Learning Area: English Class /Stage: Mentor Teacher Signature:

Stage 3/ Year 6s
Topic: Comprehension focus Date and Time:
Tuesday, 4/6/2019

Curriculum Outcomes: uses an integrated range of skills, strategies and knowledge to read, view and
comprehend a wide range of texts in different media and technologies EN3-3A

Content: Use comprehension strategies to interpret and analyse information and ideas, comparing content from a
variety of textual sources including media and digital texts (ACELY1713)

Learning This is a listening and reading comprehension activity.

Intention  Students are learning to analyse and summarise text.
 Students will be able to develop and express questions about a written text
 Students will develop critical reading comprehension skills, from determining the moral or
lesson and understanding cause and effect to making predictions and retelling stories

Success  Students can successfully answer questions about the text.

Criteria  Students can compare and describe features of the text.
Differentiation  At grade: will work independently or collaboratively in their allocated groups.
 Fast finishers: Silent reading
 Blue group: In the first rotation, this group will work with me.
 Green group: In the second rotation, this group will work with me.

Classroom  Literacy groups is a small groups activity, the class is organized into 6 coloured groups. The
organisation six colours are pink, purple, yellow, green, blue and orange.
 Each activity is allocated a space around the room, the students are aware of which group
they are in and it will be displayed on the smartboard.
 Short reads comprehension groups will work with the teacher.
 The Wushka reading on ipads, soundwaves activity and short reads writing group work
independently on seats.
 The reciprocal reading group sit on the floor, this space is in the left-hand corner of the
classroom.
Procedure Engagement/ Introduction:
Literacy groups is a routine rotational activity. The students are shown a table on the smart
2 mins board, this shows them which group they are in. Then as a class we move onto the second
slide, this will tell them which activity they will be doing. Students are aware of behaviour
expectations and are instructed to move around quietly.
15mins per With pink and purple groups: We read a text together and analyse through comprehension
rotation questions. The students develop, answer and express questions.

The blue group will be using Icarus and Daedalus and the green group will be using How the
Buffalo were released on Earth.

Learning experiences:
Blue and green groups: Students are actively engaged in learning and are encouraged to
express views, ask and answer questions. This activity uses questioning skills to encourage
student engagement; provides immediate and constructive feedback where appropriate. It also
fosters extensive interaction as it is conducted in small groups.

Closure: ongoing activity

Students go back to their desk and work independently, students in second rotation work on it
 during next literacy group rotation.

Resources  Smartboard
 IPad
 School magazine
 Workbooks
 Pencil/pen
Questions Prompts

Reflection Creating their own questions about the text.

Can recognise

Evaluation  What worked well? What would I modify? What would I do differently next time?
 Which students do I need to follow up? What do I need to build on in the next lesson?
 How can I use the assessment information to improve student learning?