Explorations
Strategies for
Comprehension
for informative texts
A new and flexible Australian resource
to teach comprehension strategies
for informative texts
• Complements any reading program
• Implement at any time during the school year
• Affordably packaged in four modules for Years 2–5+
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www.strategies-for- comprehension.com.au
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Explorations | Strategies for Comprehension for informative texts
Making Connections
Monitoring and Clarifying
Predicting and Inferring
for informative texts
Questioning
Summarising
Visualising
How will these resources
support the explicit teaching
of essential comprehension
strategies?
High interest short texts for reading comprehension at differentiated levels of difficulty encourage
engagement and motivation, and offer variety and choice.
Easy to use, teacher-friendly Lesson Plans support a gradual release of responsibility teaching model
and provide plans for modelled instruction, supported practice and independent practice lessons for
each strategy.
Vocabulary specific to each text is explained in student-friendly language. Know your vocabulary
sections integrate vocabulary instruction with comprehension strategy instruction.
Formative assessment is embedded in practice. Talk about learning, and in response to learning,
is embedded in the approach. Each lesson includes self-assessment by the students so that they are
aware of and can monitor their progress against specific learning goals. This provides the teacher with
a constant flow of information on the progress of individual students and of the class as a whole.
Digital and print formats
for 21st century learning
All resources are presented in both digital and
print formats, offering teachers ultimate instructional
flexibility. These easy-to-use resources cater for
the diverse learning needs of all students and
are especially helpful for ESL (EAL) students.
Explorations Strategies for Comprehension
for informative texts is closely aligned with
the Australian Curriculum: English.
Planning for instruction
Easy-to-use, concertina folded 8-page Lesson Plans include plans for the three stages
of the gradual release of responsibility process:
Lesson P
Plan 1 – Model the strategy
Begin by tteaching each strategy with a modelled lesson,
where the strategy is introduced to the group or whole class.
Lesson P
Plan 2 – Supported practice
Follow wit
with a Supported practice lesson where students
work with partners to practise the strategy.
Lesson P
Plan 3 – Independent practice
When stu
students have mastered the strategy, they work individually
on one of the three Independent practice texts, which are at three
different levels of difficulty.
Lesson Plan 1: Model the strategy
The teacher and students work from a digital version
of the text on an interactive whiteboard.
The teacher uses a shared reading approach and
‘think aloud’ to model and make explicit the process
of using the strategy for the students.
If you do not have access to an interactive whiteboard, there are further resources to support the
Model the strategy lesson.
• The digital resource is fully operable if you use a computer and a data projector and project onto a white surface.
• A full-colour poster of each Model the strategy text is included with the printed materials.
• A file for the Model the strategy text is provided in the Printable Resources folder for each strategy on the CD.
When printed, this text can be used with a Visualiser or similar device.
Lesson Plan 2: Supported practice
The teacher starts the lesson by working on the interactive whiteboard,
sharing the reading of the text and modelling thinking aloud.
With a partner, students then work from their large format
Working with a partner cards.
Monitoring and Clarifying
Working with a partner
Where would we be without these?
The electric light
Then Before electric lights were
invented, people used fire, candles, and
lamps for light. People often had to
make their own candles, which took a
lot of time because they needed many
candles to get enough light to read by.
Many houses burned down when
candles or lamps were accidentally
knocked over.
reading by
candlelight
The telephone
Now Today people can
light a room simply by
flicking a switch. Lights are
used for many things. They
are found in phones, ovens,
and refrigerators, and are
used to control traffic and
to guide airplanes to the
ground at night.
the city of
Hong Kong lit
up at night
Then Before telephones were invented,
people gave each other messages by
talking face to face or by writing letters.
Although letters could be sent a long way,
it could take months for them to reach
their destination. People found out about
things happening in other places a long
time after they had happened.
writing a
letter
The earliest
phones
had no
dial at all.
You had
to call an
operator.
Digital version being used on an interactive whiteboard
Now Today telephones
connect people all over
the world, and cell phones
mean that people can
be contacted just about
anywhere. Telephones
enable people to get
information instantly.
the first modern
phone with a
rotary dial
today’s
cell phone
Did you know?
