Te Kete Ipurangi Navigation:

Te Kete Ipurangi

Te Kete Ipurangi user options:

Literacy Online. Every child literate - a shared responsibility.
Ministry of Education.

Reading Video Clip 1

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:

  • to make inferences to help us understand a character's point of view
  • to identify how the author uses dialogue to show (not tell) a character's point of view.

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:

  • helping students meet the learning intentions
  • building students' metacognitive awareness.

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:

  • providing focused instruction towards meeting the shared learning intentions
  • teaching the comprehension strategy of inference?

Published on: 22 Mar 2016