- the integrated teaching of six research-based metacognitive comprehension strategies along with the importance of vocabulary knowledge and fluent text reading
- the importance and use of rich texts, particularly subject-based texts, multi-modal texts and the types of texts that interest and motivate middle years learners
- the significance of engaging students in rich talk of the kind that encourages them to ‘show their thinking’ through talk
- ‘deliberate’ teaching that:
– begins with insightful assessment
– involves planning for explicit instruction based on students’ needs
– supports and scaffolds students through modelled, guided and independent teaching
– provides clear and purposeful feedback and constant opportunities for student reflection
- increased levels of cultural awareness and the common ground between Indigenous pedagogies and optimal pedagogies for all learners to guide teaching and learning.
- Learners use information from graphics, text and experiences to anticipate what will be read/viewed/heard and to actively adjust comprehension while reading/viewing/listening.
- Learners stop and think about the text and know what to do when meaning is disrupted.
- Asking questions, such as: is this making sense? What have I learnt? Do I need to re-read, view or listen?
- Learners create a mental image from a text read/viewed/heard. Visualising brings the text to life, engages the imagination and uses all of the senses.
- Learners pose and answer questions that clarify meaning and promote deeper understanding of the text. Questions can be generated by the learner, a peer or the teacher.
- something in their own life
- another text
- something occurring in the world
- Learners identify and accumulate
- the most important ideas and
- restate them in their own words.