All You Need To Teach Comprehension 10+

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.
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