All You Need To Teach Comprehension 10+
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Lesson Bank<br />
Virtual Cafe<br />
<strong>Comprehension</strong> focus<br />
@ Determine main idea<br />
@ Synthesise<br />
@ Self-monitor<br />
Mini-lesson 1: Understanding<br />
Text Types<br />
Before reading, activate prior knowledge by asking<br />
students to share what they know about the internet.<br />
Prompt guide<br />
Who uses the internet at home?<br />
What websites do you visit?<br />
What are some of the different things you can click<br />
on?<br />
What is the difference between a website and a web<br />
page?<br />
What types of things do you find on a web page?<br />
What is a link?<br />
How do you know which links you should follow?<br />
Distribute BLM 23. Before reading, ask students what<br />
they notice about this text. Discuss the features of<br />
this web page. Ask students to predict what a virtual<br />
cafe might be. Have students read the text.<br />
After reading, distribute BLM 32 and have students<br />
discuss their responses to this task with a friend<br />
before recording their answers. Invite students to<br />
share their responses. Guide the discussion to clarify<br />
understandings.<br />
Follow Up<br />
Fact or opinion<br />
Explain that the information on some texts<br />
reads as if it is true or accurate, but it may be<br />
advertising or an opinion or assumption made by<br />
the author(s). Explain that a fact is something that<br />
is true and undisputed, and an opinion is what<br />
someone thinks or believes. For example, Babies<br />
cry when they are hungry is a fact, and Babies are<br />
cute is an opinion.<br />
Provide a selection of texts and ask students<br />
to use these to locate facts and opinions. Tell<br />
students to record their thinking on BLM 33.<br />
Constructing texts<br />
Explain that a web page is a particular type of text.<br />
Web pages have consistent design features and<br />
these make it easier for readers, or users, to use and<br />
understand them. Ask students whether they know<br />
the names of any special parts of a web page, for<br />
example ‘hyperlink’.<br />
Revisit the text and discuss the features of this<br />
text type. The following is a guide to the general<br />
features of websites.<br />
@ hyperlink—a selectable object (word/group of<br />
words/sentence/image/button) on a web page<br />
that takes a user to another location<br />
@ menu—a system of consistently styled links to<br />
navigate the site<br />
@ banner—branding that is usually horizontal<br />
and at the top of the page (and usually contains a<br />
logo)<br />
@ footer—a horizontal strip that signifies the<br />
bottom of the page and may contain links<br />
@ side bar—a vertical column that usually<br />
contains secondary navigation or content related<br />
to the topic of the page<br />
Distribute Task Card 3 and use it to guide<br />
students to apply their knowledge of this text<br />
type.<br />
Critical thinking<br />
Explain that all texts are constructed for a reason.<br />
The purpose may be to entertain, persuade or<br />
inform. Ask students to revisit the text and make<br />
inferences about the author’s purpose. Ask students<br />
whether this text has been constructed to persuade<br />
them to do something. Revisit the text and invite<br />
students to use it to support this discussion.<br />
Prompt guide<br />
Which words tell you that this is advertising?<br />
What other clues are there that this is an<br />
advertisement?<br />
Who is the intended audience?<br />
What incentive is offered? Why might an<br />
incentive be offered?<br />
Think about other web pages you have seen.<br />
Discuss what you think about the use of colour<br />
and design elements.<br />
Distribute Task Card 4 and use it to prompt<br />
students to examine websites more critically.<br />
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