Plan for the Teaching of a Reading Comprehension Strategy: Lesson 1 Animated screen-based text

TOPIC: History Perspectives and interpretations: Identify different points of view (ACHHS085)
Year Level: 4
Time: 60 minutes approximately
Relevant Elaborations: Asking and answering questions (ACELY1692)
During this lesson students will: engage in whole class viewing of First Fleet that explores why the First Fleet came to Australia. Students will focus on how
they can use questioning to make sense of the information they are viewing during the text, and also consider how they can use questioning to extend on their
understanding and extend their thinking about the topic of the text. Both the main group and focus group will be using the same Behind the News clip to build
on their understandings of the text through having a Chalk Talk.
LESSON INTRODUCTION:
The Hook What is Australia Day and why do we celebrate it? What do you do to celebrate Australia Day?
Literacy learning intentions: We are learning to ... ask questions about the information we read, see or hear to help monitor and extend our understanding
of the text.
Learning behaviours: I need to ...think about questions that help me to understand what the message of the text is and make sense of the meaning of the
text. I need to think about questions that tell me about the main idea in the text, and questions that will help me think about the effects of the text.
Success criteria for whole class: I am doing well if I ... can record at least three main ideas, wonderings or further questions that relate to the questions I
thought about whilst interacting with the text, and I can add to the ideas of other students in my group.
Success criteria for focus teaching group: I am doing well if I ... can record at least three questions that help me to make more sense of the text I am
using. These questions might help me make sense of the text or gain more information about my wonderings after reading the text and need to be connected
to the ideas communicated in the text.
Shared Text for whole class: First Fleet: BtN goes back in time to 1788, to tell the story of some kids who came to Australia on the First Fleet by Behind the
News.
Consider your role for whole class and focus group instruction: Whole class shared viewing of screen-based animated text (video), engaging with the use of
the multimodality pedagogical approach: (1) View, (2) deconstruct, (3) demonstrate, (4) do, (5) reflect.
BEFORE: Whole class instruction/strategy preparing for reading the text.
Whilst viewing todays text we are going to focus on questioning this means we ask ourselves questions as we read, view, or listen to text to monitor
our level of understanding. This might mean asking ourselves questions about the meaning of certain words, or the main message the author is telling us, or
even questions about the effects of what the text tells us. What questions could we ask ourselves whilst using a text to make sure we understand what the text
is about? (Record responses on IWB).
DURING: Whole class strategy for reading the text.
The purpose of this text is to explain why the convicts first came to Australia on the First Fleet, and why we celebrate Australia Day.
View text as a whole class using an interactive reading approach. Watch whole text without pausing or questioning.
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Remember that today we are focusing on using questioning to make sense of the message of a text. Whilst I watched this video I thought about questions
such as:
Why were people stealing?
Why were the criminals sent to Australia?
How did the Aboriginal peoples feel when the convicts arrived?
How did the convicts feel about arriving in Australia?
Why does the clip use a filter when the scene moves back in time? (See screenshots) Which semiotic system does this link to? (Visual)
How do the changes of camera angle give us information about different people in the clip? E.g. the camera looks up at the judge in court, what does
this tell us about the judge? Which semiotic system does this link to? (Spatial) (See screenshots)
We are going to watch the clip again. I would like you to think about the questions I have thought about, and also think of your own questions that are
helping you to make sense of what is happening in the text.
View text again.
AFTER:
1. Whole class activity/thinking routine to explore the text using the reading comprehension strategy.
Today we will be using the Chalk Talk activity to explore how our questioning throughout the text prompts ideas, further questioning and identification
of problems. This thinking routine involves using pen and paper to construct an open-ended response to your consideration of the ideas, questions or
problems raised in the text. You will then share these ideas in groups of 5 students in the form of a discussion, followed by circulating work samples around
the group where you will have the opportunity to add to another students ideas. You will then retrieve your original work and reflect on your own responses as
well as the ones added by your peers.
For example, if I gave you the topic of Australia Day what could you tell me about the ideas or problems you have thought about from reading the text? Are
there any further questions you have about Australia Day after watching this clip? Think about the questions you were thinking about when watching the clip.
Does anyone have any questions about how the Chalk Talk activity works? The topic for our chalk talk today is What are your ideas, thoughts, wonderings
and questions about:
The crimes the convicts committed?
The convicts journey to Australia?
The convicts arriving in Australia?
You can make notes about all three aspects, or choose to focus on one or two. These are written on the board so you can revisit these questions if you feel
stuck. The first stage of this activity is individual, so you will be working quietly by yourself as you record your original ideas. You will have 5 minutes to record
your initial ideas, 5 minutes to move into your groups and have an initial discussion about your ideas, then a further 5 minutes in your groups to pass your
ideas around where you have the opportunity to add to the ideas of your group members, then 5 minutes to return to your table and independently reflect on
your ideas in response to the ideas added to your original work. I will set the timer so when you hear it chime you need to move to the next stage of the
activity.
Please get out your work books and a pen and sit down at a table. Remember you need to focus on recording at least three main ideas, wonderings or further
questions that relate to the questions you thought about whilst interacting with the text, and add to the ideas of other students in your group.

