Instructional focus
Analysis of STAR data revealed that the students needed further support in building comprehension at the sentence and paragraph level, and their vocabulary also needed extending. Further gathering and analysis of data using data obtained from PROBE also identified the need for practice in making inferences.
In this part of the session, Denise planned to use the text to help meet these needs by considering the author's point of view, by helping students to identify the author's message to the reader and to understand how that was conveyed in the text. This comprehension focus also provided opportunities for students to infer and justify their inferences when identifying the author's point of view.
The text was chosen because it linked to the class science topic (electricity), and supported students' learning needs in science as well as literacy. The shared reading approach was used to provide the necessary level of support and ensure that all students in the class could access the content of the text, including technical vocabulary, and participate in the discussion.
Through planned links to their writing of explanations, Denise also wanted to explore how the author went about writing this part of his explanation. This was a direct link to what the students were doing in their writing, namely, to show, rather than tell, a point of view.
The shared learning intention for the part of the session from which this interaction is taken was:
Expert comments and transcript
Watch the video and think about these questions:
Deliberate acts of teaching: questioning, prompting, and giving feedback
1. How does the teacher's use of questioning, prompting, and giving feedback:
Metacognition
1. How does strategic instruction such as this lead students to become self-regulating, thus enabling them to take control of their learning?
Published on: 22 Mar 2016
