All You Need To Teach Comprehension 10+

AGES 

10+ 

Comprehension 


Reading with understanding 

Angela Ehmer


Ages 10 

Reading with understanding 

Angela Ehmer

This edition published in 2021 by 

Matilda Education Australia, an imprint 

of Meanwhile Education Pty Ltd 

Level 1/274 Brunswick St 

Fitzroy, Victoria Australia 3065 

T: 1300 277 235 

E: customersupport@matildaed.com.au 

www.matildaeducation.com.au 

First edition published in 2009 by Macmillan Science and Education Australia Pty Ltd 

Copyright © Angela Ehmer/Macmillan Education Australia 2009 

All You Need to Teach Comprehension Ages 10+ 

ISBN 978 1 4202 7254 3 

Publisher: Sharon Dalgleish 

Managing editor: Polly Hennessy 

Project editor: Claire Linsdell 

Editor: Nina Paine 

Proofreader: Adriana Martinelli-Sciacca 

Design: Bob Seal 

Illustrations: Bob Seal 

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Contents 

All the Teaching Tips You Need 

Exploring Comprehension 5 

Comprehension Strategies 6 

Predict 6 

Connect 7 

Infer 7 

Question 8 

Visualise 8 

Determine Main Idea 9 

Synthesise 9 

Self-monitor 10 

Literature Circles and Book Clubs 10 

All the Rubrics and Resources You Need 

Assessment Rubrics 14 

Mini-Posters 22 

Book Club Roles 30 

All the Lesson Banks and Text Models You Need 

Preparing for Cyclones and Wild Storms 36 

Virtual Cafe 38 

Fright 40 

Almost Swallowed by a Shark 42 

The Missing Ticket 44 

Landmines 46 

Gruesome Rhymes: Jack and Jill 48 

The Greatest Eruption of All Time 50 

All the Worksheets and Task Cards You Need 

Worksheets 53 

Task Cards 73

All the 

Teaching 

Tips 

You Need 

4

Exploring Comprehension 

C o m p r e h e n si o n is proble m solv i n g 

Many students can read words, but they struggle to comprehend. They may be skilled at decoding 

words, but lack strategies and thinking processes which enable them to understand texts. Ensuring 

that all students understand what they read and view is critical to their ongoing success at school 

and beyond. 

Teaching for comprehension occurs every time we read or view a text. To comprehend, we take to 

the text our beliefs, perceptions, experiences and ability to problem solve. Without these, the text’s 

meaning or message may be lost. To comprehend, we must make links to and from the text to our 

experiences and ask ourselves questions about what we are reading or viewing. Comprehending is 

an ongoing process of assimilating new information into our existing understandings. 

I use the term ‘teaching for comprehension’ rather than ‘teaching comprehension’, because 

comprehension is a cognitive process involving the personal thoughts, ideas and experiences 

of a reader, and a repertoire of strategies or problem solving options which help him or her to 

understand and move beyond the author’s message. It is not a series of isolated skills to be learned 

and mastered. With every text read or viewed, a reader adds to his or her personal thoughts, ideas 

and experiences. Texts therefore contribute to shaping the people we become, and continuing to 

extend knowledge is an essential part of the comprehension process. 

As our experiences change, our understandings also change. For example, I first read To Kill a 

Mockingbird at high school, and at the time it helped me decontextualise the world; it introduced 

things beyond my own experience and helped shape my perceptions of the world. Thirty years later 

I read it again. This time I had my experiences and memories that continue to shape and reshape my 

understandings of life. I pondered Harper Lee’s powerful words and knew that the meaning of these 

words and this text would stay with me always. I imagined what it would have been like to bear 

witness to these events, placing myself as best I could in all the characters’ shoes. I wondered about 

their lives, their feelings and how I would feel and act in their situations. As I did this, I was better 

able to interpret their actions and views. Adjusting my thinking throughout this text was vital to my 

comprehension. 

With this in mind, we must consider the diversity of learners within classrooms. Some students bring 

to a text a rich array of experiences, language, books and general knowledge. They have many 

experiences upon which to draw and many sources to connect to and from the text. Others do not 

have the same bank of experiences to anchor their knowledge. We must provide the anchors all 

students need for problem solving to occur. 

T each i n g for co m p r e h e n si o n 

Comprehension is a complex process for teachers of reading. We can all read a text and take away 

a literal interpretation of the author’s message, but deeper comprehension occurs when the reader 

moves beyond this level of understanding to assimilate the text into his or her own thinking. Only 

then can higher levels of comprehension occur, and texts become more memorable and more 

meaningful to the reader. 

We must teach students to think about their thinking; to strategise the best way to understand 

what is read and viewed. Students must learn to activate prior knowledge before reading, as 

recalling what you already know provides an anchor for new information. On imaginary texts, 

recalling similar themes, plots, text types and characters provides something familiar to anchor 

new experiences. On non-literary texts, recalling information about the topic, text type and theme 

provides an anchor for new information. Re-reading is also an important part of comprehending 

texts and building fluency and success. 

We must teach for a range of problem solving strategies, using them flexibly and together on all 

texts for deep and successful comprehension. Comprehension strategies should never be used in 

isolation, as no one strategy on its own will enable a reader to fully understand a text. 

5

P r e d i ct 

Comprehension Strategies 

The comprehension strategies or ways to think about texts are to: 

@ Predict 

@ Connect 

@ Infer 

@ Question 

@ Visualise 

@ Determine main idea 

The tricky part can be strategising which way of thinking about the text 

will best promote comprehension. The problem solving process requires 

readers to ask themselves questions like: 

How could I think about this to understand it better? 

How can I look at this another way to understand it better? 

How do I need to change my thinking to understand it better? 

@ Synthesise 

@ Self-monitor 

Because comprehending is an active process, it occurs before, during and after reading. Students 

must understand that comprehending begins before the actual reading of words and continues 

after reading as they continue to think about the message of the text. During reading the mind 

is actively predicting and modifying, visualising, making connections, asking questions, making 

inferences, locating important ideas or information, synthesising what is read with prior knowledge 

and checking when understanding is lost or unclear. 

The summary tables below can be used as a guide to the strategies. Use the prompts and 

terminology listed here so you and your students have a common language to think and talk about 

reading. The mini-posters (BLMs 9 to 16) could be used as lesson starters or as further prompts or 

reminders to students if displayed around the classroom. 

There is also an assessment rubic for each strategy (BLMs 1 to 8). Each one has space to add criteria 

of your own. Because the rubic is structured as a continuum, you can see where your students are 

headed and select goals or learning experiences for that list of criteria. 

Strategy 

description 

Teacher prompts 

Student thinks 

@ Occurs when readers make predictions before, during and after reading, based on 

what they know and what they have read. 

@ Proficient readers confirm and reject predictions as they read, and modify their 

predictions based on new information from the text. 

What do you think this will be about? 

What do you expect this section of the book will be about? 

What do you expect to learn from this? 

What does the title, heading or picture suggest this might be about? 

What do you think will happen next? 

Since . . . happened, what do you expect will happen next? 

What do you think is likely to happen? 

What is likely to happen based on what has already occurred and what you know? 

What do I think this is about? 

The cover makes me think this will be about . . . 

After looking through the text, I think I’ll learn about . . . 

After looking through the text, I think the story is about . . . 

6

C o n n ect 

Strategy 

description 


@ Occurs when readers make connections to and from the text to: 

—themselves 

—other texts 

—the world. 

Does this remind you of anything that has happened to you? 

How does your connection help you to better understand this text? 

Does this remind you of anything you’ve read or viewed? 

How does it help you to use what you know about one text to understand another? 

Does this remind you of anything in your community or world? 

How does your knowledge of the world help you to understand what you are 

reading or viewing? 


What do I already know about this? 

Does this remind me of something? 

Has this happened to me or anyone I know? 

Have I read or viewed anything like this before? 

Do I know anyone like this character? 

Do I know of other things like this in the world? 

I n f e r 

Strategy 

description 



@ Occurs when readers use what they know and have read to draw conclusions. 

@ Assisted inferences are those made when authors imply or leave clues for readers. 

@ Unassisted inferences are those made when there are no clues from the author. 

What does the author want you to understand? 

Can you take an idea from this and add to it? 

Can you infer more than what is written? 

Is the author implying something, but not stating it? 

What are the possible consequences of this? 

What could this word/phrase/sentence mean? 

Read that part again and think about it. 

How else could this be solved? 

To understand some ideas, you need to read between the lines. That means to read 

what the author has written, and then use what you know to think more about it. 

I can locate the clues left by the author. 

I think the author wants me to understand . . . 

I can add to this idea. 

I can understand more than what has been stated. 

I think the author is implying . . . 

I think the author means . . . 

I think the consequences of this might be . . . 

I think this word/phrase/sentence could mean . . . I’ll read that part again and 

think about it. 

7

Q u est i o n 

Strategy 

description 



@ Occurs when readers ask themselves questions before, during and after reading, 

based on what they know and what they have read. 

@ Proficient readers question things that link to the text, but may not be answered 

in the text. They question their own understanding, but they also query what they 

are reading. 

What questions do you have before/during/after reading? 

As you read, jot down any questions you have. 

What else do you want to know about this? 

Are there things you are wondering about? 

Is there anything you don’t understand? 

Is there anything you need clarified? 

What questions would you like to ask the author? 

Why do you think . . . ? 

Who? What? When? Where? Why? 

What does the author want me to know? 

Why is this happening? 

Why did this character . . . ? 

What might happen if . . . ? 

Do I understand this? 

What does this saying mean? 

This makes me wonder about . . . 

V i s uali s e 

Strategy 

description 



@ Occurs when readers make mental pictures or imagine what is happening in the 

text. 

Can you make a picture in your mind? 

What can you see in your head as you read this part? 

Can you imagine it as a movie in your head? 

Imagine what that looks like, sounds like and feels like. 

Can you imagine what it would be like to be in . . . (character’s) situation? 

Can you imagine being there? 

Put yourself in that situation. 

What do the words help you to see/hear/feel/smell/taste? 

How does building a picture in your mind help you to understand and remember 

what is happening? 

