All You Need To Teach Comprehension 10+

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All the Lesson Banks and Text Models You Need 35
Lesson Bank Preparing for Cyclones and Wild Storms Comprehension focus @ Question @ Synthesise @ Self-monitor 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
Page 1 and 2: AGES 10+ Comprehension Comprehensio
Page 3 and 4: This edition published in 2021 by M
Page 5 and 6: All the Teaching Tips You Need 4
Page 7 and 8: P r e d i ct Comprehension Strategi
Page 9 and 10: Q u est i o n Strategy description
Page 11 and 12: S e lf-mon ito r Strategy descripti
Page 13 and 14: H ow to ru n a bo o k clu b You nee
Page 15 and 16: Rubric BLM 1 Assessment Rubric: Pre
Page 17 and 18: Rubric BLM 3 Assessment Rubric: Inf
Page 19 and 20: Rubric BLM 5 Assessment Rubric: Vis
Page 21 and 22: Rubric BLM 7 Assessment Rubric: Syn
Page 23 and 24: Mini-Poster BLM 9 Predict What migh
Page 25 and 26: Mini-Poster BLM 11 Infer What is th
Page 27 and 28: Mini-Poster BLM 13 Visualise I make
Page 29 and 30: Mini-Poster BLM 15 Synthesise I lea
Page 31 and 32: Book Club Roles BLM 17 ✄ Predicto
Page 33 and 34: Book Club Roles BLM 19 ✄ Creator
Page 35: Book Club Roles BLM 21 ✄ Intervie
Page 39 and 40: Lesson Bank Virtual Cafe Comprehens
Page 41 and 42: Lesson Bank Fright Comprehension fo
Page 43 and 44: Lesson Bank Almost Swallowed by a S
Page 45 and 46: Lesson Bank The Missing Ticket Comp
Page 47 and 48: Lesson Bank Landmines 46 Comprehens
Page 49 and 50: Lesson Bank Gruesome Rhymes. Jack a
Page 51 and 52: Lesson Bank The Greatest Eruption o
Page 53 and 54: All the Worksheets and Task Cards Y
Page 55 and 56: Worksheet BLM 31 Name Date Reading
Page 57 and 58: Worksheet BLM 33 Name Fact Date or
Page 59 and 60: Worksheet BLM 35 Name Key Concepts
Page 61 and 62: Worksheet BLM 37 Name Date Talking
Page 63 and 64: Worksheet BLM 39 Name Date Supporti
Page 65 and 66: Worksheet BLM 41 Name Date Note Tak
Page 67 and 68: Worksheet BLM 43 Name Date Making C
Page 69 and 70: Worksheet BLM 45 Name Cause and Eff
Page 71 and 72: Worksheet BLM 47 Name Fact Finder D
Page 73 and 74: Worksheet BLM 49 xx Name Date All i
Page 75 and 76: Comprehension Task Card 3 Web Desig
Page 77 and 78: Comprehension Task Card 7 Get Creat
Page 79 and 80: Comprehension Task Card 11 Make a N
Page 81 and 82: Comprehension Task Card 15 Check Yo

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