Beruflich Dokumente
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Lesson 1
Lesson Focus : Reading Comprehension - Understanding of Synonyms
FOCUS GROUP
During the class activity, a focus group will be run with lower achieving students in the area
of linking and combining information in paragraphs which cover the understanding of
synonyms. Refer to appendix 7
Lesson 2
After viewing the video for the first time ask the students how they felt about the animated
text.
1. Was it what you expected?
Refer to Appendix 11 for Class discussion and activity
Pair, Share with other members of their literacy groups allowing for discussion and
development of extended vocabulary lists.
Inform the students that todays lesson will be focused on synonyms and we will be aiming
to develop and extend our vocabulary by finding synonyms for words in a familiar text.
Remind them of todays learning intention and success criteria (as listed above).
Once students have finished recalling prior knowledge, questioning will now shift from our
inquiry topic to reading comprehension, focusing on synonyms.
1. Were there any describing words (adjectives) in that short section of the book?
List words on the white board.
know
any words that have similar meanings and could be used instead, these are called
synonyms. Write next to original word on the board.
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CLASS ACTIVITY
Students will return to their tables with
their
As a group we will be focusing on a simpler text, The little Refugee using the instructional
strategy guided reading. The picture book is quite long, so for the purpose of developing
the students understanding about synonyms we will only be reading a short section (page
5-15).
Each student needs their own copy of the text and a thesaurus.
1. Ask students what they think the story will be about. Focus on the front cover and then
allow the students to quickly scan the pictures to aid with predictions.
2. As a group we will read through the text twice, first focusing on whats happening in the
text and then focusing on the vocabulary and our investigation into synonyms.
3. The teacher will complete the first reading with the students following along in their own
copies of the book. This is to model accuracy and fluency. Text should be read with
appropriate tone and inflection.
4. The second reading will be shared among the students, each reading a page.
After each student has read their page, ask them to identify a describing word within the
text they just read aloud. Once a word has been selected instruct all the students to find
the chosen word in their thesaurus and discuss the synonyms listed. Continue until all
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students have had a turn at reading and students appear more confident with the
concept of synonyms.
As you move through out the text and students become more aware of what a synonym
is, before using the thesauruses encourage students to think of a synonyms on their
own.
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Once students have finished recalling prior knowledge and demonstrate understanding
about the topic, questioning will now shift from our inquiry topic to reading comprehension,
focusing on non fiction and animated texts.
1. What is a non fiction text (difference between fiction and non fiction)?
2. What can we learn from non fiction texts? (Have you read a non fiction text before?)
3. What do you think a non fiction animated text is? (allow for discussions about
documentaries, movies based on true stories ect)
1. We will be watching Alis Story, what do you think it will be about? (make predictions)
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WATCH CLIP
Students now need to re-watch the short animation practicing the skills of extracting and
organizing information. Encourage students to consider the visual, audio, and linguistic
semiotic systems.
Visual - viewpoints, colour and vectors
Audio - volume, music, sound effects, silence , pitch and rhythm
Linguistic - vocabulary, alphabets, generic structure and grammar of oral language
Ask students to report one piece of information gathered using one of the three semiotic
systems (Demonstrate ability in extract information from an animated text).
ACTIVITY
Students are to return to their tables and complete the thinking routine 5 VIPs. Students
are required to list at least 5 very important points/ facts (high achieving students should
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be encouraged to complete more) that they extracted from the animated text. When they
return to their tables, students will have an iPad between two where they can re-watch,
pause and stop the animated text at their own rate.
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REFERENCE LIST
Anstey, M. & Bull, G. (2010). Helping teachers to explore multimodal texts. Curriculum and
Leadership Journal, 8(16). Retrieved from www.curriculum.edu.au/leader/
helping_teachers_to_explore_multimodal_texts,31522.htm?issueID=12141
Fountas, I. & Pinnell, G. (2012). Guided Reading: The Romance and the Reality. The
Reading Teacher, 66(4), 268-284. Retrieved from http://onlinelibrary.wiley.com/doi/
10.1002/TRTR.01123/epdf
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