I can imagine it happening. 

I can . . . 

@ see that happening 

@ imagine that smell 

@ recall a taste like that 

@ imagine how that feels 

@ hear that sound 

@ smell it. 

I can imagine it playing like a movie. 

8

D et e r m i n e mai n idea 

Strategy 

description 



@ Occurs when readers are able to identify the important ideas in the text. 

@ In narrative texts, readers can place important events in sequence to accurately 

support text meaning. 

@ In information texts, readers can identify the main ideas and the supporting facts. 

What are the important things from this text? 

What are the key ideas? 

What are the main ideas that the author wants you to remember? 

Can you find the supporting details for this idea? 

What did the author tell you about this idea? 

Can you put the main ideas in an order that makes sense? 

Can you summarise what this is about? 

When I retell, the sequence is important. 

I understand the order of events. 

The main ideas are in an order that helps me to understand. 

The most important information is . . . 

The key points are . . . 

I can find some facts about the main ideas. 

The things I need to learn or remember about this are . . . 

I can sum this up by saying . . . 

The blurb on the back cover could say . . . 

S yn t h esi s e 

Strategy 

description 



@ Occurs when readers integrate what they know with new information from the text. 

@ Proficient readers understand that they know more after reading than they 

knew before. They integrate prior knowledge with support material from the text 

(pictures, captions, diagrams, maps, tables, glossary, etc) and the running words. 

What do you already know about this? What do you expect to learn from a text 

like this? 

What features does this book have to help you to understand it? 

What other parts of this book might help you to understand? 

Remember to look at the pictures and other supports before you start reading. 

What do you know now that you didn’t know before? 

As you read, remember to add new information to what you already know. 

How has your thinking changed since you read this? 

Does the new information match what you already know? 

I start by thinking about what I already know. 

I can add to what I know by looking at the pictures and reading the words. 

I can use what I know to help me to understand new things. 

As I read, I need to combine new information with what I already know. 

Does this information seem accurate or correct? Have I read about, seen or heard 

things that agree or disagree with this? 

When I have finished reading, I know more. 

After reading, I think about what I have read and what I have learned. 

9

S e lf-mon ito r 

Strategy 

description 



@ Occurs when readers check their understanding of the text as they read. 

@ Proficient readers use strategies to check that what they are reading makes sense. 

They know how to adjust their thinking in order to better understand the text. 

Does that make sense to you? 

Re-read that part and remember that . . . 

Read like you’re talking so that it makes more sense. 

Read that part again and slow it down. Think about what it means. 

Do you know what that phrase means? It might help to remember . . . 

What are your options for thinking about that? 

Does that word have small parts that carry meaning? 

How could you think about that differently? 

Does this make sense? 

This doesn’t seem right. 

I’ll re-read that. 

I’ll check for the key words. 

I’ll scan it to check. 

I should slow my reading down to pay closer attention. 

I’ll speed my reading up so that the text makes more sense. 

I’ll try saying this word different ways until it sounds right and makes sense. 

Do I know what this word means? 

I can look for parts within this word to understand what it means. 

How else could I think about this? 

Literature Circles and Book Clubs 

Teaching for comprehension relies on conversation and collaboration. Group discussions facilitated 

during reading sessions enable teachers to support students as they try to comprehend more 

difficult texts. Teachers should therefore provide students with opportunities to talk about their 

learning and explain their thinking, as this is an essential part of promoting comprehension. 

Students must be able to build on the responses of others in order to engage in discourse, share 

ideas, develop understandings of differing points of view and learn about the solving strategies 

used by others. 

Small group discussions around texts are an important part of instructional approaches like guided 

reading, literature circles and book clubs. Engaging students this way consolidates, enhances and 

challenges their thinking. Literature circles, or focused book clubs, are a fun and engaging way to 

promote comprehension. 

A literature circle (or book club with clear instructional goals) is an instructional approach aimed 

at increasing reader enjoyment, deepening comprehension and engaging students in purposeful 

conversations around texts. The meeting is a time to discuss the text, revisit sections of the text as 

required, and negotiate the reading for the next meeting. 

When attending a book club meeting, group members must have completed reading the section 

of the text agreed to, as well as a short role task to assist them with the discussion. The focus of a 

book club is on the discussion generated by the task, rather than the actual task itself. 

The tasks are intended to prompt and stimulate students to reflect on their reading, and to then use 

this reflection to guide the book club discussion. It is the authentic conversation, ongoing reflection 

during discussion and sharing of viewpoints that challenges thinking and creates a deeper level of 

10

synthesis and understanding, both during and after the reading of the text. 

There are many options and models for running a book club; there are also no hard and fast rules. 

Teachers running literature circles and book clubs will frequently adapt and modify a model to suit 

their particular situation. The key point is that when a book club is relaxed but focused, friendly and 

safe, when it provides a forum to openly discuss texts and is engaging for all participants, it works. 

O r g an i si n g groups 

Book clubs are best suited to heterogeneous or mixed ability groups of students. That is, each small 

group (of roughly six members) is comprised of students of varying reading ability. Some students 

may be high level readers, while others reading the same text may be lower level readers. Of 

course, the difficulty of negotiating book choice is that some students may choose a text that is too 

difficult for them. In these situations, we must find a way for each student to access the text. Some 

ways around this are to: 

@ engage support people coming to the classroom to read the text aloud while the student listens 

(read aloud reading), or read the text aloud while the student follows along with his or her eyes 

(shared reading) 

@ allow some students to take the text home so that it can be read aloud to them 

@ buddy a high level reader with a low level reader, so that the better reader reads to the other 

student (read aloud reading), or reads aloud while the other follows along using his or her own 

copy of the text (shared reading). 

T h e be n e f its of bo o k clu bs 

Aside from building deeper comprehension of texts and generating high levels of student talk, there 

are many other benefits to using a book club. These include: 

@ helping students to develop an appreciation for, and a love of, literature 

@ helping students to connect texts with their own lives 

@ exposing students to a range of texts and text types 

@ building conversational skills in students 

@ building leadership skills in students 

@ exposing students to diverse ways of thinking 

@ building an acceptance in students of the views of others 

@ promoting turn taking in students 

@ helping students to develop the ability to work collaboratively and cooperatively 

@ helping students to develop confidence 

@ providing opportunities for students to examine more complex texts than they might be able to 

read on their own 

@ enabling lower level readers to choose what they would like to read, rather than being assigned 

texts that they can read 

@ prompting students for reflection, review and synthesis. 

11

H ow to ru n a bo o k clu b 

You need: 

@ small groups of students (about six) 

@ multiple copies of texts (literary and non-literary texts are suitable) 

@ a selection of roles to support comprehension and discussion (see pages 30 to 34) 

Step 1: Choosing texts 

1 Introduce a selection of texts (five or six) to students. 

2 Distribute the texts so students can preview them. 

3 Have students write their name and first three preferences on a piece of paper. 

4 Collect these and sort students into workable groups. Attempt to meet students’ preferences. 

5 Explain the groups and distribute the texts (each student will require his or her own copy). 

Step 2: Preparing for the meeting 

1 Select the roles you want to use (see BLMs 17 to 21). 

2 Set up a roster (a meeting schedule for each group); once a week, or more regularly if desired. 

3 Have students sit in a circle with their group to discuss how much of the text they will read before 

their meeting. Encourage students to be conservative, as they must also complete a short task for 

the meeting. 

4 Introduce the role tasks and assign a different task to each student in a group. Explain that the 

book and the role task must be brought to each meeting. 

5 Allow time for students to complete the reading and the role task. This may become one of the 

independent learning tasks you use to support your reading program. 

Step 3: Timetabling the meeting 

You may decide, at least initially, to use your guided reading time to schedule the meetings. This 

allows you to be involved in every group meeting while students develop increased independence 

and control of the book club. Once students are able to implement a book club successfully, guided 

reading groups can resume. All book club meetings can then occur at the same time each week. 

Step 4: The meeting 

Assume the director’s role (to model and demonstrate) for a number of meetings and then assign 

this to a student. Once a student takes on the role, you should become an independent observer, 

providing support only if required. 

1 Welcome the group to the circle. 

2 Introduce the text. 

3 Invite each person to explain his or her role (until roles are well understood) and share his or her 

responses. 

4 Invite others to comment or build upon the responses given, and let students know that as this is 

a discussion group, they don’t need to raise hands to talk. 

5 At the end of each meeting, guide the group in negotiating how much of the text they will read 

for the next meeting, and distribute new role cards. 

On the final meeting, the group works together to decide on a way to present their text to the 

whole class. For example, act out a short section, design an advertisement or make a poster. They 

must not give away the story, or else the text cannot be used by other groups. As students develop 

greater control of the book club, your role should change to that of rotating observer. Move away 

from the group to allow students greater independence, but check on them regularly. 

Note: While book clubs are an instructional approach for teaching reading, they are not intended 

to replace other instructional approaches. Read aloud reading, shared reading and guided reading 

should still occur. The book club should complement and support a balanced reading program. 

12


Rubrics and 

Resources 


13

Rubric 

BLM 1 

Assessment Rubric: Predict 

Student name: Class: 

@ Developing Date @ Practising Date @ Mastery Date 

Uses title and images to predict 

general theme, including simple 

sequence of two or three ideas 

Predicts on more than one element 

from text 

Makes predictions that include 

contextual words and/or pictures 

Makes predictions that often make 

sense 

Explains predictions in simple terms 

Confirms/rejects predictions when 

prompted 

Predicts general theme, including 

sequence of several ideas 

Adds details using contextual 

words and/or pictures 

Makes predictions that are usually 

possible 

Explains predictions using cited 

examples from prior knowledge 

and experiences 

Predicts text still to be read 

Confirms/rejects predictions 

Modifies predictions when 

prompted 

Predicts general theme or idea, 

including probable sequence 

Adds details extending from, but 

linking to, contextual words and/or 

visual supports 

Explains predictions using prior 

knowledge examples linking to 

self, others and other texts read or 

viewed 

Makes ongoing predictions during 

reading 

Predicts ending for imaginary texts 

Justifies predictions using logic and 

reasoning 

Independently checks and modifies 

predictions during reading 

All You Need to Teach Comprehension Ages 10+ © Angela Ehmer/Macmillan Education Australia. ISBN 978 1 4202 7254 3 

14

Rubric 

BLM 2 

Assessment Rubric: Connect 



Makes some relevant connections 

to overall topic and specific text 

Consistently makes connections to 

own experiences 

Generally makes connections to: 

@ other texts and/or 

@ knowledge of world 

Explains relevance of connections 

in simple terms 

Uses connections to build surface 

level understanding of text, eg 

Adult: How does remembering 

how it feels to be thirsty help you 

to understand this better? 

