All You Need To Teach Comprehension 10+

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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 All You Need to Teach Comprehension Ages 10+ © Angela Ehmer/Macmillan Education Australia. ISBN 978 1 4202 7254 3 41
Lesson Bank Almost Swallowed by a Shark Comprehension focus @ Predict @ Question @ Synthesise Mini-lesson 1: Synthesising Before reading, activate prior knowledge by asking 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. Evaluative thinking 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
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 and 36: Book Club Roles BLM 21 ✄ Intervie
Page 37 and 38: Lesson Bank Preparing for Cyclones
Page 39 and 40: Lesson Bank Virtual Cafe Comprehens
Page 41: Lesson Bank Fright Comprehension fo
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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