NZ-5126 Teaching Comp Strategies (Book F)

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Teachers notes – 1 The focus of this section is on the following skills: Understanding words Finding information Identifying the main idea Understanding words Indicators • Students will use contextual information to determine the meaning of words and phrases in texts. • Students will apply metacognitive strategies to reflect on how they determined the meaning of words and phrases. Background information This section of the book explains that the meaning of the words and phrases we use depends on how they are used in a sentence and that contextual information is a very useful cue in determining meaning. Some students find the concept difficult and need explicit modelling and supported practice to understand this and to use contextual information to determine word or phrase meaning. Many are unaware that they can determine meaning by careful consideration of the text and that there are clues there to help them. In choosing answers to multiple choice questions they should first locate the word in the text. They should then read the sentence and perhaps some others around it, as well as any other parts of the text that may provide clues to its meaning. They should consider all answers before making a decision and choosing one. Students may also need to use syntactic information to check that the meaning they have selected ‘fits’ the sentence. Answers Jupiter.................................................................................................pages 4–7 • Practice: page 6 1. (c) 2. (d) 3. (a) 4. Possible substitutions: thought/believe • On your own: Page 7 1. (a) 2. (b) 3. Journeys by astronauts and scientists into space. 4. A fierce storm full of fury. 5. It was used because no-one really knows—it is an estimate. 6. Teacher check Sunny days.........................................................................................pages 8–9 • Try it out: Page 9 1. (b) 2. sunburnt or so hot that they are red 3. (b) 4. (d) 5. Teacher check 6. Possible answers: (a) middle/centre (b) shining (c) drinks (d) trips Finding information Indicators • Students scan text to locate keywords. • Students read text carefully, as many times as necessary to find important and supporting information and details. Background information This section models and explains how to locate keywords in questions and then in the text. Students are encouraged to scan a text to identify keywords and then to read the text a number of times if necessary, to locate details and to determine which details are important in clarifying information and in supporting their ideas and the choices they have made. Many students are unaware of the need to return to text or even that this is permitted and believe they should have understood and remembered details from their first reading. Having identified the keyword in a question, some students find it quite difficult to scan text to locate these words. It is suggested they be assisted by being given additional information; for example, the specific paragraph they need to read. Many may not be aware that the first sentence in a paragraph often tells what that particular paragraph is about and reading it quickly can be very helpful. When locating details in informational text, particular care should be taken to ensure that the information is accurate and that it is recorded correctly. Although there is generally more room for interpretation in fiction, this skill requires students to locate information that is stated in the text. Answers The International Red Cross..................................................pages 10–13 • Practice: Page 12 1. (d) 2. To assist all sides during times of conflict and to be deployed in areas where natural disasters destroy lives and communities. 3. (c) 4. The first Geneva Convention • On your own: Page 13 1. (d) 2. (a) A Swiss banker (b) He was awarded the first Nobel Prize for Peace. 3. (d) 4. (c) 5. (a) Austria, Franco-Sardinian Alliance (b) Castiglione della Pieve (c) 1862 (d) hope, assistance (e) Relief to the Wounded Ski surprise!.................................................................................pages 14–15 • Try it out: Page 15 1. Lola’s parents, Jim and Lauren 2. (b) 3. (d) 4. Pride comes before a fall. 5. (a) 6. (a) third (b) Lola (c) sprained (d) Friday 7. He was an experienced skier who had sprained his ankle by falling off the ski lift. <strong>Teaching</strong> comprehension strategies 2 www.ricpublications.co.nz ~ R.I.C. Publications ® ISBN 978-1-925431-24-7
Teachers notes – 2 The focus of this section is on the following skills: Understanding words Finding information Identifying the main idea Identifying the main idea Indicator • Students determine the main idea in text and in specific paragraphs. Background information If students are able to identify the main idea of a text they are more likely to comprehend it. This section models how this is done. It provides opportunities for students to practise this skill and to understand why it is important. The main idea connects the ideas expressed in the paragraphs and gives coherence to the text. Some students may find it easier to practise this skill at the paragraph level, particularly if they understand that the first sentence is often the topic sentence and may contain the main idea. Another very significant clue is the title, which usually indicates what the text is about and may incorporate its main idea. Another is the conclusion, which in some text types often restates the main idea. In expository text, the main idea is stated in the first paragraph, where the writer is expected to state the issue and his or her position on it. When selecting the main idea in multiple choice questions, it is essential that students read all the choices carefully, because while all of them are often ideas expressed in the text, generally one is more of an overall summary of the text’s focus. Answers Cane toads in Australia.............................................................pages 16–19 • Practice: Page 18 1. (b) 2. (d) 3. (a) Cane toads in Australia (b)–(d) Teacher check 4. (c) • On your own: Page 19 1. (a) 2. (d) 3. The cane toad has had a devastating impact on the Australian environment. 