Student: His mouth feels dry. 

Makes relevant connections to 

overall topic and specific text 

Often connects to: 

@ self 

@ other texts 


Infers how connections build 

understanding of text 

Uses connections to infer, eg 

Adult: How does remembering 

how it feels to be thirsty help you 


Student: His mouth would be dry 

and it might be hard to talk. 

Makes relevant connections to 

overall topic, text type and specific 

text 

Consistently makes connections to: 

@ self 

@ other texts 


Uses connections to deepen 

understanding of text, eg 

Adult: How does recalling the 

feeling of thirst help you to 

understand this better? 

Student: When your mouth is dry, 

you can’t speak clearly. His mouth 

is dry and that’s making it hard for 

the rescue workers to understand 

what he’s saying. Some of his 

words are slurred and sound like 

other words. 

Explains how specific connections 

made deepen understanding of 

texts 


15

Rubric 

BLM 3 

Assessment Rubric: Infer 



Sometimes infers meanings of 

words, phrases and sentences with 

accuracy 

Infers obvious character feelings 

and actions in imaginary texts 

Provides simple reasons to support 

thinking 

Understands cause and effect and 

infers possible consequence or 

outcome 

Infers alternative solution or 

outcome to that stated or implied 

Understands some texts have 

implied or hidden meanings or 

messages, eg moral, advertisement 

Adds to ideas in text 

Often infers meanings of words, 

phrases and sentences with 

accuracy 

Uses contextual information to 

infer character feelings and actions 

in imaginary texts 

Provides logical reasons to support 

thinking 

Knows meanings may be implied 

or suggested 

Understands cause and effect and 

explains probable consequence or 

outcome 

Infers alternative solutions or 

outcomes on texts with multiple 

complications 

Infers author’s message 

Supports author’s message by 

adding to ideas in text 

Infers meanings of words, phrases 

and sentences with accuracy 

Cites evidence in text which 

supports thinking 

Identifies ideas implied or 

suggested 

Infers and explains outcomes/ 

consequences in complex texts 

Infers alternative outcomes on 

texts with multiple complications 

and different points of view 

Infers author’s message and 

purpose 

Makes inferences about hidden 

meanings in texts 

Enhances or strengthens author’s 

message by adding to ideas 

Understands texts have hidden 

meanings 


16

Rubric 

BLM 4 

Assessment Rubric: Question 



Asks specific questions before 

reading/viewing and relating to: 

Asks questions before reading/ 

viewing that show: 

Asks questions before reading/ 

viewing that show: 

@ title and images 

@ specific context of text 

Asks questions during or after 

reading/viewing to: 

@ clarify unfamiliar words, phrases, 

sentences or ideas 

@ determine how and why things 

happen 

@ understand characters’ attitudes, 

feelings or actions 

@ understand why particular 

ideas or information might be 

important 

@ understand messages implied or 

suggested 

@ focus on topic or theme of text 

@ interest in topic or theme 

@ understanding of similar text 

types 

@ knowledge of topic 

Asks questions during and after 


@ clarify unfamiliar words, phrases, 

sentences or ideas 

@ clarify literal/inferential/ 

evaluative understandings of 

general theme or topic 

@ gather more information on 

topic 

@ show interest in author’s 

perspective 

@ determine moral or implied 

message 

@ specific focus on the topic or 

theme and questions relating to 

particular way text is presented 

@ broader interest in general topic 

or theme 

@ broad knowledge of similar text 

types 

@ knowledge about theme or topic 

@ an ability to build on responses 

of others 

Asks questions during and after 


@ clarify inferential and evaluative 

understandings 

@ determine whether text is 

accurate 

@ identify overall purpose of text 

@ identify motive(s) of author/ 

speaker and persuasive elements 


17

Rubric 

BLM 5 

Assessment Rubric: Visualise 



Uses words and pictures to 

construct mental image 

Identifies change in mood or 

feeling through words, music, 

noise, eg He froze 

Imagines a range of stereotypes 

and infers additional sensory 

information to that stated 

Locates words/groups of words 

that create sensory images 

Explains why imagining helps to 

understand texts 

Explains how characters, places, 

events or things in imaginary texts 

might look, sound, feel, taste or 

smell 

Understands author’s use of 

sensory images to build reader 

understandings 

Identifies words that ‘show’, as 

opposed to ‘tell’ 

Adapts images as more information 

is provided 

Explains how sensory images help 

readers to recall and understand 

elements from texts 

Constructs detailed images from 

text 

Recalls and adds to sensory 

information stated 

Explains why authors use sensory 

images 

Adapts mental images during 

reading 

Explains the importance of 

visualising 

Understands that some mental 

pictures are more important than 

others 


18

Rubric 

BLM 6 

Assessment Rubric: Determine main idea 



Sequences a series of events in 

order 

Recalls at least three events in 

correct sequence when retelling 

imaginary texts 

Recalls general theme of nonliterary 

texts and adds details and 

topic words 

Looks for answers in text 

Knows approximate part of text to 

find specific information 

Recalls a series of events in order 

and adds some additional details 

and vocabulary from text when 

retelling 

Knows that main ideas are 

developed through plot, characters 

and setting 

Matches some supporting details 

to main ideas 

Knows where answers are located 

in text 

Identifies cause and effect 

Identifies that language is used 

to shape characters and events 

in imaginary texts in positive and 

negative ways 

Sequences events in logical 

order and makes predictions and 

inferences about events 

Recalls all main ideas in order and 

provides high level of detail using 

context words when retelling 

Matches supporting details to 

correct main idea 

Quickly locates answers in text 

Skims or scans unfamiliar texts 

when searching for details 

Identifies cause and effect and uses 

evidence from text to verify 

Clearly and concisely explains ideas 

from text 


19

Rubric 

BLM 7 

Assessment Rubric: Synthesise 



Activates prior knowledge before 

reading 

Uses cues like title, image and 

blurb to build knowledge before 

reading 

Integrates visual supports with text 

to enhance understandings 

Shows deeper understanding of 

text/topic after reading/viewing 

May change thinking after 

reading/viewing 

Demonstrates new learning after 


Links prior knowledge to 

before, during and after reading 

discussions 

Makes connections to text 

Uses visual supports to understand 

concepts in text 

Explains how text features support 

readers/viewers to make meaning 

from texts 

Thinks about what has been read/ 

viewed 

Integrates prior knowledge and 

connections to self, other texts and 

world, before, during and after 


Navigates between running text 

and text features to confirm, clarify 

and check understandings 

Demonstrates deeper 

understanding of texts after 

reading/viewing by integrating: 

@ prior knowledge 

@ a full range of text features, 

including visual supports 

@ running words 

Reflects about text and own 

understandings during and after 

reading 


20

Rubric 

BLM 8 

Assessment Rubric: Self-monitor 



Stops when meaning is lost 

Pauses to think 

Uses pictures and other support 

information (diagrams, glossary, 

etc) to confirm, check or search 

further 

Pays closer attention when rereading 

to confirm or check, eg 

may slow down, pause, check 

pictures, focus on other words 

Solves unknown words by looking 

at letters, and pronounces word in 

different ways until it makes sense 

Reads ahead 

Strategises when meaning is 

unclear by: 

@ slowing reading down to pay 

closer attention 

@ re-reading sections of text to 

check for word accuracy 

@ examining unfamiliar words 

more closely 

@ using meanings of base words 

@ searching for clues left by author 

@ checking glossary or dictionary 

@ reading ahead 

@ returning to prior knowledge 

to align text to personal 

experiences, other texts or 

things happening in the world 

Strategises when meaning is 

unclear by: 

@ slowing down or speeding up 

reading 

@ re-reading slowly 

@ checking punctuation has been 

read correctly 

@ checking pronunciation 

@ reviewing inferences made 

@ using morphemic and 

etymological knowledge 

@ checking glossary or dictionary 

@ reading ahead 

@ skimming or scanning text for 

key words 

@ thinking from another 

perspective 

@ using knowledge of other texts, 

situations or topics 


21

Mini-Poster 

BLM 9 

Predict 

What might this be about? 

What could happen next? 

How could this end? 

What do I expect to learn? 

Are my predictions possible 

and probable? 

Comprehension Focus: Predict 

22 

All You Need to Teach Comprehension Ages 10+ © Angela Ehmer/Macmillan Education Australia. ISBN 978 1 4202 7254 3

Mini-Poster 

BLM 10 

Connect 

@ I make connections to: 

– things that I’ve experienced 

– things that I’ve read about 

or viewed 

– things that have happened 

in my world 

@ I think: 

How does my connection help 

me to understand the text 

better? 

Comprehension Focus: Connect 


23

Mini-Poster 

BLM 11 

Infer 

What is the author 

saying and what do 

I think about it? 

What 

conclusions 

can I 

draw? 

Comprehension Focus: Infer 

24 


Mini-Poster 

BLM 12 

Question 

I ask questions as I read in 

order to: 

@ find an answer I need 

@ clarify my understandings 

@ try to learn more. 

Comprehension Focus: Question 


25

Mini-Poster 

BLM 13 

Visualise 

I make mental pictures as I read. 

To help me understand the text 

I imagine what I see, hear, 

smell, taste and feel. 

Comprehension Focus: Visualise 

26 


Mini-Poster 

BLM 14 

Find the 

Main Ideas 

@ I can locate the 

main ideas. 

@ I can identify the 

supporting details. 

@ I can summarise 

what I have read. 

