Australian Curriculum Connections

Year Level Learning Area and Topic Date

4 English – Reading Comprehension 24/08/2020

Content Descriptor:

Use comprehension strategies to build literal and inferred meaning to expand content knowledge,
integrating and linking ideas and analysing and evaluating texts (ACELY1692)

Achievement Standards: English

By the end of Year 4, students understand that texts have different text structures depending on
purpose and context. They explain how language features, images and vocabulary are used to
engage the interest of audiences. They describe literal and implied meaning connecting ideas in
different texts
They fluently read texts that include varied sentence structures, unfamiliar vocabulary including
multisyllabic words. They express preferences for particular types of texts and respond to others’
viewpoints. They listen for and share key points in discussions.

ICT
Literacy Numeracy Ethical Behaviour
General
Capabilities
Intercultural Critical and Personal and
Understanding Creative Thinking Social

Aboriginal and Torres Strait

Cross Curriculum Asia and Australia’s
Islander Histories and Sustainability
Priorities Engagement with Asia
Cultures

Students begin understanding the vocabulary of the set reading card, Don’t Get
Wet, this will be evident through their definitions. To prepare for their
Learning
collaborative literacy rotations (Wednesday and Thursday), students will
Intentions and
independently read through the card. Their success in reading and understanding
Success Criteria
the information will be presented through the starting – and the depth in
answering – the comprehension questions.

EAL/D students – the glossary and definitions are an integral part for students to
learn and understand the vocabulary being used. Students will read aloud to me
to practice their reading and pronunciation skills. Conferencing will also occur
during this time so students can articulate their understanding.
Adjustments and
Considerations
Dyslexia student – Go through the photos on the reading card and ask student
what they predict the information is portraying. Check that definitions are
accurate through positive feedback. Assist students with their reading and
conference one on one to ensure understanding.
 Teaching Sequence

Schedule Teacher Activity Learner Activity Resources

Instruct students to open iPads Students will prepare their books

and Showbie account. and iPads ready to commence
Transition
Write title of Reading Card on the lesson.
2 – 3 minutes
board (Don’t Get Wet!) and è Logging into Showbie
Glossary title. account.

Introduce the Reading Card and

ask students to predict what it
could be about. Identify bold words in the text.
- Seeped
Introduction Ask students to find the bold - Relieved
5 minutes words in the text. - Vinyl
è Once students identify - Canvas Don’t Get
these words, add them to - Repelling Wet! reading
the Glossary list. card –
accessed via
Showbie
Instruct students to find and
record dictionary meanings for Individual
Using their iPads, students will
the Glossary words. iPads
find and record definitions of the
glossary words in exercise book (headphones
for questions)
Body Check definitions are accurate
Once definitions are checked,
20 minutes and approve student to move
students will read the information Exercise Book
onto reading information.
on the reading card and begin
- Stay with additional needs
answering the comprehension
students to ensure
questions.
accurate reading and
proper understanding.

Remind students that they will

continue with the comprehension
with their group on Wednesday Students will log out of their iPads
Conclusion
and Thursday – a good and put their books back into
2 – 3 minutes
opportunity to discuss content their trays.
and share responses to the
questions.
 Student work sample

Word Glossary with definitions

Student work sample

Comprehension questions (not

finished and will continue in
Wednesday and Thursday’s
rotation)