Did you know?
The first light bulb was invented by Humphry Davy in 1800, but Davy’s
light bulb burned for only a short time. Thomas Edison improved it so that it
could last for more than 1,500 hours. Edison also invented the first electricity
generating station so that houses could be lit using electric light bulbs.
The first telephone was invented in 1876. According to
the story, the first telephone conversation was between the
inventor, Alexander Graham Bell, and his assistant, Thomas
Watson. Bell said, “Mr. Watson, come here. I need you.”
Cell phones were first
invented in 1946, but
it wasn’t until 1978 that
they could be used over
long distances.
Large format Working with a partner card
Lesson Plan 3: Independent practice
The students work independently on 4-page cards.
Texts are provided at three levels of difficulty to
cater for individual differences.
Levels of difficulty are specifically identified in
the Lesson Plan. The teacher can select easy,
on-level and advanced texts according to the
number of stripes on the cards.
Questions and
instructions to
support the students
in applying the
strategy at specific
points in the text.
Texts for Independent practice at
three levels of difficulty.
Clear instructions for the students are provided on the front of each Independent practice
card. Vocabulary explanations are located on the back of each card.
How can I use this resource?
Explorations Strategies for Comprehension for informative texts can be used in a range of different
ways depending on the needs of your students and the organisation of your classroom.
• How do I use the resource for small group work?
The resource is designed to be used flexibly to provide instruction for a range of groups. Teachers will
make decisions about how they organise for group instruction based on the needs of their students.
• Is Explorations Strategies for Comprehension for informative texts appropriate for
students below level reading? Using a range of texts from the four modules, teachers can
select material most appropriate to the needs of their students and provide additional
reading comprehension support.
• What about ESL (EAL) students? Within each module, there are texts at a range of levels to
address individual differences. Specific vocabulary instruction provides students with opportunities
to learn vocabulary that is encountered in each text before, during and after reading. This is
supported by a strong oral language component.
• Is the resource adaptable? Can I apply the processes in the Lesson Plans
to other short texts? The texts for this resource have been selected from the books in the
AlphaExplore series. Once the strategy is introduced to students and they have had the opportunity
for supported and independent practice, you may apply the structure of
the lessons to texts of your own choosing. The AlphaExplore books provide a range of short texts on
the same topic as the texts used in Explorations Strategies for Comprehension for informative texts.
Explorations
Strategies for
Comprehension
for informative texts
About the author
Dr Alison Davis is a leading literacy researcher, writer, speaker
and staff trainer. Alison is particularly well known for her research
on reading comprehension. Her professional development book –
Building Comprehension Strategies for the primary years –
is published by Eleanor Curtain Publishing.
Explorations Strategies for Comprehension for informative texts is aligned with the Australian Curriculum: English.
Contents of each Module:
C
• 1 CD – Interactive digital presentation of the resources to support
tteaching of the six strategies in the module. For use
on interactive whiteboards for whole class or group work.
o
Includes resources for the six strategies plus printable
vversions of Graphic Organisers, Self-assessment sheets, Class
assessment sheets, Follow-up activities and Vocabulary activities.
a
• 1 copy of each of the 6 Model the strategy posters (6 posters)
• 1 copy of each of the 6 comprehensive Lesson Plans (6 cards)
• 12 copies of each of the 6 Supported practice cards (72 cards)
• 8 copies of each of the 3 levelled Independent practice cards for
each of the strategies (144 cards)
e
• 1 Teacher Resource Book
ORDER NOW!
Module
Reading Level
ISBN
Price
4 – Year 5+
24 – 30
978-1-74320-336-1
$499 Incl. GST
3 – Year 4
23 – 29
978-1-74320-335-4
$499 Incl. GST
2 – Year 3*
18 – 26
978-1-74320-545-7
$499 Incl. GST
1 – Year 2*
16 – 22
978-1-74320-544-0
$499 Incl. GST
* available January 2013
Qty
Postage and Handling
Total
$12.10
TOTAL
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All information deemed correct at time of printing.