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2. Focussed teaching group:

Students who are at the interpretive reading level will be the focus group for this lesson. As the rest of the class moves to their tables to begin the Chalk
Talk activity, these students will be pulled out and sit in a circle on the floor with the teacher.
We will be using the snippet from the text where the narrator says the land had been home to the Aboriginal people for tens of thousands of years, but to the
convicts it was new, strange and harsh at 4:11 of the clip. Watch this excerpt using individual iPads with headphones.
Teacher leads a group discussion:
What does this information tell us?
What does this make you wonder?
We are going to have a Chalk Talk. You will have 5 minutes to write down your ideas about the following question, and then we will share these as a
group and reflect on our thinking about using questioning to make sense of the text.
o What questions could we ask to find out more information about our wonderings about Aboriginal peoples and the First Fleet?
Anticipated responses:
! How did the Aboriginal peoples feel when the convicts arrived on their land?
! Were the convicts and Aboriginal people friends or enemies?
! Does Australia look different now compared to before the convicts arrive?
Each group member shares their ideas, with the opportunity to add to each students ideas as they finish presenting them. Prompt students to consider
if the questions would be effective in gaining more information, or making sense of the text, as well as if the questions are relevant to the text.
Assessment: observational notes of discussion that takes place about questioning in response to each students ideas, use work samples as evidence
of each students ability to develop questions in response to interacting with the text are the questions relevant? Would they be effective in gaining
more information? Or, do they support the student in making sense of the text? Students questions that reflect these considerations will be assessed
as demonstrating understanding of how questioning supports them in making sense of a text.
LESSON CONCLUSION:
Todays lesson focused on how we can use questioning to make sense of a text we are using, and also how we ask questions about our wonderings from the
text to gain more information. I would like one representative from each Chalk Talk group to share with the class some of the main ideas, questions or
wonderings that were shared in your group. Ask:
I wonder how the Aboriginal peoples would have felt when the convicts arrived on the first fleet? Do you think they would have been friends, or might
they be enemies? What do you think might have happened when the First Fleet arrived?
I would like you to wonder about these questions and we will explore these ideas in our next lesson
WORD COUNT Part B: 1663

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REFERENCES for RATIONALE:

Hall, M., & Dougherty Stahl, K. A. (2012). Devillainizing video in support of comprehension and vocabulary instruction. The Reading Teacher, 65 (6), 403-406.
doi: 10.1002/TRTR.01061
Meyer, K. (2010). Diving into reading: Revisiting reciprocal teaching in the middle years. Literacy Learning: The Middle Years, 18 (1), 41-52. Retrieved from
A+ Education database.
Ollmann, H. E. (1996). Creating higher level thinking with reading response. Journal of Adolescent & Adult Literacy, 39 (7), 576-581. Available from
http://www.jstor.org/stable/40017466
Ritchhart, R., Church, M., & Morrison, K. (2011). Making thinking visible: How to promote engagement, understanding, and independence for all learners.
Available from http://www.eblib.com
Schwartz, E., & Sheff, A. (1975). Student involvement in questioning for comprehension. The Reading Teacher, 29 (2), 150-154. Available from
http://www.jstor.org/stable/20193968
Swanson, R. A., & Law, B. D. (1993). Whole-part-whole learning model. Performance Improvement Quarterly, 6 (1), 43-53. doi: 10.1111/j.19378327.1993.tb00572.x

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APPENDICES:
APPENDIX 1: Text for whole class
Behind the News (2014, February 4). First Fleet: BtN goes back in time to 1788, to tell the story of some kids who came to Australia on the First Fleet
[Video]. Retrieved from http://www.abc.net.au/btn/story/s3934600.htm

Other resources: Student workbooks and pens

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APPENDIX 2: Text for focus group

Behind the News (2014, February 4). First Fleet: BtN goes back in time to 1788, to tell the story of some kids who came to Australia on the First Fleet
[Video]. Retrieved from http://www.abc.net.au/btn/story/s3934600.htm
Use snippet of text from 4:11-4:21

