1. Supporting readers

2. Vygotsky’s zone of proximal development Students learn most and best when they are engaged in challenging work that they can do with appropriate support; work which is in between what they can do independently and what they cannot do, even with support.

3. Gradual release of responsibility
Role of the teacher
MODELLING
The teacher demonstrates and explains the literacy focus being taught. This is achieved by thinking aloud the mental processes and modelling the reading, writing, speaking and listening
SHARING
The teacher continues to demonstrate the literacy focus, encouraging students to contribute ideas and information
GUIDING
The teacher provides scaffolds for students to use the literacy focus. Teacher provides feedback
APPLYING
The teacher offers support and encouragement when necessary
The student works independently to apply the use of literacy focus
DEGREE OF CONTROL
Students work with help from the teacher and peers to practise the use of the literacy focus
Students contribute ideas and begin to practise the use of the literacy focus in whole class situations
The student participates by actively attending to the demonstrations 3
Role of the student
Pearson & Gallagher 8

4. Purposeful teaching Students need: direct instruction
explicit modelling that makes ‘visible’ what competent readers and writers do
specific feedback
clear learning goals and intentions
multiple opportunities and time to practise new skills
learning tasks which are aligned to their needs

5. Learning intentions
What do my students already know or are able to do?
What do I want my students to know or be able to do at the end of this lesson?
How will I know if it has been achieved?
How will they know?

6. Lesson structure Mini lesson Independent work Reflection
Learning intention, link with prior learning, modelling
Independent work
Application of skill, teacher-student conference, group work, response time
Reflection
Sharing learning and ideas, metacognition

7. Differentiating the Curriculum

8. Adapting a task by differentiating or scaffolding
An easier task
The main task
A more challenging task
All words begin with a different letter.
Choose a smaller numeral, use a calculator or 100 chart to find out.
What is missing in the sequence :
12.5, 13, 13.5, ____, 14.5 ?
Put words into alphabetical order.
Write down all the factors of 49.
What events led to the outbreak of war in 1914?
What are the ingredients in pavlova?
What is missing in the sequence:
All words begin with the same prefix. eg micro
What are the ingredients and the ratio of each one in a pavlova?

9. Scaffolding The purposeful use of guidance and support (through the deliberate use of instructional strategies) while handing over responsibility progressively to the learner. Students new learning builds on what they already know and can do.
Deliberate acts of teaching include:
modelling
prompting
wait time
questioning
giving feedback
telling
explaining
directing

10. Strategies for comprehending text
Making connections between texts and prior knowledge
Forming and testing hypotheses about texts
Asking questions about texts
Creating mental images or visualising
Inferring meaning from text
Identifying author’s purpose and point of view
Summarising information in text
Analysing and synthesising ideas and information in text
Evaluating ideas and information.

11. Word splash It provides a useful framework for eliciting students’ prior knowledge before reading; encourages and develops prediction skills and explores connections and speculates on possibilities
Read through the text.
Decide on key words, phrases and concepts in the text that will provide cues for your students or that may need clarification.
Type or write these onto a sheet of paper
Allow students a few minutes to read through and discuss with others the listed words and phrases. They may ask others for clarification or elaboration of some items. Allow them to make predictions and connections between words in the text.
Read the text and return to the word splash to discuss the words within the context of the text.

13. True, false, I’m not sure To develop student’s critical thinking skills.
Students are given a collection of statements about, or from, the text.
In pairs they sort the statements into 3 groups, with reasons for each placement:
Statements they believe are true
Statements they believe are false
Statements they are unsure about
They read the text to check their accuracy.

14. Read to remember everything To assist students in developing summarising skills with non-fiction texts.
Select an appropriate piece of text.
Ask students to read to remember as much as they can about the topic.
Students read the piece of text independently.
Close books or cover text.
As a whole group recall as many facts as possible (no discussion, comments or explanations).
Review the list, answering questions, looking for inconsistencies or omissions.
Classify the information and give titles (bundling).
Use each sub-heading and facts to write a summary paragraph.

15. Exclusion brainstorming To activate students’ prior knowledge and expand understanding about a content topic before reading. Works well with fiction, non-fiction and visual text such as video clips.
Write a list of words related to the topic, including some which do not fit.
Work in pairs to decide which words are related, circling those which they believe are not related.
Discuss choices, justifying the inclusion or exclusion of words.
Read the text, check the list, adding new words to their lists.

16. Literacy in the learning areas
curriculum
language
worms
education
effective
text
anthropology
sounds
multiplication
meaning
strategy
vocabulary
recipe
Aboriginal
purpose
inferential
science
oxygen
practice
resource

17. Predictogram (or probable passages)
Key vocabulary: mother baby sang grew boy teenager grandma dinner table My predictions: Characters Setting Events Problem Solution

18. Anticipation guide To activate and assess students’ prior knowledge, to focus reading or viewing and engage reluctant readers by stimulating their interest in the topic.
Identify the concepts and decide how they might challenge or support students’ beliefs.
Create 4-6 statements which address important points, major concepts, controversial ideas or misconceptions, not simple, literal statements.
Students work in pairs or individually to react , form a response and justification for each statement.
Discuss as class. Read to find evidence to support or reject their response.
Confirm, revise or seek additional information

19. Fit to drink? me
text
statement
Chemicals are added to our drinking water to make it safer. ×
Our water supplies are contaminated.
Poisonous chemicals are emptied into our oceans.
Public access to catchment areas around water supplies is strictly controlled.
Muddy water is not fit for drinking.
Agree or disagree, justify, then read to find evidence to support or disprove your beliefs.

20. Have a go!

21. Double entry journal

22. Specific demands of factual texts
Schema
Vocabulary
Text structure and layout