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NAPLAN – Now what?

NAPLAN – Now what?. Maldon PS November , 2009. Year 3. Year 5. Strategies and skills to teach…. Year 3 Connecting ideas Post scripts Sequencing events Inferring motives, feelings and actions Vocabulary Main idea Using contextual clues Using brackets Reading on

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NAPLAN – Now what?

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  1. NAPLAN – Now what? Maldon PS November, 2009

  2. Year 3

  3. Year 5

  4. Strategies and skills to teach… Year 3 • Connecting ideas • Post scripts • Sequencing events • Inferring motives, feelings and actions • Vocabulary • Main idea • Using contextual clues • Using brackets • Reading on • Finding key information Year 5 • Using contextual clues • Inferring actions, motives and feelings • Main idea • Reading on • Sub headings • Finding key information

  5. Strategies and skills to teach… Year 3 • Inferring motives, feelings and actions • Main idea • Using contextual clues • Reading on • Finding key information • Using brackets • Vocabulary • Connecting ideas • Post scripts • Sequencing events Year 5 • Inferring actions, motives and feelings • Main idea • Using contextual clues • Reading on • Finding key information • Sub headings

  6. Common skills • Main idea • Connecting ideas • Using contextual clues • Inferring motives, actions and feelings • Reading on • Locating key information

  7. Resources • Catching on to Comprehension (Pearson) • Strategies that Work (Harvey & Goudvis) • Reading with Meaning (Miller) • Guided Listening (Donohue)

  8. 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 GUIDING The teacher provides scaffolds for students to use the literacy focus. Teacher provides feedback APPLYING The teacher offers support and encouragement when necessary SHARING The teacher continues to demonstrate the literacy focus, encouraging students to contribute ideas and information 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 14 Pearson & Gallagher Role of the student 8

  9. Look for clues in the text.

  10. It helps us to work out the meaning of words or phrases which confuse us.

  11. Highlighted sections of text which contain clues.

  12. What does this really look like in the classroom? Modelled lesson

  13. Three levels of questions What? When? Who? Why? How? What might? What would?

  14. Literal and Inferential questions As the sun was rising Sue grabbed her coat and scarf and tip-toed out the door. The streets were very quiet for a change and as she crossed the tram tracks the heel of her shoe became stuck. She put down her briefcase and finally managed to struggle free and continue on. By the time Sue got to her destination the sweat was dripping from her face. What did Sue grab as she left? (Literal) How do you think Sue got to her destination? (Inferential)

  15. She moves backward a few feet and with a piece of white chalk draws a rectangle onto the wooden floor. Then continues backwards, drawing more rectangles, so there is a pyramid of them, single then double then single, her left hand braced flat on the floor, her head down, serious…… She drops the chalk into the pocket of her dress. She stands and pulls up the looseness of her skirt and ties it around her waist. She pulls from another pocket a piece of metal and flings it out in front of her so it falls just beyond the farthest square. She leaps forward, her legs smashing down, her shadow behind her curling into the depth of the hall. She is very quick, her tennis shoes skidding on the numbers she has drawn into each rectangle, one foot landing, then two feet, then one again until she reaches the last square. An excerpt from The English Patient

  16. Write down the things you definitely know from the excerpt. (Literal) • Write down the things you think you know from the excerpt. (Inferential)

  17. What does this mean for my teaching?? • WALT and TIB daily for reading • Mini-lesson daily for reading • Explicit modelling and teaching of comprehension strategies

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