Comprehension Focus: Determine main idea 


27

Mini-Poster 

BLM 15 

Synthesise 

I learn more each time 

I read by combining: 

@ my prior knowledge 

@ visual supports from 

the text 

@ the running words. 

Comprehension Focus: Synthesise 

28 


Mini-Poster 

BLM 16 

I monitor the text to 

confirm that it makes sense. 

@ Should I read it again? 

@ Should I skim or scan? 

@ Should I slow down? 

@ Should I pause to think? 

@ Should I think about this 

in a different way? 

Comprehension Focus: Self-monitor 


29

Book Club Roles 

BLM 17 

✄ 

Predictor 

Connector 

Your job is to predict what could happen 

next. 

Use what you know of the characters 

and events to help you. 

I predict 

Your job is to make connections from this 

text to other things. 

Think about whether the text connects to: 

@ your own life 

@ other things you have read 

@ things that have happened in your 

school or neighbourhood 

@ things that have happened in other 

cities, or other parts of the country 

or world 

@ things in the news 

@ things you have seen on television or 

the internet 

My connections are 

30 



BLM 18 

✄ 

Investigator 

Bookworm 

Your job is to find words or groups of 

words that are difficult to understand. 

Clue: A word is difficult if you find its 

meaning hard to explain to someone 

else. 

Word or words 

Meaning 

Your job is to find one or two short 

sections to read aloud to the group. 

These might be: 

@ interesting parts 

@ funny parts 

@ scary parts 

@ well-crafted sentences 

@ parts that flow well 

Page 

Word or words 

Paragraph number 

I chose this part because 

Meaning 

Word or words 

Page 

Meaning 

Paragraph number 

I chose this part because 


31


BLM 19 

✄ 

Creator 

Illustrator 

Your job is to get creative! Make 

something relevant to the text. 

Explain your creation. 

I have created 

Your job is to draw or sketch something 

from the text. You may add labels, 

captions or speech bubbles to your 

illustration. 

Explain your illustration. 

I have drawn/sketched 

It is relevant to my reading because 

My illustration shows 

32 



BLM 20 

✄ 

Analyst 

Summariser 

Your job is to think about how this text 

is told. 

Think about: 

@ bias or prejudice 

@ the point of view that is shown 

@ points of view that are left out 

Your job is to sum up what happened in 

this section of the text. 

Hint: Imagine you are writing the blurb 

to describe the main events. Aim for 

between two and four sentences. 

My summary 

@ any judgements that are made 

@ hidden meanings 

@ the author’s purpose 

My observations 


33


BLM 21 

✄ 

Interviewer 

Director 

Your job is to get some discussion going. 

Think of three open-ended questions or 

statements. 

How else could . . . ? 

Why might . . . ? 

Are there other ways to . . . ? 

How would you feel about . . . ? 

How did you feel about . . . ? 

I’m wondering why . . . 

Your job is to direct the group. 

Begin by welcoming people to your 

group. Then: 

@ invite each person to share 

@ thank each person for sharing 

@ invite others to comment. 

Ask your group to decide how much will 

be read/viewed for the next session. 

Conclude by thanking your group. 

Let’s discuss what/how/why . . . 

Discussion Starter 1 



Thank you for 

sharing your ideas 

with our group. 

34 



Lesson 

Banks and 

Text 

Models 


35

Lesson Bank 

Preparing for Cyclones and Wild Storms 

Comprehension focus 

@ Question 

@ Synthesise 


Mini-lesson 1: 

Self-monitoring 

Before reading, activate prior knowledge and 

experience by asking students to recall what they 

know about wild storms, cyclones or hurricanes. 

Ask them whether they do anything special at their 

house to prepare for big storms, for example put 

away bikes, balls and yard equipment, or put tape 

onto windows. Explain that in areas where cyclones 

and wild storms are common, people make more 

thorough and careful preparations because damage 

to property and life can occur. 

Distribute BLM 22 and BLM 30. Explain that BLM 30 

is a fact sheet. The purpose of the fact sheet is to 

support thinking about the text. Read the instructions 

on the fact sheet and explain the two columns. Tell 

students they are going to read the text twice. The 

first time they will simply read the entire text, then 

they will re-read the text and complete the fact sheet. 

After reading, invite students to explain connections 

they have made to and from this text. Invite 

students to discuss elements from the text that need 

clarification. 

Prompt guide 

What did you learn? 

What connections did you make which helped you 

to understand this text better? 

Is there anything on your fact sheet that you need 

clarified or would like to discuss? 

How do you prepare for cyclones or wild storms? 

Mini-lesson 2: Synthesising 

Explain that it is important to link what we are 

reading to what we already know. Sometimes new 

information fits nicely with what we know and it all 

makes perfect sense. But sometimes it doesn’t fit, 

or align, very well with our existing knowledge, and 

when this happens we need to question two things: 

the accuracy of our prior knowledge and the accuracy 

of the text. 

Distribute BLM 31 and guide students to think about 

how well the information from the text aligns with 

their current thinking. For example, ‘Does it make 

sense to you that you should repair the roof and 

guttering before a cyclone or wild storm? Why?’ 

Have students re-read the text, and then reflect on 

information from the text and how well it aligns or 

does not align with their prior knowledge. Record 

the answers on BLM 30 and facilitate small group or 

partnered discussion to engage all of the students in 

focused talk. 

Follow Up 

Questioning 

Tell students that they should aim to learn 

something new from each reading or viewing 

episode. We can use what we read and view 

to inspire us to learn more. Searching for more 

information about topics helps us to learn more 

about our world, which in turn builds our skills 

as learners as well as readers. Asking questions is 

an important part of reading. Encourage students 

to deepen their understanding of the text by 

thinking: 

I wonder why . . .? 

What would happen if . . .? 

Does this mean . . .? 

How else could . . .? 

Why did . . .? 

Use Task Card 1 to prompt students to further 

their thinking and to view learning as a lifelong 

activity. 

Evaluative thinking 

Discuss the purpose of texts like that on BLM 22. 

Explain that authors write texts for a particular 

purpose and for a particular audience. The author 

has written this text to help people stay safe 

and look after their property and belongings. 

Distribute Task Card 2 and use it to prompt 

students to think critically and strategically about 

crafting texts. 

36

Name 

Date 

Text Model 

BLM 22 

Preparing for Cyclones and Wild Storms 

Every year between November and April, coastal areas of 

Queensland, Western Australia and the Northern Territory 

are at risk of being hit by cyclones. A cyclone is a violent 

storm accompanied by winds of more than 90 km/h, which 

rotate around a calm centre. 

Cyclones can be very dangerous. Strong winds can cause extensive damage to 

property and blow debris about. Flooding rains can also accompany cyclones, 

causing further damage and increasing the risk of drowning. It is important that 

residents in these coastal areas prepare for the cyclone season. 

You can prepare your property or home by: 

@ repairing the roof and guttering, if necessary 

@ fitting windows with shutters or metal screens 

@ securing loose items in yards 

@ cleaning up debris that could be blown around 

@ trimming trees near your house. 

You can also be prepared with supplies by: 

@ organising an emergency first aid kit 

@ replacing batteries in torches and radios 

@ keeping candles, matches, medications, sturdy gloves, important documents, 

emergency phone numbers and spare batteries in waterproof bags 

@ buying stocks of water and non-perishable food 

@ filling buckets with water in case your water supply is lost 

@ withdrawing cash to cover essential items like food, water 

and fuel, in case local automatic teller machines (ATMs) 

cannot be accessed. 

What to do when a cyclone hits 

@ Turn off the electricity. 

@ Listen to radio updates. 

@ Wait in the strongest room of the house (usually a small room) and seek 

shelter under a mattress or sturdy table. 

@ Remain indoors until you are notified of safe conditions outside. 

Being prepared for cyclones or violent storms helps to 

minimise damage to your property and helps you to stay safe. 


37

Lesson Bank 

Virtual Cafe 



@ Synthesise 


Mini-lesson 1: Understanding 

Text Types 

Before reading, activate prior knowledge by asking 

students to share what they know about the internet. 

Prompt guide 

Who uses the internet at home? 

What websites do you visit? 

What are some of the different things you can click 

on? 

What is the difference between a website and a web 

page? 

What types of things do you find on a web page? 

What is a link? 

How do you know which links you should follow? 

Distribute BLM 23. Before reading, ask students what 

they notice about this text. Discuss the features of 

this web page. Ask students to predict what a virtual 

cafe might be. Have students read the text. 

After reading, distribute BLM 32 and have students 

discuss their responses to this task with a friend 

before recording their answers. Invite students to 

share their responses. Guide the discussion to clarify 

understandings. 

Follow Up 

Fact or opinion 

Explain that the information on some texts 

reads as if it is true or accurate, but it may be 

advertising or an opinion or assumption made by 

the author(s). Explain that a fact is something that 

is true and undisputed, and an opinion is what 

someone thinks or believes. For example, Babies 

cry when they are hungry is a fact, and Babies are 

cute is an opinion. 

Provide a selection of texts and ask students 

to use these to locate facts and opinions. Tell 

students to record their thinking on BLM 33. 

Constructing texts 

Explain that a web page is a particular type of text. 

Web pages have consistent design features and 

these make it easier for readers, or users, to use and 

understand them. Ask students whether they know 

the names of any special parts of a web page, for 

example ‘hyperlink’. 

Revisit the text and discuss the features of this 

text type. The following is a guide to the general 

features of websites. 

@ hyperlink—a selectable object (word/group of 

words/sentence/image/button) on a web page 

that takes a user to another location 

@ menu—a system of consistently styled links to 

navigate the site 

@ banner—branding that is usually horizontal 

and at the top of the page (and usually contains a 

logo) 

@ footer—a horizontal strip that signifies the 

bottom of the page and may contain links 

@ side bar—a vertical column that usually 

contains secondary navigation or content related 

to the topic of the page 

Distribute Task Card 3 and use it to guide 

students to apply their knowledge of this text 

type. 

Critical thinking 

Explain that all texts are constructed for a reason. 

The purpose may be to entertain, persuade or 

inform. Ask students to revisit the text and make 

inferences about the author’s purpose. Ask students 

whether this text has been constructed to persuade 

them to do something. Revisit the text and invite 

students to use it to support this discussion. 