4. Paragraphs 1–6 5. (a) Paragraph 4 (b) Paragraph 1 (c) Paragraph 3 (d) Paragraph 6 (e) Paragraph 2 Robin Hood – fact or fiction?................................................pages 20–21 • Try it out: Page 21 1. (d) 2. Paragraph 2 – There are documents from the 12th and 14th centuries providing information. Paragraph 5 – Stories about a real Robin Hood may have been handed on by travelling bards. 3. (c) 4. (a) Robin Hood – fact or fiction? (b)–(d) Teacher check Student tests Background information Tests have been incorporated to provide teachers with a clear record of each student’s level of understanding and development pertaining to each skill. It is important that students work independently to complete the tests. A class test record sheet and student evaluation sheet are provided on pages viii and ix. Answers Hadrosaurus foulkii (page 22) • Test 1: Understanding words................................................ page 23 1. (a) 2. the development and expansion of what we knew about dinosaurs at the time 3. (a) 4. (c) 5. Teacher check 6. Possible answers: (a) thought (b) cared for (c) searching • Test 2: Finding information................................................. page 24 1. (c) 2. It probably laid eggs in a nest. 3. (b) 4. (a) 5. (a) marl, Haddonfield (b) Joseph Leidy (c) 3, 2 and 3 (d) marsh, shrublands (e) ‘duckbill’ • Test 3: Identifying the main idea........................................ page 25 1. (c) 2. (b) 3. Where and how the dinosaur was found and by whom. 4. The period in which Hadrosaurus lived and what happened during that period. 5. (a) Hadrosaurus foulkii (b)–(d) Teacher check R.I.C. Publications ® ~ www.ricpublications.co.nz 3 <strong>Teaching</strong> comprehension strategies ISBN 978-1-925431-24-7
Page 1 and 2: www.ricpublications.co.nz F
Page 3 and 4: Foreword Teaching comprehension str
Page 5 and 6: Teachers notes The following twelve
Page 7 and 8: Curriculum links Book F Level 3: Co
Page 9: Individual student evaluation Name:
Page 13 and 14: Understanding words Learning about
Page 15 and 16: Understanding words On your own Thi
Page 17 and 18: Understanding words Try it out Use
Page 19 and 20: Finding information Learning about
Page 21 and 22: Finding information On your own Thi
Page 23 and 24: Finding information Use the strateg
Page 25 and 26: Identifying the main idea Learn how
Page 27 and 28: Identifying the main idea On your o
Page 29 and 30: Identifying the main idea Try it ou
Page 31 and 32: Understanding words Test 1 Name: Da
Page 33 and 34: Identifying the main idea Test 3 Na
Page 35 and 36: Teachers notes - 2 The focus of thi
Page 37 and 38: Sequencing Learning about the skill
Page 39 and 40: Sequencing On your own Think about
Page 41 and 42: Sequencing Try it out Use the strat
Page 43 and 44: Finding similarities and difference
Page 49 and 50: Predicting Learn how to work out wh
Page 51 and 52: Predicting On your own Think about
Page 53 and 54: Predicting Try it out Use the strat
Page 55 and 56: Sequencing Test 1 Name: Date: • M
Page 57 and 58: Predicting Test 3 Name: Date: • Y
Page 59 and 60: Teachers notes - 2 The focus of thi
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Concluding Learning about the skill
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Concluding Think about the strategi
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Concluding Try it out Use the strat
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Summarising Learning about the skil
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Summarising Think about the strateg
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Summarising Try it out Use the stra
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Inferring Learning about the skill
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Inferring Think about the strategie
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Inferring Use the strategies you le
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Concluding Test 1 Name: Date: • M
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Inferring Test 3 Name: Date: • Th
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Teachers notes - 2 The focus of thi
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Cause and effect Learning about the
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Cause and effect On your own Think
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Cause and effect Use the strategies
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Fact or opinion Learning about the
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Fact or opinion On your own Think a
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Fact or opinion Try it out Use the
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Point of view and purpose Learning
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Point of view and purpose On your o
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Point of view and purpose Use the s
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Cause and effect Test 1 Name: Date:
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Point of view and purpose Test 3 Na
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NZ-5126 Teaching Comp Strategies (Book F)

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