In this vignette, the year 3 teacher demonstrates the explicit teaching of inferential comprehension with a small group of students.
The teacher reviews the strategy the students will be using to answer inferential questions when beginning the lesson and then describes and models concepts and processes.
A professional conversation highlights the processes the teacher used in planning for the explicit teaching and differentiation.
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.
Draw connections between personal experiences and the worlds of texts, and share responses with others (ACELT1596)
Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features(ACELY1680)
Source: Australian Curriculum, Assessment and Reporting Authority (ACARA). Icons of book, cogs, weights of justice and people © iStockphoto.com/dutchicon. Icons of globe and computer © MyFonts.
The text used in this 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.