Instructional focus
Analysis of STAR data revealed that the students needed further support in comprehension at sentence level. Denise had been focusing on exploring meanings in sentences during guided reading sessions with all students. She also balanced this focus by helping students to explore themes and authors' "messages" in the text as a whole.
Further gathering and analysis of data using PROBE identified the need for practice in making inferences. Denise planned opportunities during rich text experiences for her students not only to practise inferring but also to go back into the text to seek evidence for their inferences.
Through planned links to their writing of narrative, Denise also focused in this lesson on identifying and discussing how the author used dialogue to show (not tell) characters' points of view. This focus provided opportunities for students to infer and justify their inferences.
The shared learning intentions for the lesson from which these interactions are taken were:
Expert comments and transcript
Watch the video and think about these questions:
Deliberate acts of teaching: feedback
1. Identify examples of feedback that show evidence of effectiveness in:
2. What beliefs about literacy teaching and learning underpin such feedback?
Engaging learners with texts
1. What qualities of the text made it an appropriate choice for:
Published on: 22 Mar 2016
