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Task Summary
After reading the text Television-Friend or Foe? by Wendy Macdonald, a small group of like-ability students students responded to questions about the text, recalling information read, identifying the main idea and supporting details and using images to further their understanding of the content. Students were being encouraged to build on and evaluate the ideas of others. Stems offered were:
- I like ...
- I think ...
- I believe...
- I agree/disagree
Most reading was silent but the teacher used this opportunity to ensure that fluency and phrasing in oral language was well established. The text was chosen to build student skill in the use of persuasive texts. Writing a persuasive text was also part of the term's goals for these students.
Duration: 15 minutes 47 seconds
Television - Friend or Foe transcript (docx - 56.23kb)
Level 4 English, Reading and Viewing achievement standard (extract only)
This example provides evidence of student achievement for:
Video segments with annotations against achievement standard extracts
Duration: 1 minute 5 seconds
This segment includes students who can:
Make predictions about the text based on understanding the title.
Apply personal experiences and make an evaluation to explain agreement or disagreement with the question posed in the title.
This segment includes students who can:
Read silently while applying text processing strategies including skimming, scanning and reviewing.
Accurately read a body of text without the need for finger tracking.
This segment includes students who can:
Read aloud with fluency and deliberate pauses after full stops.
Combine phonic and semantic knowledge to decode words.
Monitor meaning through scanning and reviewing the page.
Check to ensure meaning is maintained throughout reading.
This segment includes students who can:
Read aloud with accuracy and fluency.
Self-correct and monitor for understanding.
Show letter and sound knowledge through the ability to sound out and re-read with the correction applied.
Duration: 1 minute 6 seconds
This segment includes students who can:
Read at a smooth pace with full and careful pronunciation of words.
Monitor for accuracy and comprehension.
Self-correct and re-read, demonstrating phonemic, syntactic and semantic knowledge.
Duration: 1 minute 38 seconds
This segment includes students who can:
Read sentences of varying length, at an appropriate pace with attention to phrasing and grammar.
Attempt all words and re-read to apply self-corrections.
Duration: 1 minute 4 seconds
This segment includes students who can:
Describe the ideas in the text that relate to the question in the title.
Articulate a verbal summary to answer literal questions.
Find evidence within the text to support responses.
Use the text to support their recall of information read.
Duration: 2 minutes 3 seconds
This segment includes students who can:
Analyse and evaluate the purpose of the layout, including the placement of the pictures and text.
Provide a more detailed explanation of assumptions about the text, when prompted.
Integrate and link information through decoding symbols in a table, for example acronyms for television ratings, to expand current knowledge.
Duration: 3 minutes 33 seconds
This segment includes students who can:
Demonstrate comprehension of the text by responding to both literal and inferential questions.
Recall information and use evidence from the text to support evaluative and analytical comments.
Reflect on, review and justify ideas when discussing pre-reading predictions.
Elaborate on responses following probing questions from the teacher.
Use evidence and facts in the discussion demonstrating increased knowledge.
Apply personal experience and prior knowledge with the information presented in the text to form and explain personal opinions.
The segments below reference the Speaking and Listening achievement standards.
This segment includes students who can:
Interpret information read and share and extend comprehension through discussion.
Practice taking turns and listening to peers’ responses, adding comments when relevant.
Respond to the teacher’s questions with non-verbal cues, for example nodding and smiling, indicating understanding and empathy.
Duration: 2 minutes 16 seconds
This segment includes students who can:
Discuss the content of the text, giving examples of learning, personal feelings, and personal changes experienced.
Incorporate content into justifications for their opinions and feelings about the topic.
Extend and elaborate on responses when prompted by the teacher.
Planning the next stage of student learning
When planning the next stage of the teaching and learning program, focus on the following skills and knowledge:
- Understand how texts vary in purpose, structure and topic as well as the degree of formality (VCELA309)
- Investigate how the organisation of texts into chapters, headings, subheadings, home pages and sub pages for online texts and according to chronology or topic can be used to predict content and assist navigation (VCELA310)
- Analyse the text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text (VCELY320)
- Recognise that ideas in literary texts can be conveyed from different viewpoints, which can lead to different kinds of interpretations and responses (VCELT315)
- Show how ideas and points of view in texts are conveyed through the use of vocabulary, including idiomatic expressions, objective and subjective language, and that these can change according to context (VCELY317)
- Navigate and read imaginative, informative and persuasive texts by interpreting structural features, including tables of content, glossaries, chapters, headings and subheadings and applying appropriate text processing strategies, including monitoring meaning, skimming and scanning (VCELY318)
- Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources (VCELY319)