Prompt guide 

Which words tell you that this is advertising? 

What other clues are there that this is an 

advertisement? 

Who is the intended audience? 

What incentive is offered? Why might an 

incentive be offered? 

Think about other web pages you have seen. 

Discuss what you think about the use of colour 

and design elements. 


students to examine websites more critically. 

38

Name 

Date 

Text Model 

BLM 23 

Virtual Cafe - Homepage 

http://www.virtualcafe.com.au 

File Edit View Favourites Tools Help 

Virtual Cafe - Homepage 

Page 

Tools 

Virtual Cafe 

Would you like to dine at the world’s most famous restaurants? Want to try 

new and exotic meals prepared by the world’s best chefs? How about eating 

guilt free, without the worry of calories? Read on to find out how. 

Virtual Cafe is a new concept in weight control and lifestyle. At Virtual Cafe 

you can enjoy delectable meals, desserts and drinks without taking in any 

calories. For only $30 per person, you can visit 5-star restaurants anywhere in 

the world, and choose from hundreds of delicious dishes. 

It’s not just about the meal, but the whole experience. You’ll receive silver 

service, and our maître d’ and chef will ensure that your dining experience 

surpasses any you could imagine. 

All you need is a computer. We’ll provide the rest. We have no joining fee, 

and we’ll send you a new menu each week. For a limited time, new members 

can enjoy a free test meal at one of our top five restaurants. That’s how 

confident we are that you’ll be back, time after time. To take advantage of 

this special offer, click here. 


39

Lesson Bank 

Fright 


@ Connect 

@ Visualise 


Mini-lesson 1: Visualising 


students how they feel when they see 

a scary show or movie. Distribute BLM 24 and discuss 

the way this text looks. Have students read the text. 

Tell students to take note of the author’s word choice 

and the text’s rhythm as they read. After reading, 

discuss the text. 

Prompt guide 

What is this text about? 

What has happened to the character in this poem? 

Can you relate to this experience? Invite students to 

share their connections to this text. 

What did you notice about the way this text sounds? 

What did you notice about the vocabulary chosen? 

Aside from a scary film or show, what else might 

prompt these feelings and actions? Prompt students 

to elaborate. 

Explain to students that imagining an event actually 

happening, or imagining ourselves in the situation, 

helps us to make deeper connections to a text and 

gain deeper insights or understandings about what 

characters are experiencing and feeling. 

Distribute BLM 34 and tell students to listen to the 

text as you read it aloud. Tell students to imagine the 

event occurring as they listen. After reading, have 

students sketch a scene from the text, adding as 

much detail as possible. Prompt students to explain 

to a friend why visualising is important when reading. 

Ask them what sorts of texts are easier to visualise. 

Follow Up 

Key concepts 

Explain that key concepts are the general ideas 

presented in a text. Discuss the key concepts from 

books or films students know. List them on a board 

or chart. Prompt students to notice more than 

one concept within each text. Support students to 

explain the key concepts clearly and concisely. 

Tell students to re-read the text and take note 

of the key concepts. Distribute BLM 35 and tell 

students to show two key concepts, and then to 

explain them in their own words. Have students 

relate each key concept to a personal experience. 

When complete, have students work in pairs to 

share their ideas with another student. 

Making connections to other texts and to 

the world 

Tell students that when reading or viewing, it is 

important to make connections to other texts they 

know and things that are happening in their school, 

neighbourhood, city or world. These connections 

can help them to better understand the text they 

are reading or viewing. Distribute Task Card 5 and 

use it to deepen understandings of connecting to 

other texts and to the world. 

Connecting to self 

Explain to students that if they have seen a scary 

film or show, it is easier to make connections to a 

text like this. 

Prompt guide 

In what way could these connections deepen your 

understandings of this text? 

Invite students to share their experiences, and 

prompt them to explain their feelings. Support 

them to choose words that help others to visualise, 

or imagine, the experience. 

Some people are like this character and behave 

bravely when they are frightened. 

Do you know anyone like this? 

Are you like this? 

Discuss how this connection could build deeper 

understandings. Distribute Task Card 6 and use it 

to promote connections to self. 

40

Name 

Fright 

Date 

Saw the film 

Scary, grim 

Knuckles white, courage thin. 

Now it’s home 

Off I go 

Everything moving extra slow. 

Wind whistling here 

Shadows there 

Trees are blowing 

Everywhere. 

Getting closer 

Getting near 

Gaining on me 

Freeze with fear. 

Turn to face it 

Paralysed 

Know there’s terror in my eyes. 

Start to run 

Home ahead 

Through the door 

Into bed. 

Hiding 

Trembling 

Feel the buzz 

In comes Mum 

“How was it, Love?” 

“Can’t talk now, 

I’m tired, 

Go!” 

Don’t want to let my terror show. 

Angela Ehmer 

Text Model 

BLM 24 


41

Lesson Bank 

Almost Swallowed by a Shark 


@ Predict 

@ Question 

@ Synthesise 

Mini-lesson 1: Synthesising 


students what they know about shark attacks. 

Prompt students to explain their thinking. 

Prompt guide 

Do shark attacks happen in shallow or deeper water? 

Who is usually attacked? 

Are shark attacks usually fatal? 

What makes shark attacks so dangerous? 

Tell students that it is important to think about 

what we know about a topic before reading. This 

knowledge acts like an anchor. The more anchors 

we have, the easier it is to make sense of new 

information because we have something that we can 

attach it to. 

Distribute BLM 25. Discuss the title and invite 

students to infer what this text will be about. Ask 

students whether they think this person survived the 

attack. Explain that this text is based on actual events. 

Distribute BLM 36 and explain that the task is 

designed to prompt thinking before, during and after 

reading. Have students complete the Before reading 

section and make predictions about this text. Prompt 

students to notice the words in bold text. Read and 

discuss the meanings of these words prior to reading. 

Ask students to read the text and complete the 

During reading section as they read. After reading, 

invite students to share their responses to this text. 

Conclude by guiding students to reflect and evaluate 

their learning by completing the After reading section 

of the task. Have students share their responses. 

Follow Up 

Clarifying 

Distribute BLM 37 and explain that talking about 

what has been read or viewed is a valuable way to 

build better understandings. Ask students if they 

have ever seen a movie or show that had parts 

that were difficult to understand. How does it 

help to talk about these parts with someone else 

who also saw the movie or show? Explain that 

discussing things that we read about or view is 

a way to use other people’s understandings and 

perceptions to help us clarify our own thinking. 

Have students identify three parts of the text they 

would like to discuss, and record their reason(s) for 

choosing these sections. Break students into small 

discussion groups to discuss the sections identified. 

Gather the group and support students to reflect 

about how talking helped to promote, reinforce or 

extend understandings of this text. 

Connecting to self 

Tell students that there are many ways to show a 

connection to a text. Some artists draw inspiration 

from what they experience, read and view, or 

from feelings that different experiences evoke. Tell 

students to consider images, feelings, sensations 

or thoughts that can be shown through a creative 

response. Distribute Task Card 7 and use it to prompt 

students for a creative connection to this text. 


Explain that this event was a big news story when 

it happened. There were many segments on 

the news and in newspapers around the world 

reporting this event. Examine news articles on 

various topics to revisit the generic structure. 

Discuss and demonstrate the crafting of a news 

article and invite students to search online 

for specific articles about this event to gather 

additional information. Distribute Task Card 8 

and use it to follow-up this demonstration and 

construct a text around the main ideas from BLM 25. 

42

Name 

Date 

Text Model 

BLM 25 

Almost Swallowed by a Shark 

chisel: a tool that is 

squared and flattened 

at the end 

abalone: a mollusc 

that is popular with 

shellfish eaters 

lead-weight vest: 

a vest that spreads 

extra weight across a 

diver’s body, helping 

him or her to stay 

down in the water 

Experts believe that shark attacks against 

humans are often a case of mistaken identity. 

Most attacks are not fatal. Attacks by great 

white sharks, however, are usually deadly 

because of the size of these creatures and 

the force of the animal’s bite. 

In 2007, Eric Nerhus encountered a great 

white shark and survived. Eric’s encounter 

may be remembered as one of the greatest 

tales of survival involving a wild animal and a 

human. 

Eric, an Australian abalone diver, was diving 

near the town of Eden in New South Wales. 

He was about 20 feet down in the weedy, 

murky waters of the Pacific Ocean when a 

great white shark appeared from nowhere 

and clamped its teeth down on Eric’s head 

and shoulders. 

Eric’s face mask was smashed and his nose 

broken. Unable to see from the blood pouring 

from his wounds, Eric swung his arms about, 

clubbing the shark with the only weapon he 

had — a chisel used to break the abalone 

shells. The shark released its grip and Eric 

attempted to swim to safety, but the ordeal 

was not over yet. 

The shark returned and clenched its jaws 

around Eric’s torso. Fortunately, he was 

wearing a lead-weight vest which prevented 

fatal injuries to his soft flesh. As the shark 

tightened its grip and began to shake, Eric 

knew that quick action was required if he was 

to survive this final stage of a shark attack. 

Again using his chisel, Eric stabbed the 

shark in the head, and as it released him he 

frantically swam to the surface. Other divers 

could see the severity of his injuries. Eric 

was conscious and alert. In addition to his 

facial injuries, he suffered lacerations to all 

sides of his torso and chest. 

Eric was extremely lucky to have survived 

this attack. Had he not been wearing his 

lead-weight vest and carrying his chisel, this 

attack would most likely have been fatal. 

Eric is the first professional abalone diver to 

survive an attack by a white pointer. 


43

Lesson Bank 

The Missing Ticket 


@ Predict 


Mini-lesson 1: Confirming and 

Rejecting Predictions 

Before reading, explain that making predictions 

before you read helps you to make sense of the text 

as you read. This is why it is helpful to read the blurb, 

or synopsis, on the back cover of the book. The blurb 

helps readers to understand what is happening and to 

solve things when they don’t make sense. Distribute 

BLM 26 and BLM 38 and tell students that this is 

a mystery story. Invite students to share what they 

know about mystery stories. Ask students to think 

about what the text may be about and to record their 

predictions and reasoning on the table. 

