How to Implement a Lesson

Introduction

The Comprehension Toolkit (Ages 5-8) provides early years’ teachers with a selection of comprehension lessons for students aged 5 to 8 years. All comprehension strategies are research-based with a particular emphasis on those strategies proven to be most potent.

Though these lessons focus on comprehension, careful attention has also been paid to oral language and the important role it plays not only in reading comprehension, but in the broader context of reading success. Every attempt has been made to ensure these lessons build, consolidate or extend students’ receptive and productive knowledges. A focus on oral language, including structured vocabulary, language and grammar supports have been woven throughout the lessons.

Each lesson can be facilitated multiple times using different texts. The procedure can and should be modified to suit the text used and the evolving skills of students. Texts used as examples are suggestions only and may be substituted for other titles or text models if preferred.

Preparing for lessons

Text Selection

Each lesson includes a lesson procedure and displays the accompanying lesson charts.

Some lessons include text models which may be used for the lesson. Others include a variety of text models. Teachers select the texts they wish to use. Some lessons require teachers to select their own text prior to teaching. This enables teachers to select texts specifically to accommodate the ages, life experiences, interests and aptitudes of their students. It also enables teachers to select themes and ideas which may be relevant to students at that time.

Resources

Lesson charts are available for each lesson. Text models are displayed where available or  you will be directed to a suitable text. Every lesson requires a text model. Texts may be images, diagrams, digital texts, or traditional, hard copy books. If text models are provided, select from the options available, or opt to source your own texts.
Read the lesson procedure to familiarise yourself with the lesson and to ensure any additional resources such as sticky notes and pens are ready.

Introducing the text

Lesson procedures will include a step with directions to ‘introduce the text’ or ‘show a text model’ such as a stimulus picture. If the text is a stimulus picture such as a photograph or illustration, it may not be necessary to provide a pre-reading discussion. Just follow the directions in the lesson procedure.

However, if the procedure states to ‘introduce the text’, a brief, focused, pre-reading conversation should occur. Teachers should make judgments about how long this requires and may be guided by the procedures below.

Important points to note:
The following procedures occur after student attention is secured, interest engaged, and prior knowledge activated (1 – 2 minutes).
Introducing the text is a focused interaction (2 – 5 minutes).

Introducting the text: posters, diagrams/flowcharts, tables, poems

1. Show the text. Read the title if one is provided. Ask students if they recognise or can identify the text type. Read any other words. Foster a brief, focused conversation relevant to the main idea of the text, e.g.,
   1. What can you see?/Do you know what this is?
   2. Have you seen words and pictures set out like this before?
   3. Does anyone know what a text like this is called?
   4. What might the author want us to know or learn?
2. Examine images and other visual supports such as arrows, etc.
3. Invite students to predict what the text might be about.

Introducing the text: fiction and nonfiction books

1. Show the cover.
2. Read the title, author and illustrator.
3. Examine any images or pictures.
4. You may invite students to identify the text type and purpose, discuss ideas shown or alluded to, and make predictions about the text.
5. Turn the book over.
6. Look for a blurb and any other images or pictures which may be helpful.
7. Read the blurb.
8. Invite students to make predictions (or confirm or check predictions made from the front cover) and make relevant connections to themes, ideas or topics.
9. If a book walk/browse is to occur this will be outlined in the procedure.