Documenti di Didattica
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Classroom Organisation
Strategy Text
• takes students beyond the text • a real world text from a daily
to explore real world issues newspaper
• encourages students to bring • explores a topical environmental
their background knowledge to issue
the reading of the text • contains rich language and
• engages students in discussion complex concepts
around the text • links to work in science and SOSE
• uses peer support to scaffold • leads to exploration of other
student reading of challenging environmental issues including
texts global warming
• scaffolds reading with a variety
of texts in all curriculum areas
• integrates the Four
Roles/Resources of the Reader
• links the text to real life • examines the writer’s point of view to
issues develop own position on the text
• focuses on the literal and • explores how the writer is positioning
inferential meaning of the the reader
language used in the text • develops a critical response to the
• draws on background text
knowledge to interpret the
text
Choosing a Text
The following pointers provide a guide to text selection. Select a text which:
• deals with issues which challenge students beyond the literal level
• reflects the main ideas and concepts covered in the unit of work
• uses rich language
A Three Level Guide can be used with a variety of text types including multimedia texts such as websites,
video, and audio texts.
In creating a Three Level Guide it is important to first determine your content objectives. This gives the
guide a clear focus and informs the development of your statements. In this way, the statements will lead
the reader to focus on the relevant parts of the text. Your content objectives will determine your applied
level statements.
These third level statements should be written first as they influence the development of the statements at
the other levels. The third level statements encourage the reader to think beyond the text to its wider
implications. These statements reflect the main ideas and concepts you would like the students to explore
through the text.
Once you have written the applied level statements, write your literal statements. These statements guide
the reader to the information in the text related to the issues explored in the applied level statements. The
literal statements support the students by focusing their attention on the relevant information in the text.
This teaches the students to be selective in their reading by encouraging them to disregard irrelevant
information.
Finally, develop your interpretive level statements which guide the reader to draw inferences from the
information in the text. These statements focus on the author’s intent behind the words and information
selected. Interpretive level statements can also encourage the reader to explore what is omitted in the
text.
Read the text and then look at the following statements. Respond to the statements in each section. Tick if
you agree, cross if you disagree. Discuss your responses with others.
Does the text say this? What words support your answer?
Does the text give you this idea? What words and phrases support your answer?
Initially students work alone to complete the Three Level Guide. Emphasise the importance of being able to
justify the responses made to the statements.
Once the students have completed their responses, form the students into mixed ability groups of no more
than four students. The students then discuss their responses to the statements. Where possible students
come to an agreement based on references to text; not a compromise but a consensus. At this stage, the
teacher’s role is that of an observer only.
During this discussion, you can circulate around the class and listen to the discussions, noting any
difficulties the students may have experienced with the text. These can then be clarified at the end of the
session when the class comes together for a whole class discussion of the text. Review questions that have
not been agreed upon.
References
Grose, Simon. (November 20, 2001). ‘Bagging a ‘berg may solve water worries: scientist’. The Canberra
Times.
Morris, A. & Stewart-Dore, N. (1990). Learning to Learn from Text. Effective Reading in the Content Areas.
North Ryde, NSW: Addison-Wesley.
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