After reading, discuss the text. 

Prompt guide 

What was the mystery in this text? 

Can you explain the story’s plot? Where is it set? 

What did you learn about the main characters? 

How accurate were your predictions about this text? 

Discuss your predictions with a friend. 

On a board or chart, write these sentence starters. 

My prediction was confirmed by/when . . . 

My prediction was rejected by/when . . . 

Have students choose the appropriate sentence 

starter, and then explain to a partner the factors 

confirming or rejecting their prediction. Have students 

record their thinking on the table. 

Follow Up 

Character analysis 

Explain that authors give their fictional characters 

specific qualities that shape the way readers 

view them. The author carefully chooses words, 

situations and actions that present a character in a 

particular way. Ask students to suggest the names 

of likeable characters from books. List these on 

a board or chart. Ask students to name different 

qualities describing these characters. List these 

on the board. Repeat for characters that students 

dislike. 

Prompt guide 

What is a stereotype? 

Why might authors craft characters 

that appear to be stereotyped? 

How does stereotyping help readers to see 

characters in a certain way? 

Guide students to understand that stereotyping 

enables a reader or viewer to predict most 

outcomes. For example, they know that despite 

the many battles Spider-man has, he will be 

victorious in the end. Ask students to suggest 

characters they know that are stereotyped. 

Most characters we read about are not 

stereotyped. The Missing Ticket is real-life fiction. 

In real-life fiction, authors construct characters 

that the audience can relate to. They then create 

situations that could occur in real life. 

Distribute BLM 39 and ask students to discuss the 

character of Sam with a friend. Tell students to 

re-read the text and locate evidence which 

supports their thinking. Share the responses in a 

whole class discussion. 

Text deconstruction 

Tell students that a story like this can be taken 

apart to reveal the author’s original plan. The 

author will have thought about the: 

@ title 

@ plot 

@ setting 

@ characters and their qualities 

@ problem 

@ solution 

Guide students to deconstruct a different (known) 

class text and then use Task Card 9 to provide 

independent practice. 

Sequencing 

Ask students what a storyboard is. Explain that a 

storyboard is a sequence of sketches, sometimes 

with captions or notes attached, that outlines the 

sequence of events in a story, movie or show. 

Distribute Task Card 10 and use it to support 

students to use a storyboard to scaffold their 

understanding of the main ideas from this text. 

44

Name 

Date 

Text Model 

BLM 26 

The Missing Ticket 

Sam and Gillian raced through the 

turnstile, eager to get to the roller-coaster. 

“It’s got to be there!” panted Sam as 

they approached the Big Dipper. 

“Which seat were you in?” 

“Right at the back,” responded Sam. 

“How do you even know you still had it at 

the roller-coaster?” 

“The guy operating the ride talked to 

me about the concert. He tried to get a 

ticket too, but they were sold out. Poor 

guy’s a diehard fan like me.” 

Sam and Gillian arrived at the Big Dipper 

just as the operator arrived at the 

platform. “Sorry kids, this one won’t start 

until eleven. Try the Tall Terror if you 

want some thrill action.” 

“Actually we’re looking for something we 

left behind yesterday,” Gillian said. 

“I don’t like your chances. This baby flies. 

Not much survives until the next ride, let 

alone the next day.” 

“Do you mind if we check anyway?” Sam 

asked hopefully. 

“Go ahead, but I’ll need to come with 

you. It’s a safety issue for the park.” 

They moved quickly to the back carriage. 

There was no sign of the concert ticket. 

Sam’s disappointment was clear. 

“What is it you’ve lost?” asked the ride 

operator. 

“My ticket to the Junkyard Dogs concert 

tonight,” Sam mumbled sadly. Sam had 

saved every dollar he’d earned at his job 

at the grocery store to buy that ticket. 

“Did you say Junkyard Dogs?” the 

operator asked thoughtfully. 

“Yeah, they’re my favourite band.” 

“Wait here,” said the operator. “I’ll just 

check something.” 

With a gleam in his eye, the operator 

returned a few minutes later. He told Sam 

and Gillian that he’d just spoken to the 

ride operator who had been working the 

day before. “This guy’s got a history of 

being light-fingered and it’s not the first 

time he hasn’t handed in property left at 

the ride. He mentioned the Junkyard Dogs 

concert to me the other day, which is 

what helped me put two and two together 

with your missing ticket. I’ve persuaded 

him to come good with your ticket if he 

wants to keep his job. He’ll be here in a 

few minutes with your ticket and his tail 

between his legs. You have the right to 

report him to park management.” 

Sam felt a mix of 

delight and relief. 

He couldn’t wipe 

the smile from his face 

for the rest of the 

afternoon. And to 

top it off, the Junkyard 

Dogs concert was the 

best night of his life. 


45

Lesson Bank 

Landmines 

46 


@ Question 


@ Synthesise 

Mini-lesson 1: Cause and 

Effect: Retrieval Chart 


students what they know about landmines. Prompt 

students to share their understandings. Probe for 

deeper understandings and to promote inferential 

thinking. 

Prompt guide 

How does a landmine work? 

What is the purpose of a landmine? 

In what sorts of places are landmines used? 

Distribute BLM 27. Discuss the illustration and ask 

students to infer how the landmine is activated. Read 

the text. 

After reading, distribute BLM 40 and explain that this 

is called a retrieval chart. Tell students that a retrieval 

chart is used to organise thinking and sort ideas. 

Discuss the text and complete the retrieval chart, 

using information from the text and inferences from 

the students. Ask students to share their opinions 

about landmines. Prompt students to explain their 

thinking. 

Follow Up 

Note taking 

Explain that each paragraph of a text usually has 

a main idea which is supported by other facts 

relating to it. Ask the students to re-read the 

first paragraph and identify the main or most 

important idea (ie what a landmine is). Then 

ask students to work with a friend to count the 

number of supporting facts, or smaller details, 

which provide more information about the main 

idea. Invite them to share their findings, and have 

them record these on BLM 41. 

To provide a higher level of scaffolding, work 

through the remaining two paragraphs in the 

same way. To provide less scaffolding, have 

students work alone or with a friend to complete 

the remaining paragraphs. Discuss what they 

have written. 

Clarifying 

Explain that it is important to think about things 

we don’t understand (or need clarified), and 

things we have more questions about as a result 

of the reading we have done. Tell students that 

good readers ask themselves questions about 

things in their reading. They build knowledge 

from the text, but are also inspired and interested 

to learn more because of the text. 

Prompt guide 

What have you learned from your reading? 

What do you need to clarify, or talk more about, 

in 

order to understand this text better? 

As a result of your reading, what are you still 

wondering about or wanting to learn more 

about? 


students to reflect about texts read, and to use 

questioning strategies to deepen understandings 

during and after reading. 

Critical thinking 

Explain that all texts are constructed for a reason. 

The purpose may be to entertain, persuade or 

inform. Ask students to revisit the text and make 

inferences about the author’s purpose. Encourage 

students to explain their thinking. Explain 

that some texts are written to inform and to 

encourage readers to think or act in a certain way. 

Ask students whether they have opinions about 

the use of landmines. 

Prompt guide 

Do you think landmines should be used? Why?/ 

Why not? 

Has reading this text shaped your thinking about 

landmines? How? 

Does this text make you want to do something 

about this? 

(Explain that doing something may be any of the 

following: telling others; taking social action, for 

example contacting a newspaper or writing to a 

politician; reading more about the topic). 

Use Task Card 12 to prompt students to view 

texts more critically.

Name 

Date 

Text Model 

BLM 27 

A landmine is an explosive device 

hidden in the ground and used 

during wartime. When pressure is 

applied to a landmine, it explodes 

violently, killing or maiming the 

victims. Landmines are usually 

placed just under the ground and in 

places where people walk. 

Today many landmines remain 

planted in the earth, despite the fact 

that the wars might be over. Their 

proximity to homes and villages 

poses a threat to people in these 

communities. Approximately every 

22 minutes a landmine is triggered 

somewhere in the world. 

It is estimated that between 60 and 

70 million landmines are currently 

Landmines 

active across more than 70 countries. 

More than a third of victims are 

children under the age of 15. 

The use of landmines is controversial 

because of the danger that remains 

long after conflicts are over. Land is 

deemed impassable and unusable 

for many decades. 

Humanitarian organisations consider 

landmines to be one of the most 

serious problems that exist today. 

More than one-third of the world’s 

countries are affected by landmines. 

A total of 158 countries have signed 

an agreement to ban their use. 

Thirty-seven countries have not 

agreed to the ban. 

Pressure plate 

Fuse body 

Indicator arrow 

shows mine is 

armed 

Soil 

A landmine buried in the soil 


47

Lesson Bank 

Gruesome Rhymes. Jack and Jill 


@ Connect 

@ Infer 

@ Question 

Mini-lesson 1: Evaluative 

Thinking: PMI 


students to recall some nursery rhymes. Ask students 

what they know about the origins of nursery rhymes. 

Explain that there are many theories, or beliefs, 

about how these texts came about. Some theories 

suggest the rhymes were about significant events that 

happened at different times in history. 

Distribute BLM 28 and ask students to fold the 

page so that the rhyme is visible but the history is 

hidden. Ask students to work with a friend to read 

and discuss the rhyme, ‘Jack and Jill’, and to make 

inferences about its original meaning. Invite students 

to share their inferences. Unfold the sheet to show 

the remaining text. Discuss the meaning of the 

bold words. Have students read the remaining text. 

Remind them to read the meanings of the bold words 

again if needed. 

After reading, discuss this theory about the rhyme. 

Invite students to offer opinions about whether they 

agree or disagree. Ask them to infer ways of verifying 

or disputing this theory. 

Distribute BLM 42 and ask students to evaluate their 

thinking about this text. Invite them to share their 

responses. 

Mini-lesson 2: Making 

Connections 

Tell students that when reading or viewing, it 

is important to connect our prior knowledge 

and experiences, knowledge of other texts and 

knowledge of the world, to and from the text we 

are reading or viewing. Making connections helps to 

build deeper understandings of the text. Distribute 

BLM 43 and have students make connections to and 

from the text before and after re-reading. 

