Teaching Sequence

Work through this resource material in the following sequence:

10 minutes – Part A: Lesson Introduction
25 minutes – Part B: Student Activity A
15 minutes – Part C: Student Activity B
10 minutes – Sharing and Reflection

Part A: Lesson Introduction

Step 1. Write the learning intention and success criteria on the whiteboard for students to see. These have intentionally been written in the first person perspective to assist students to internalise them as their own goals for the lesson. They have also been rephrased into student-friendly language to ensure they can be clearly understood by students at Year 3 level.

Invite students to read them aloud.

Students will...

I will give proof that my answers to questions about a text are correct.

Students can...

I can answer a question about something a classmate or I read.
I can find and show evidence in the text to support my answer.
I can explain their evidence to another student or a teacher.

Step 2. Display the Faber-Castell Connector Pens Flyer for all students to see. Introduce the text type and audience. You could say:

Today we are going to be reading this flyer about Faber-Castell connector pens. You can see in the top left corner, this flyer has been made for schools to show them why connector pens are good to use. It is a persuasive text.

Read through the flyer. When reading aloud each technique, emphasise what the technique is by referring to the picture at the end of each passage. For example, you could say:

Squiggling. Squiggling is an excellent technique for adding texture and light to larger areas. As you can see in the picture beside the description, squiggling is just moving the texta around and around in circles.

Ensure that you refer to all of the images included on the flyer, reading labels and captions and observing details of the images.

Step 3. Explain to students that you are going to show them how to answer a question and prove that your answer is correct. Have a copy of the example worksheet displayed.

Read the first question aloud:

How many connector pens are there in the bucket shown in the flyer?

Explain that you think it is 50. Record the answer in the first box on the example worksheet.

Say aloud:

I am pretty sure that there are 50 connector pens in the bucket, but I want to be sure that I have remembered this information correctly, so I am going to look back at the text and find proof.

Mimic scanning of the text, tracking with a finger until you come across the statement “50 Connector Pen Bucket.” If possible, highlight or circle so that it is clear to students what information you are referring to.

State:

Here! I have found where it tells me that there are 50 connector pens; I am definitely correct.

In the adjacent box on the example worksheet, write "On the box it says '50 Connector Pens'" Explain to students that you have used quotation marks to show that is something that was written in the text.

Question	Answer	Proof/Evidence
How many connector pens are there in the bucket shown in the flyer?	50	On the packet it says ‘50 Connector Pens’

Read aloud the next question:

When was the company Faber-Castell first established?

Continue to express your thoughts aloud:

Wow, this is a tricky one. I don’t remember seeing this information. What does established mean? Established is when it was first made or created. OK, so I have to find when Faber-Castell was first created.

Mimic scanning the text with your finger again, looking for relevant information. When you come to ‘since 1761’ pause:

Oh, here. It says ‘since 1761.’ That means Faber-Castell has been around since 1761 so that must be when it was established.

If possible, circle or highlight this information in the text. Return to the example worksheet and fill in the next two boxes:

Question	Answer	Proof/Evidence
How many connector pens are there in the bucket shown in the flyer?	50	On the packet it says ‘50 Connector Pens’
When was the company Faber-Castell first established?	1761	On the packet and at the top of the flyer it says ‘Since 1761’

Repeat again for one final example:

One more question...Does the 30 pack contain all of the connector pen colours that you can buy?

Hmmm, this is interesting. The flyer doesn’t tell us about any other packets so I don’t know where I will find this information.

Mimic looking around the different parts of the flyer.

Mmmm, this is interesting. At the bottom here it shows lots of colours that aren’t in the 30 pack. There must be other packs that have these colours in them. This shows me that there are other colours that you can buy.

If possible, circle or highlight the markers at the bottom. Complete the final row in the example worksheet table.

Question	Answer	Proof/Evidence
How many connector pens are there in the bucket shown in the flyer?	50	On the packet it says ‘50 Connector Pens’
When was the company Faber-Castell first established?	1761	On the packet and at the top of the flyer it says ‘Since 1761’
Does the 30 pack contain all of the connector pen colours that you can buy?	No, there are more colours that you can buy.	At the bottom of the page there are many more colours shown that aren’t in the 30 pack.

Part B: Student Activity A

Step 1. Explain to students that they have an activity the same as what you just demonstrated. They will look at the Connector Pens flyer and answer questions. They must explain the evidence/proof that their answers are correct. State that some answers will be in the text and some may be found by looking at the images as images are also an important part of communicating.

Step 2. Students complete Student Worksheet A

Extension – The questions included in Student Worksheet A become progressively more challenging. This mimics the experience students will have in NAPLAN as both text content and questions become more complex as they progress. It is advised that all students are given the opportunity to progress through to the end of the task to develop their comfortability attempting questions that require more analysis.

Support – An alternative worksheet (Student Worksheet B) has been included for students who may find this task challenging. Questions in Student Worksheet B draw on images and headings to reduce the necessity of reading all content information, while still allowing these students to practise the skill of finding evidence. It will be helpful to approach these students as they begin the task to ensure they are confident reading and attempting the questions.

Part C: Student Activity B

Step 1. This part of the lesson extends beyond the initial focus by prompting students to apply new information found in the text. By creating a more open context for students to demonstrate their understanding in, you can observe whether students made genuine connections to the text or isolated new learning to the context of their set task.

As students complete their worksheet, provide them with the Colouring Castle Template. Invite them to try out the techniques shown in the flyer on their own castle. The students' ability to replicate the techniques shown will demonstrate:

Understanding of the purpose of the Tips and Techniques section.
The ability to connect meaning of text and images.
The ability to integrate new information with their existing understandings to build their own knowledge and skills.

If this component of the task is not completed within the available time, it can be completed as a homework task.

Reflection

Step 1. Write the sharing and reflection questions below onto the whiteboard, then read the questions aloud:

What is the reading skill we learnt today?
Why is this an important reading skill to have?
What will you change when you read in the future?

Provide students with 2 minutes to think about their own answers to these questions. Then, provide students with time to share their thoughts with a partner. Finally, invite students to share their thoughts with the class and discuss different responses relating to each question.

Step 2. End the lesson by focusing on the central idea:

Differentiated Learning

Extension – The questions included in Student Worksheet A become progressively more challenging. This mimics the experience students will have in NAPLAN as both text content and questions become more complex as they progress. It is advised that all students are given the opportunity to progress through to the end of the task to develop their comfortability attempting questions that require more analysis.

In addition, the castle drawing task requires students to interpret and apply information from the original text, demonstrating a thorough understanding of content.

Provisions for Learning Support – An alternative worksheet has been provided (see Student Worksheet B).

Teacher Reflection

Where's The Proof? (Reading Skills NAPLAN)

Go to

Summary

Learning intentions:

Students will...

Success criteria:

Students can...

Lesson Guides and Printables

Lesson Details

Skills

Curriculum Mapping

Resources Required

Additional Info

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