Other resources:
iPads and headphones for focus group
Student work books
Pens

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Plan for the Teaching of a Reading Comprehension Strategy: Lesson 2 Print-based text
TOPIC: History Perspectives and interpretations: Identify different points of view (ACHHS085)
Year Level: 4
Time: 60 minutes approximately
Relevant Elaborations: Making connections between the text and students own experience and other texts (ACELY1692)
During this lesson students will: engage in a whole class read aloud of the print based text The Rabbits. Students will focus on how they can use their
personal experiences, other texts and knowledge of the world to make connections to the text to help them make more sense of the information being
communicated. The main group and focus group will use different sections of this text to focus on the connections they can make with the text and reflect on
the impact this has on their understanding of the arrival of the First Fleet as they consider the impacts of two varying perspectives through the 4Cs thinking
routine.
LESSON INTRODUCTION:
The Hook: At the end of our last lesson I asked you to wonder about how the Aboriginal people might have felt when the First Fleet arrived, and the nature of
the relationship between the convicts and the Aboriginal people. Would anyone like to share what they wondered about?
Literacy learning intentions: We are learning to ...make connections to text, world and self so that we can make more sense of the meaning of the text.
Learning behaviours: I need to ...think about the experiences I have had, the texts I have read and my knowledge of the world to compare what is similar
and what is different so that I can make more sense of what the text is telling me.
Success criteria for whole class: I am doing well if I ... record at least one idea for each aspect of the 4Cs making sure I think about how The Rabbits
connects to my personal experiences, other texts I have explored and the world around me.
Success criteria for focus teaching group: I am doing well if I ...can contribute my ideas to the group about the connections I can make from my personal
experiences, reading other texts and my knowledge of the world, stating at least one idea for each type of connection.
Shared Text for whole class: The Rabbits by John Marsden and Shaun Tan
Consider your role for whole class and focus group instruction: Facilitator of whole class read aloud this instructional strategy will allow teacher to model to
the whole class how we can use literature to make connections to ourselves, other texts and the world to make more sense of the texts purpose and
message.
BEFORE: Whole class instruction/strategy preparing for reading the text.
Today we will be looking at making connections when engaging with a text to support us in making sense of what the text means. This involves thinking about
how the messages you receive from the text connect or link to your life, other texts you have explored or the world around us. We are going to read The
Rabbits by John Marsden and Shaun Tan. When you look at the cover, what do you think the text will be about? Do you predict it will be similar to another text
you have looked at? How do you know? What do you think might happen?
DURING: Whole class strategy for reading the text.
Read the whole text. Ask students How does this text fit for today?
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Anticipated responses: how the Aboriginal peoples may have felt when the First Fleet arrived, the relationship between the convicts and Aboriginal peoples.
Think about how it relates to you how would you feel is someone came and took over something that was yours? Can anyone share an experience of when
you may have felt like this?
Think about how it relates to other texts you have experienced can you see any similarities or differences?
Think about how it connects to the world around you can you think of a situation that was similar to the story told in this text? What events could it relate to?
When I read this book I thought about how I would feel upset and angry if someone came and took something that was mine without my permission, I thought
about how it connected to other texts I have looked at, such as the First Fleet clip we watched in the last lesson where the convicts travelled on a boat to
Australia, which is quite similar to the Rabbits travelling to the new land by water. (Revisit page They came by water, see Appendix 1).
With a focus on making connections, reread the text from the beginning to the page They didnt live in trees, like we did
What other connections can you make with this text either to yourself, another text or the world based on this first part of the text? (Record these ideas on
graphic organiser on IWB)
Think about the message of this text does it change the way you feel about the convicts? Does it change the way you think the Aborignal peoples may have
reacted to the First Fleet? Or do your views stay the same?
AFTER:
1. Whole class activity/thinking routine to explore the text using the reading comprehension strategy.
The whole class will be using the 4Cs thinking routine to further explore The Rabbits by focusing on making connections to enhance understanding of the
meaning of the text. This means you need to: (1) Make connections to the text from experiences (self, text or world), (2) raise challenges about parts in the
text that you did not agree with or you need to find more information about before you can make a decision, (3) note the key concepts, ideas or themes of the
text, and (4) identify changes in your own thinking in response to reading the text. These four steps are noted on the IWB for you to revisit if needed. We have
already had a brief discussion about some of the connections we have made with the text, how can we further connect to the text by considering some of the
challenges raised? Can anyone share their ideas about some of the challenges raised in the text? In the Concepts stage you will need to record your ideas
about the main ideas of the text, can anyone suggest any ideas? And have your views changed in response to the text? Do you think differently now about the
convicts or the Aboriginal peoples after reading this text?
Individually, I would like you to use your workbooks to record your ideas in response to reading The Rabbits. Then move into groups of three and share your
ideas. Record shared ideas on butchers paper. Are there any questions about todays activity? You need to record at least one idea for each aspect of the
4Cs making sure you are thinking about how The Rabbits connects to your personal experiences, other texts you have explored and the world around you.
2. Focussed teaching group:
Students who are at the Phrase and low sentence level meaning will be the focus group for this lesson. As the rest of the students move to complete the
4Cs activity, these students will be pulled out from the group and sit in a circle on the floor with the teacher.
Provide each student with an iPad that has a photo of the page from The Rabbits shown in Appendix 2. Allow time for students to read the text on the page
and take notice of the images (2-3 minutes). Ask students what do you notice?
Anticipated responses: the characters could be confused, or scared; the land is bare; the possums are on foot, whilst the rabbits have some form of
transportation.
Implement scaffolded 4Cs thinking routine: Pose questions for each C to the group, ask them to take turns to orally respond to the question and record ideas
in a graphic organiser.
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How could you connect your personal experiences to what you notice about this page? Has there been a time when you felt like the possums, or
maybe the rabbits? Are there any other texts you have used that could relate to this page? How does this relate to our world?
Are there any challenges on this page for you? Do you agree with what is happening? Would you act the same way, or differently?
When you look at this page, what are the main ideas or themes that you think of? Do these relate to any of the connections you made at the
beginning? Why/why not?
After reading this page, how do you feel about the characters? If the possums represented the Aboriginal peoples, and the rabbits represent those who
arrived on the First Fleet, do you still feel the same way about the convicts as you did after watching the BtN clip? What is your view about the
Aboriginal peoples and their reaction to making contact with those on the First Fleet? Can you explain why your view may have changed? Are the
connections you made to your personal experiences impacting the view you have?
Assessment: Use graphic organiser as evidence (note individual contributions) identify if each group member was able to provide a relevant and appropriate
personal experiences, other texts and happenings on their world that connected to the focus text, and if they are able to use this connection to support them in
explaining why they hold a particular view about the events occurring in the focus text. Success will mean they are progressing towards aspects of the
interpretive reading level.