After reading, guide students to reflect on the 

connections they have made. Model this process 

by writing connections on a board or chart and 

modelling the thinking process: Is my connection 

relevant? How does my connection help me to 

understand this text better? 

For example: 

@ Connection to self: I know lots of nursery rhymes. 

This connection is relevant to the topic, but it does 

not help me to understand the text better. 

@ Connection to world: I’ve heard about a king called 

Henry. I think he gave an order to cut off the queen’s 

head. They used a guillotine. 

This connection is relevant to the topic because it was 

hundreds of years ago, like the history of this rhyme, 

and they used a guillotine. It helps me to know that 

beheadings actually happened and kings and queens 

could be beheaded. 

Ask students to re-read their connections and ask 

themselves the following: Are my connections 

relevant to the topic? How does my connection help 

me to understand this text better? 

Follow Up 

Investigating 

Have students work in pairs and use Task Card 

13 to extend their knowledge of the text type, 

and to investigate the origins of other rhymes. Tell 

students to check more than one source when 

researching to help them form an opinion about 

whether the history, or theory, is accurate or 

inaccurate. Invite students to share their findings 

and discuss their opinions. 

Questioning 

Explain that proficient readers ask themselves 

questions before, during and after reading. They 

know when they need clarification and they 

wonder more about what they are reading. 

Use Task Card 14 to prompt for questioning 

strategies. 

48

Name 

Date 

Text Model 

BLM 28 

Gruesome Rhymes. Jack and Jill 

Jack and Jill went up the hill 

To fetch a pail of water 

Jack fell down and broke his crown 

And Jill came tumbling after. 

Up Jack got, and home did trot 

As fast as he could caper 

Went to bed and bound his head 

With vinegar and brown paper. 

People have different ideas about the history of the first verse 

of this popular children’s rhyme. One theory is that it was based 

on real events that occurred in France in 1793. The character, 

Jack, relates to King Louis XVI, and Jill, to his wife, Queen Marie 

Antoinette. The theory suggests that the rhyme tells the gruesome 

story of the beheading of the King and Queen during a violent 

period known as the ‘Reign of Terror’. 

Those sentenced to death ascended a flight of stairs to a 

stage upon which sat a machine called a guillotine. The 

victims took turns kneeling, with their necks placed across the 

section of the guillotine on which the blade would land when 

released. 

The executioner’s job was to prepare King Louis XVI and 

Queen Marie Antoinette for beheading, shackle their wrists 

and release the blade which would sever the head cleanly 

from the body. The stage provided a clearer view for 

onlookers watching the grisly event. 

Many who believe this explanation of the events in 

the rhyme think that the original rhyme had only 

one verse. A second was later added to provide 

a more cheerful ending for young children. 

What do you think? 

behead: to decapitate 

or cut off somebody’s 

head 

guillotine: a machine 

with a sharp, heavy 

blade which slides 

vertically 

ascend: to go up 

theory: idea or way 

of thinking 


49

Lesson Bank 

The Greatest Eruption of All Time 

50 


@ Infer 

@ Visualise 

@ Synthesise 

Mini-lesson 1: Advanced 

KWL 


students what they know about volcanoes. Prompt 

for vocabulary that will assist when reading the text. 

Distribute BLM 44 and explain the KWLSE. Ask 

students to record responses in the K and W sections 

of the table. 

Distribute BLM 29 and ask students to read the 

interesting facts to gather more topic knowledge 

before reading the body of the text. Discuss the facts 

and invite comments. Have students read the text. 

After reading, invite students to share what they 

have learned from the text and probe for higher level 

thinking. Remind students to revisit the text to check. 

Guide students to connect with the text by using 

multi-sensory information to imagine the event. 

Prompt guide 

How long ago did Mt Vesuvius erupt? 

What happened as a result of the eruption? 

The locals had lived their whole lives near the 

volcano. Why were they unprepared for the 

eruption? 

Describe the scene before Mt Vesuvius erupted 

Describe the scene during the eruption. 

Re-read paragraph 4. How could the author know 

this occurred? How does this description help you 

to understand and relate to what happened? 

Can you imagine what the eruption looked like? 

Imagine the smell. What do you expect it would 

be like? How do you think you would feel? What 

would you be thinking? How important do you 

think it would be to you to locate your loved ones? 

Have students return to the KWLSE and complete 

the remaining sections. Invite students to share their 

responses with a peer and then come together as a 

large group to discuss the key ideas in this text. 

Mini-lesson 2: Cause and 

Effect 

Discuss the terms ‘cause’ and ‘effect’. Explain that 

one thing can cause another thing to happen. Show 

some examples of cause and effect on a board or 

chart. The table below may help. 

Cause 

heavy rain 

strong winds 

lightning strikes 

Have students re-read the text and look for examples 

of cause and effect. Tell them to discuss their findings 

with a friend. Distribute BLM 45 and have students 

record as many examples as they can find. When 

finished, ask students to use a different coloured pen 

to record cause and effect examples that they can 

infer from their reading. Explain to students that they 

will need to use the information stated in the text 

and think more about it. The table below offers a few 

examples. 

Cause 

ash raining down 

sounds of the 

eruption 

blast of ash and gas 

Effect 

flooding 

Invite students to share their inferences and prompt 

them to give reasons to support their thinking. 

Follow Up 

damage to trees and 

property 

fallen trees, damage to 

property 

Effect 

animals died 

birds were frightened 

and flew away 

bodies burned, skin 

melting 

Investigating 

Use Task Card 15 to extend students’ knowledge 

of this topic. Remind them to gather information 

from more than one source to verify its accuracy. 

You may opt to have students focus on a particular 

comprehension task, for example compare/ 

contrast, cause/effect, problem/solution, KWL. 


Tell students that when reading or viewing, we 

form opinions about a text. Use Task Card 16 to 

build understandings of different points of view 

and opinions of this text.

Name 

Date 

Text Model 

BLM 29 

The Greatest Eruption of All Time 

In the year 79, Mount Vesuvius in Italy erupted 

violently, burying the Roman city of Pompeii and 

claiming more than 2000 lives. An account of the 

eruption was discovered in letters written by a young 

Roman. 

Mt Vesuvius lay dormant for 800 years and residents 

of the surrounding cities were unaware of the danger 

the volcano posed. Vesuvius had come to resemble 

any other mountain with lush vegetation and an 

abundance of wildlife. There was little obvious 

evidence to suggest its treacherous past. 

In the early afternoon of 24 August, locals noticed a 

large cloud above the mountains, but were unable to 

identify which mountain the cloud was rising from. 

Parts of the cloud were white and other parts were 

blotchy and dirty. Residents were curious about the 

mysterious cloud. 

As the cloud approached Pompeii, it became dense 

and black. Ash began to rain down like snow, and 

some residents fled the city. Darkness engulfed 

Pompeii. Shrieks, yells and cries filled the air. Parents 

and children called for each other, unable to see, 

trying to recognise voices. Others prayed, huddled 

together, terrified. 

A loaf of bread, almost 2000 

years old, was found inside 

a baker’s oven in the buried 

city of Pompeii. 

Most victims of Mt Vesuvius 

were thought to have died 

from suffocation. 

Among the victims frozen in 

their final pose was a guard 

dog, still chained to its post. 

Mt Vesuvius last 

erupted in 1631. 

Those caught in the town or hiding in their homes 

became victims of a sudden, powerful blast of ash 

and gas which set around their bodies like plaster 

casts. They would be found hundreds of years later 

frozen in the exact position in which they lay or hid 

in their final terrifying moments. 

After the eruption of Vesuvius, Pompeii remained 

buried. The first large-scale archaeological excavation 

of the city began in 1860 and continues today. 


51


Worksheets 

and 

Task Cards 


52

Name 

Date 

Fact Sheet 

Worksheet 

BLM 30 

During reading, record facts (words, phrases, ideas and/or diagrams) which are 

important for you to understand this text. Explain the relevance of each entry. 

Facts from the text 

@ Words 

@ Phrases 

@ Ideas 

@ Diagrams 

Relevance 

@ Connection (This reminds me of . . .) 

@ Clarify (I don’t understand . . .) 

@ Question (I’m wondering . . .) 

@ ‘Aha!’ moment (I understand! So 

that’s why . . .) 

Comprehension Focus: Connect, Question, Synthesise 


53

Worksheet 

BLM 31 Name Date 

Reading Reflection 

Great readers think about how new information aligns with what they 

already know. 

Identify three things from the text and explain how they fit with what 

you know. Discuss with a friend. 

Idea from the text 

How this aligns/does not align with 

what I know 

It is also important to reflect on the new knowledge you have gained. 

Identify three things that you didn’t know before. 

Things I learned from my reading 


54 


Worksheet 

Name Date BLM 32 

Understanding Text Types 

Proficient readers use what they know about different text types to 

help them to better understand what they are reading or viewing. 

Use what you know about text types to fill in the panels below. 

Text type 

Intended audience 

Purpose of this text 

Main ideas 

Features of this text type 

Comprehension Focus: Determine main idea, Synthesise 


55

Worksheet 

BLM 33 

Name 

Fact 

Date 

or Opinion 

A fact is true information. An opinion is one person’s view or belief. An opinion can be disputed. 

Read the text and record the facts and opinions on the T-Chart. 

Facts 

Opinions 

Comprehension Focus: Infer, Synthesise 

56 


Name 

Date 

Visualising 

Worksheet 

BLM 34 

Imagine a scene from this text. Sketch it below. 

Add labels, captions or speech balloons to add meaning. 

Explain why it is important to imagine, or visualise, during reading. 

In your opinion, what makes some texts easier to visualise than others? 

Comprehension Focus: Infer, Visualise 


57

Worksheet 

BLM 35 

Name 

Key Concepts 

Date 

The key concepts are the general ideas or themes. 

Find two key concepts in the text and record your thinking below. 

Key Concept 1 

Put this concept in your own words. 

Make a personal connection to this concept. 

Key Concept 2 

Put this concept in your own words. 

