add adjectives and adverbs to make This is a compilation of three teaching sequences about accessing water supplies.
His size is helpful because he is able to do lots of things only a mouse could do. Design inferential questions indirectly stated in the passage. Design inferential questions that can be induced from relationships not directly stated.
Design questions in which other knowledge not provided in the passage is required to respond. Teaching Evaluative Question Answering: Design Considerations Conspicuous Strategies Teacher actions should model explicitly how to respond to evaluative comprehension questions using opinion.
Example: After reading the first paragraph of Chapter 3 in Stuart Little, the teacher says: "Stuart likes to be the first one up in the morning. Do you like to be the first one up in the morning in your house? Progress to questions that require students to integrate information from the passage with their knowledge and experience to develop an opinion. Increase interval between where the information is given and question is asked.
Retelling Stories and Main Ideas Proficient readers periodically summarize text as they read, monitoring their understanding of the passage. Teaching children to retell occurrences in a story or the main ideas of informational text helps them become more accurate in summarizing and monitoring their understanding. Teaching Retelling: Design Considerations Conspicuous Strategies Teacher actions should model explicitly how to identify the main idea of a text passage.
Example: After reading a paragraph from Stuart Little, the teacher says: "What was happening in this paragraph? Because Stuart is small, he helped his mom get her ring out of the drain. Progress to more lengthy text passages by having students "tell what they've read about so far. Initially, focus on accuracy of retelling. Progress to asking students to limit their retells to the most important information.
0コメント