All You Need To Teach Comprehension 10+

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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. All You Need to Teach Comprehension Ages 10+ © Angela Ehmer/Macmillan Education Australia. ISBN 978 1 4202 7254 3 43
Lesson Bank The Missing Ticket Comprehension focus @ Predict @ Determine main idea 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
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 and 42: Lesson Bank Fright Comprehension fo
Page 43: Lesson Bank Almost Swallowed by a S
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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