Make a personal connection to this concept. 

Comprehension Focus: Connect, Determine main idea 

58 


Name 

Date 

Worksheet 

BLM 36 

Thinking About Thinking 

Great readers think before reading. They think during reading. They think after reading. 

Before reading 

I predict 

I wonder 

I expect to learn 

During reading 

I noticed 

I didn’t know 

I can relate to 

After reading 

I’m interested in 

I learned 

I feel 

Comprehension Focus: Predict, Infer, Synthesise 


59

Worksheet 

BLM 37 

Name 

Date 

Talking Points 

Talking is an important way to build understandings. 

During reading, find three parts of this text that you 

would like to talk about. 

I’d like to talk about 

My reason for wanting 

to talk about this 

How did talking help me 


Comprehension Focus: Question, Synthesise, Self-monitor 

60 


Name 

Date 

Worksheet 

BLM 38 

Predict and Confirm 

Before reading 

Use the title and any other general clues to predict what the text may be about. 

My prediction 

Reasons for my prediction 

After reading 

It’s time to confirm or reject your prediction and think about how your experiences help you to 

better understand this text. 

Confirm or reject? What was the text about? 

Prior knowledge and experiences that help me to understand this text 

Comprehension Focus: Predict, Self-monitor 


61

Worksheet 

BLM 39 

Name 

Date 

Supporting My Thinking 

What kind of person is the main character? Describe two qualities, 

for example fun, adventurous or evil. 

Find evidence from the text to support your thinking. 

Quality 1 

Evidence in text that supports my thinking 

Quality 2 

Evidence in text that supports my thinking 

How is this character like or unlike you? 

Comprehension Focus: Infer, Self-monitor 

62 


Name 

Retrieval Chart 

Date 

Worksheet 

BLM 40 

A retrieval chart is one way to organise your thinking. 

Complete a retrieval chart to show the cause and effects of 

two things from your reading, and then add possible solutions. 

Cause Effect (problem) Solution 

Rate how you feel about what you’ve learned. Use this scale and mark it with a tick. 

Very unhappy 

Very happy 

Give reasons for your rating. 

Comprehension Focus: Infer, Determine main idea, Synthesise 


63

Worksheet 

BLM 41 

Name 

Date 

Note Taking 

Find the important ideas and supporting facts from your reading. 

Important Idea/Picture 

Supporting Facts 


64 


Name 

Date 

Worksheet 

BLM 42 

Plus 

Minus 

PMI 

Intriguing 

How do you feel about this text? Complete the PMI and give reasons to explain your thinking. 

Plus 

Reason 

Minus 

Reason 

Intriguing 

Reason 



65

Worksheet 

BLM 43 

Name 

Date 

Making Connections 

Great readers make connections to and from the text to themselves, other texts and their world. 

Make three connections and discuss them with your friends. 

Text: 

Connection to something that has happened to me 

Connection to other texts I’ve read or viewed 

Connection to things that have happened or are happening in my world 


66 


KWhat I already know 

LWhat I have learned 

EWhat else did I learn? 

Name 

Date 

Advanced KWL 

Worksheet 

BLM 44 

Before reading, record what you know and what you’d like to know about 

this topic. After reading, record what you have learned, where you could 

search for more information, and what else you learned. 

WWhat I would like to 

know 

SWhere I can search 

for more 

Comprehension Focus: Question, Synthesise 


67

Worksheet 

BLM 45 

Name 

Cause and Effect 

Date 

One thing can cause another thing to happen. 

Think about cause and effect as you read. 

Record the causes and effects of things you read in the text. 

Cause 

Effect 

Comprehension Focus: Infer, Determine main idea, Synthesise 

68 


Name 

Date 

Clarifying 

Worksheet 

BLM 46 

As you read a book, record the words you don’t understand. Record what you think the words 

mean. (Hint: Read the text again.) Then find out and record what they actually mean. 

Tricky word I think it means . . . It actually means . . . 

? 

? 

? 

? 

Ways to decode tricky words 

? 

? 

Comprehension Focus: Question, Self-monitor 


69

Worksheet 

BLM 47 

Name 

Fact Finder 

Date 

Read a nonfiction book. What did you know before you read it? 

What did you learn? How has your thinking changed? 

Title: 

I already knew 

I learned 

Reflection 

Choose two things that you knew before and explain how your thinking about them has 

changed as a result of your reading. 


70 


Name 

Date 

Worksheet 

BLM 48 

Read a book 

and record your 

responses. 

Title 

Reflection 

I learned 

Something that appealed to me was 

Reason 

This book reminds me of 

Reason 

I would recommend this book to 

because 

I wouldn’t recommend this book to 

because 

Comprehension Focus: Connect, Synthesise 


71

Worksheet 

BLM 49 xx 

Name 

Date 

All in your mind 

Read a book. What could you imagine? Choose three parts of the book to show this. 

Describe what you see/hear/feel/smell/taste. 


72 


Comprehension Task Card 1 

Fact Finder 

Find a text which appeals to you. 

Facts I learned from 

this text. 

Questions I could answer 

by thinking about what I 

have read. 

Facts I learned from 

researching further. 

Comprehension Focus: Infer, Question, Synthesise 


Know Your Audience 

Find a text which describes something interesting. 

How could you present this message to an audience of 

your age? 

Find the most important information 

and present it in a way that grabs 

your audience’s attention. 



73


Web Designer 

Design a web page about 

something you know a lot 

about. Look at some other 

web pages to get some 

clues about the features 

you should include. 

Comprehension Focus: Visualise, Synthesise 


Read Beyond the Lines! 

There is a lot to look at on a website. Sometimes 

you need to look carefully to determine the author’s 

purpose. 

Find five websites that are designed to sell a product 

or service. 

Find five websites that are designed to inform the 

reader, but not sell them anything. 

How many of these websites ask you for your contact 

details? 

Tell your classmates about your findings. 

Comprehension Focus: Infer, Synthesise 

74 All You Need to Teach Comprehension Ages 10+ © Angela Ehmer/Macmillan Education Australia. ISBN 978 1 4202 7254 3


Making Connections 

Find a text which appeals to you. 

Prepare a PowerPoint or other presentation to 

show how the text reminds you of: 

@ other texts you know 

@ things happening in your school, 

neighbourhood, city or world. 

Add photographs or images 

to enhance your presentation. 



My Life in Pictures 

Collect a series of texts which remind 

you of your own experiences. You can 

add photographs and captions to your 

collection of texts to show important 

events in your life. 

When you present your collection, 

explain the way each text connects to 

your life. 



75


Get Creative! 

Create something to illustrate an 

interesting point from a text you 

have read. 

Be ready to explain 

your creation to others. 



Newsflash! 

Write a newspaper article about an 

event. Search for a suitable image 

to add. 

Publish the article on your class blog 

or print it out the way it would look 

in a newspaper. 

Comprehension Focus: Determine main idea, Synthesise 



Dissect it! 

Take a story apart to help you to 

understand it. Use these headings. 

Construct your own story idea using these 

headings. Write a summary to share with 

your class. 

Title 

Plot (What is it about?) 

Setting (Where does it happen?) 

Characters 

Qualities of characters 

Problem 

Solution 



Imagine you are making a movie of a 

story you have read. Make a storyboard 

to show what happens in the story. 

When you have finished, present your 

storyboard to the class. Explain how you 

will shoot the scenes for each part of 

your storyboard. 

Movie Maker 

Comprehension Focus: Visualise, Determine main idea, Synthesise 


77


Make a Note! 

As you read, use sticky notes to record any questions 

or comments you have about a topic. 

Re-read the text. 

After reading, check your questions 

and disregard any that you have 

clarified by re-reading. 

Search for more information about the 

topic to clarify any remaining questions. 



Protectors against Prejudice 

Choose a friend to work with you. 

Together, your job is to protect 

against prejudice. Review some texts 

you have studied and determine 

whether the author is trying to: 

@ shape the way you think 

@ prompt you to take some kind 

of action. 

Present your findings to the group. 

Comprehension Focus: Infer, Question, Synthesise 



Research an historical text. 

Investigate the origins of this text 

and share your opinions about 

whether you agree or disagree 

with what you have read. 

Find an artist’s portrayal to match 

this text or make your own to 

share with the group. 

Agree or Disagree? 



What do you think? 

Great readers reflect or think about the text 

after reading. 

Choose two prompts below and share your 

reflections. 

I realised . . . 

I wonder why . . . 

I don’t really understand . . . 

Comprehension Focus: Question, Synthesise 


79


Check Your Sources 

Research a topic which interests you. 

Check your sources to make sure your 

information is accurate. 

Prepare a brief report. 



Opinions Matter! 

Choose a text which the class has studied. 

Interview others to gather their opinions of 

the text. Find out what they liked, disliked 

and found interesting. 

Present a quick summary. 

Post your opinions on a message board. 

Our general feeling about . . . was . . . 

We liked . . . because . . . 

We disliked . . . because . . . 

These are the parts we found 

interesting . . . 



All the tools a smart 

teacher needs! 

All you need to teach . . . Comprehension provides all the resources and support 

you need in the classroom to explicitly teach comprehension strategies. 

Teaching Tips — all the background information you need 

Assessment Rubrics — one list of levelled criteria for each 

comprehension strategy 

Mini Posters — one for each comprehension strategy for classroom display 

Book Club Role Cards — designed specifically for students at this level 

Lesson Banks and Text Models — focusing on specific 

comprehension strategies 

Worksheets and Task Cards — to accompany the lesson banks, or to 

use flexibly in your own lessons 

COMPREHENSION 

Comprehension strategies taught: 

• Predict 

• Connect 

• Infer 

• Question 

• Visualise 

• Determine Main Idea 

• Synthesise 

• Self-monitor 

Also available: 

All you need to teach . . . 

Comprehension Ages 5–8 

Comprehension Ages 8–10 

Other titles in this series: 

All you need to teach . . . 

• Drama 

• Critical Thinking, Humour 

and Text 

• Nonfiction Text Types 

• Information Literacy 

• Calculators 

• Problem Solving 

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All You Need To Teach Comprehension 10+

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