Back to Reading and Viewing
Summary of task
This lesson focuses on a small group of like-ability students being able to discern what is most and less important in a non-fiction text. The text Musical Instruments-Woodwind Instruments by Readworks was used. The students had the opportunity to independently practice selecting key words and writing a brief summary. The text related to the focus on Art and Artists, with a school concert being a culminating performance for all students at the end of the term.
Small Group Discussion.
Duration: 7 minutes 22 seconds
Musical instruments - woodwind instruments transcript (docx - 50kb)
Level 3 English, Reading and Viewing achievement standard (extract only)
This example provides evidence of student achievement for:
... understand how content can be organised using different text structures depending on the purpose of the text. They understand how language features, images and vocabulary choices are used for different effects. They read texts that contain varied sentence structures, a range of punctuation conventions, and images that provide additional information. They apply appropriate text processing strategies when decoding and monitoring meaning in texts, and use knowledge of letter-sound relationships, and blending and segmenting to read more complex words. They can identify literal and implied meaning connecting ideas in different parts of a text...
For more information, please see: Victorian Curriculum F–10: English - Level 3 - Reading and Viewing
Video segments with annotations against achievement standard extracts
Duration: 1 minute 19 seconds
This segment includes students who can:
Share opinions and predictions using evidence from the book cover, for example explaining the size of the instruments as the measurements are stated.
Combine both the text and images to predict what the text will be about, for example the pictures are flutes and piccolos, which are woodwinds, as per the title.
Apply prior knowledge to predict the content, for example listing woodwind instruments other than those featured on the cover.
Predict details that might be presented in an informative text, for example the size of an object or how it works.
Understand subject-specific words that form part of the title, for example woodwind instruments.
This segment includes students who can:
Read a range of compound sentences and subject-specific vocabulary.
Read with fluency and attention to grammar while applying a steady pace to pronounce each word fully.
Demonstrate knowledge of sound – letter relationships and the ability to break words into phonemes.
Apply strategies of confirming, re-reading and cross-checking to maintain meaning.
Use finger tracking to maintain place in the text when stopping for discussion.
This segment includes students who can:
Clarify understanding through re-reading, cross checking and confirming information read.
Identify language features and text structures to build upon literal and inferred meanings.
Duration: 1 minute 50 seconds
This segment includes students who can:
Identify key words and language in the text that creates meaning by considering sentences, context and the text structure.
Select and justify key words by citing the text.
Share sections of the text that explains the key information and describe why these parts are important.
Comprehend the text by applying personal experiences and knowledge about informative texts.
This segment includes students who can:
Use comprehension strategies such as re-reading, self-checking and monitoring meaning to summarise, using a self-generated key-word list.
Apply knowledge of language features of informative texts to record sentences and punctuation.
The segment below references the Speaking and Listening achievement standard.
Duration: 1 minute 17 seconds
This segment includes students who can:
Read a summary as a short presentation to the group.
Take turns and listens to others.
Respond to others’ responses by providing feedback and evaluative comments with clear speech and communication.
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:
- Identify features used in imaginative, informative and persuasive texts to meet the purpose of the text, and understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience (VCELA277)
- Describe the effects of ideas, text structures and language features of literary texts (VCELT283)
- Identify and explain language features of texts from earlier times and compare with the vocabulary, images, layout and content of contemporary texts (VCELY286)
- Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (VCELY288)
- Read different types of texts for specific purposes by combining phonic, semantic, contextual and grammatical knowledge using text processing strategies, including monitoring meaning, skimming, scanning and reviewing (VCELY287)
- Compare and evaluate two texts presenting the same ideas and analyse why one is more comprehensible or engaging than the other (VCELY289)