All You Need To Teach Comprehension 10+

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Name Date Text Model BLM 26 The Missing Ticket Sam and Gillian raced through the turnstile, eager to get to the roller-coaster. “It’s got to be there!” panted Sam as they approached the Big Dipper. “Which seat were you in?” “Right at the back,” responded Sam. “How do you even know you still had it at the roller-coaster?” “The guy operating the ride talked to me about the concert. He tried to get a ticket too, but they were sold out. Poor guy’s a diehard fan like me.” Sam and Gillian arrived at the Big Dipper just as the operator arrived at the platform. “Sorry kids, this one won’t start until eleven. Try the Tall Terror if you want some thrill action.” “Actually we’re looking for something we left behind yesterday,” Gillian said. “I don’t like your chances. This baby flies. Not much survives until the next ride, let alone the next day.” “Do you mind if we check anyway?” Sam asked hopefully. “Go ahead, but I’ll need to come with you. It’s a safety issue for the park.” They moved quickly to the back carriage. There was no sign of the concert ticket. Sam’s disappointment was clear. “What is it you’ve lost?” asked the ride operator. “My ticket to the Junkyard Dogs concert tonight,” Sam mumbled sadly. Sam had saved every dollar he’d earned at his job at the grocery store to buy that ticket. “Did you say Junkyard Dogs?” the operator asked thoughtfully. “Yeah, they’re my favourite band.” “Wait here,” said the operator. “I’ll just check something.” With a gleam in his eye, the operator returned a few minutes later. He told Sam and Gillian that he’d just spoken to the ride operator who had been working the day before. “This guy’s got a history of being light-fingered and it’s not the first time he hasn’t handed in property left at the ride. He mentioned the Junkyard Dogs concert to me the other day, which is what helped me put two and two together with your missing ticket. I’ve persuaded him to come good with your ticket if he wants to keep his job. He’ll be here in a few minutes with your ticket and his tail between his legs. You have the right to report him to park management.” Sam felt a mix of delight and relief. He couldn’t wipe the smile from his face for the rest of the afternoon. And to top it off, the Junkyard Dogs concert was the best night of his life. All You Need to Teach Comprehension Ages 10+ © Angela Ehmer/Macmillan Education Australia. ISBN 978 1 4202 7254 3 45
Lesson Bank Landmines 46 Comprehension focus @ Question @ Determine main idea @ Synthesise Mini-lesson 1: Cause and Effect: Retrieval Chart Before reading, activate prior knowledge by asking students what they know about landmines. Prompt students to share their understandings. Probe for deeper understandings and to promote inferential thinking. Prompt guide How does a landmine work? What is the purpose of a landmine? In what sorts of places are landmines used? Distribute BLM 27. Discuss the illustration and ask students to infer how the landmine is activated. Read the text. After reading, distribute BLM 40 and explain that this is called a retrieval chart. Tell students that a retrieval chart is used to organise thinking and sort ideas. Discuss the text and complete the retrieval chart, using information from the text and inferences from the students. Ask students to share their opinions about landmines. Prompt students to explain their thinking. Follow Up Note taking Explain that each paragraph of a text usually has a main idea which is supported by other facts relating to it. Ask the students to re-read the first paragraph and identify the main or most important idea (ie what a landmine is). Then ask students to work with a friend to count the number of supporting facts, or smaller details, which provide more information about the main idea. Invite them to share their findings, and have them record these on BLM 41. To provide a higher level of scaffolding, work through the remaining two paragraphs in the same way. To provide less scaffolding, have students work alone or with a friend to complete the remaining paragraphs. Discuss what they have written. Clarifying Explain that it is important to think about things we don’t understand (or need clarified), and things we have more questions about as a result of the reading we have done. Tell students that good readers ask themselves questions about things in their reading. They build knowledge from the text, but are also inspired and interested to learn more because of the text. Prompt guide What have you learned from your reading? What do you need to clarify, or talk more about, in order to understand this text better? As a result of your reading, what are you still wondering about or wanting to learn more about? Distribute Task Card 11 and use it to prompt students to reflect about texts read, and to use questioning strategies to deepen understandings during and after reading. Critical thinking Explain that all texts are constructed for a reason. The purpose may be to entertain, persuade or inform. Ask students to revisit the text and make inferences about the author’s purpose. Encourage students to explain their thinking. Explain that some texts are written to inform and to encourage readers to think or act in a certain way. Ask students whether they have opinions about the use of landmines. Prompt guide Do you think landmines should be used? Why?/ Why not? Has reading this text shaped your thinking about landmines? How? Does this text make you want to do something about this? (Explain that doing something may be any of the following: telling others; taking social action, for example contacting a newspaper or writing to a politician; reading more about the topic). Use Task Card 12 to prompt students to view texts more critically.
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 and 44: Lesson Bank Almost Swallowed by a S
Page 45: Lesson Bank The Missing Ticket Comp
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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