LESSON CONCLUSION:
Bring whole class back to floor. Ask each group to nominate a representative to share their groups thinking.
Today we focused on how we can use our own experiences, other texts and events in our world to make connections to text so that we can make more sense
of what the message of the text is. Each group representative will now share their groups ideas please share with the class the connections you made with
the text. Did anyone make connections between this text and the First Fleet clip we watched in the previous session? What were these connections? Did they
change your view about the convicts on the First Fleet or the Aboriginal peoples? If so, how was your view changed?
It is important to consider more than one perspective of a situation when more than one view is present as it allows us to make more sense of what is
happening and helps us to gain a better understanding about a particular topic.
WORD COUNT Part B: 1762

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REFERENCES for RATIONALE:

McCabe, P. P., & Margolis, H. (2010). Enhancing the self-efficacy of struggling readers. The Clearing House: A Journal of Educational Strategies, Issues and
Ideas, 75 (1), 45-49. Available from http://dx.doi.org/10.1080/00098650109599235
Neufield, P. (2005). Comprehension instruction in content area classes. The Reading Teacher, 59 (4), 302-312. doi: 10.1598/RT.59.4.1
Ritchhart, R., Church, M., & Morrison, K. (2011). Making thinking visible: How to promote engagement, understanding, and independence for all learners.
Available from http://www.eblib.com
Schwartz, E., & Sheff, A. (1975). Student involvement in questioning for comprehension. The Reading Teacher, 29 (2), 150-154. Available from
http://www.jstor.org/stable/20193968
Swanson, R. A., & Law, B. D. (1993). Whole-part-whole learning model. Performance Improvement Quarterly, 6 (1), 43-53. doi: 10.1111/j.19378327.1993.tb00572.x

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APPENDICES:
APPENDIX 1: Text for whole class
Marsden, J., & Tan, S. (1998). The rabbits. Port Melbourne, VIC: Lothian Books.

*Use this page when scaffolding thinking about making connections to imagery and ideas from First Fleet video
Other resources:
Work books
Pencils/markers
Butchers paper

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APPENDIX 2: Text for focus group

Marsden, J., & Tan, S. (1998). The rabbits. Port Melbourne, VIC: Lothian Books.

Other resources:
iPads with above image scanned and saved in Photos app
Graphic organiser to record students responses to each C, for example:
Student Name
Student 1
Student 2
Student 3
Student 4
Student 5
Student 6

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Connections

Challenges

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Concepts

Changes

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