In this vignette, the year 1 teacher describes how she gathered data through a reading comprehension assessment to plan for differentiated teaching and learning. She describes how she has made a considered choice of the literature as a focus for teaching and learning. Students engage in targeted small group learning experiences.
The teacher uses tiered reading comprehension activities to focus on the targeted curriculum content. She describes how she uses flexible grouping and monitoring to ensure that all students are cognitively challenged.
The TeachingACEnglish project was developed by the Department of Education, Training and Employment, Queensland in collaboration with Education Services Australia.
This vignette was filmed at Edge Hill State School, Queensland.
In the Australian Curriculum: English, the content descriptions related to the knowledge, understanding and skills of reading and comprehension strategies from Foundation to year 10 are represented in the Literacy strand of English, in the sub-strand, Interpreting, analysing evaluating. The content descriptions progress from an early focus on emerging text processing strategies and using contextual, semantic, grammatical and phonic knowledge to the application of more complex text processing strategies across a wide range of texts, in the later years of schooling.
Based on Australian Curriculum, Assessment and Reporting Authority (ACARA) materials.
Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language features (ACELY1660)
Source: Australian Curriculum, Assessment and Reporting Authority (ACARA). Icons of book, cogs and people
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The classroom text used in the vignette:
Please note: this resource does not address all focus areas of these standards.
This publication is funded by the Australian Government Department of Education, Employment and Workplace Relations.