Literacy 4: 21st Century

Literacies
Assessment Task AT1B
Text: Figgy in the World
Lauren Smith S3369693
Stephanie Reid S3328004

AusVELS
Usecomprehension strategiesto build literal and inferred
meaning to expand content knowledge, integrating and
linking ideas and analysing and evaluating texts
Elaborations: creating mental images (Victorian
Curriculum Assessment Authority, 2015)

Learning Intention
I am able to read and visualise the story in my mind to help
me find literal and inferred meaning.

Reading Strategy:
Visualisation
What is visualisation?
Visualisation is creating an image in your mind as you read. When we
visualise we are able to see beyond what the words in the text are
saying, allowing us to visualise the literal parts of the text and make
inferences through what we are visualising.

Teaching children to construct their own mental images when reading

nonfiction helps them stop, think about, and understand the information
(Harvey & Goudvis, 2007, p.19)

Using prior knowledge

Students need to draw on prior knowledge of movies, books, television shows or life
experience to support them in constructing images from what they are reading.
They use movies, television, and life to help them picture what is happening.
(Tovana, 2000, p.6)

Justification for students

When readers visualise they are
actually constructing meaning
by creating mental images.
(Harvey & Goudvis, 2007, p.19)

Stude Strengths
nt

Justification

Claire

When Claire reads she reads at a literal level

and teacher is worried about level of
understanding.

Edward

Edward is also reading at a literal level and is

comprehending at a literal level.

Teaching Claire and Edward how to

visualise and make them aware of
the skill will support them in
constructing meaning. We want to
extend them to inferential.

Yousef

Yousef can read, however his teacher Anna is

not sure how much he is understanding.

Visualisation, drawing and

discussing the literal meanings of
the text will support his oral
language. It will also support him in
making meaning of what he reads.

Fiona

Fiona understands the text user role of the

Four Resource Model and comprehends at a
inferential level. She needs to start sharing
her ideas and making meaning of the text
(Meaning Maker).

Fiona needs to extend her

understanding to inferential. She
also needs to activate the meaning
maker role of the Four Resource
Model. Visualisation will support her
in inferring and understanding
literal parts of the text.

Theoretical Model: Gradual Release

Model

(Levy, 2007)

Digital Tool

Explain Everything iPad Application

We will ask students to listen and observe as
we (the teacher) model how to visualise.

Student Centred Learning We do

As a class, we will work together to complete this
picture.

Student Centred Learning You do.

Edward and Yousef
Finally the drummers arrived. They were six
young, strong men, and we all danced as they
drummed and sang. My legs were barely tired any
more. Kwame, however, sick of standing, had
decided to lie on the ground. The people dancing
around kept tripping over him. (Janu, 2014, p.78)

Reasoning for pairing

Sharing the movie that rolls in our mind while reading fiction will help
readers to get much more out of the story.
(Harvey & Goudvis, 2007, p.19)
Why this passage? And how it will support these students?

Success
Yousef
Criteria
I can draw a picture with my partner of what I
imagine when we read the passage.
I can discuss with my partner why I chose to
draw the picture like that.

Edward

I can use literal information from the passage to create

an image in my mind and draw it on the iPad.
I can make inferences about how Figgy and the other
characters may be feeling in the passage and draw this
on my picture.
I can discuss with my partner how I created the image

Student Centred Learning

Claire and Fiona

The bank's wooden floor seemed to go on for miles and

miles. Adults passed by, walking hastily and
purposefully. Most were dressed in suits or neat dresses.
A few looked at us with interest; we were not smartdressed adults but two dirty kids. (Janu, 2014, p.51)

Reasoning for pairing

Sharing the movie that rolls in our mind while reading fiction
will help readers to get much more out of the story (Harvey
& Goudvis, 2007, p.19)
Why this passage? And how it will support these students?
Success criteria

Success
Claire
Criteria

Fiona

I can use the literal information in the passage to imagine

an image in my mind and draw this image on the iPad.
I can make inferences about what the setting may look
like and how the characters may be feeling from reading
the text.
I can discuss with my partner why I made these
inferences and included them in my picture on the iPad.

I can make inferences about what the setting may

look like and how the characters may be feeling from
reading the text.
I can explain to my partner how I made certain

Questions?

References
Harvey, S. & Goudvis, A. (2007). Strategies that Work.
Teaching Comprehension for Understanding and
Engagement. Portland, Maine: Stenhouse.
Janu, T. (2014). Figgy in the World. Gosford, NSW:
Scholastic
Levy, E. (2007). Gradual Release of Responsibility: I
do, We do,You do. Retrieved October 1, 2015, from
http://www.sjboces.org/doc/Gifted/GradualReleaseRespo
nsibilityJan08.pdf
Tovani, C. (2000). I read it, but I dont get it:
comprehension strategies for adolescent readers.
Portland: Stenhouse.
Victorian Curriculum Assessment Authority. (2015).
English: Level 4). Retrieved October 1, 2015, from
http://ausvels.vcaa.vic.edu.au/English/Curriculum/F-10