strategies can resolve the problem developed in the complication? What might the characters
do? Who might be able to help them? Teachers also need to point out to students how authors
often ‘hint’ at how the complication will be resolved. Students should focus on the role of dialogue in narrative and of quoted and reported speech. They should focus on how dialogue helps to create characters and can be used to predict what might or might not happen in different stages.
Students PM bench mark assessment taken at the end of term one results showed areas of weakness in the following areas:
Using these targeted areas of need to explicitly teach a reading comprehension strategy while analysing Narratives as a text type to help build upon the reading skills of my students.
strategies for different situations.
RS2.6 Uses efficiently an integrated range of skills and strategies when reading and interpreting written texts. RS2.7 Discusses how writers relate to their readers in different ways, how they create a variety of worlds through language and
how they use language to achieve a wide range of purposes.
90% of mainstream students achieve national minimum standard in literacy. This will be addressed by focussing on text structure of Narratives and the reading comprehension strategies of Determining importance and Synthesising
Improve student ICT skills and usage through increased student engagement. This will be addressed through the use of multimedia. The Dreamtime story will be viewed via the site ‘Dust Echoes’. As an extension, students could use multimedia in the form of Storybird or Animoto to retell a Dreamtime story using text and visual images.
Post Assessment activityLearning to be assessed according to the summarising sequencing activit.
Class discussion about previous reading lessons on Determining importance. ‘The Pirate activity’. Question what is this skill? Why is it important? Give examples for the students to determine what is important or not to refresh memory of the skill.
Prompt questioning as to why does this learning matter? Why is this skill important when thinking about the PM reading assessment of retelling and summarising story.
Consolidating of concepts and involvement of the learner
Explain the process. We will be watching a Dreamtime story called the Namorrodor. During the movie, I would like you to take notes using key words only of the main events in the story. These will help trigger your memory later when we summarise and retell the story. Using the Palm proforma go over what the five points there are in a Narrative we should be looking for.
Stop the movie part way through and model key wording and note taking using the hand proforma. Students complete hand note taking activity to assist them in the summary of the story.
Guided – In pairs, use the notes to now have a go at jotting down the main events of the story. Discuss, clarify and justify events you think are important in the story.
Determining Importance activity –
Discuss what was the purpose of this narrative? Why do people tell stories? Then explain the ‘Sorting and sifting through information’. Show handout of events in the story. Together you will need to sift out and sort out the information and determine which events are important to the story. Demonstrate a few examples. Cut these out and put them into two piles. Important and not important. As a class go through what we think are important events and have the students justify why or why not if time allows.
Synthesising activity – Using the important events, put these into sequential order. Arrange it so that it is sequenced correctly. Check that they understand sequence. Glue onto paper.
Assessment and linking the learning back to the learning intentions.
Discuss with students the learning intentions we set at the start. Write up our Success criteria – Dave to please scribe.
Our learning intentions were as follows
Know and use the reading comprehension strategy of ‘Determining Importance’.
Know what a Dreamtime story is.
Name the parts of a narrative text type.
Summarise and sequence events in a narrative.
How do we know we were successful in achieving our learning goals? Prove it.
Before marking discuss with students about how their answers may differ from the answers I have put. Why is it ok to make mistakes? Mark through the sequence synthesising activity.
Where to next?
Students in Reading groups to reinforce and practise the learning through completing this activity in response to other narratives read. Students could rewrite their own resolution.
Quality Learning Environment – Explicit Quality criteria: Students are provided with explicit criteria for the quality work they are to produce and those criteria are a regular reference point for the development and assessment of student work. Intellectual Quality – Deep knowledge: The knowledge being addressed is focused on a small number of concepts and ideas within topics, subjects or KLAs, and on the relationship between and among concepts. Significance – Background Knowledge: Lessons regularly and explicitly build from students’ background knowledge, in terms of prior school knowledge as well as other aspects of their personal lives.Significance – Cultural knowledge: Lessons regularly incorporate the cultural knowledge of diverse social groupings (such as economic class, gender, ethnicity, race and sexuality, disability, language and religion)
Intellectual Quality – Substantive communication: Students are regularly engaged in sustained conversations about the concepts and ideas they are encountering. These conversations can be manifest in oral, written or artistic forms.
Intellectual Quality – Higher-Order thinking: Students are regularly engaged in thinking that requires them to organise, reorganise, apply, analyse, synthesise and evaluate knowledge and information.
Quality Learning Environment – Engagement: Most students, most of the time, are seriously engaged in the lesson or assessment activity, rather than going through the motions. Students display sustained interest and attention. Intellectual Quality –
Deep understanding: Students demonstrate a profound and meaningful understanding of central ideas and the relationships between and among those central ideas.