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What is Visualisation? “I have a picture…”
What is Visualisation? “I have a picture…”
These are the images that we construct in our mind when we read words or a sentence. For most people, this is an automatic process and may not be something that the reader is consciously aware of. We want to make this a conscious process and encourage our students to use it as a tool for processing what they are reading more deeply.
The Why:
With all the Deep 4 strategies, the initial purpose is to help the reader explore the fun and magic of reading; to dig deeper into the world the author is creating. Allowing the words to generate thoughts and images or to “paint pictures in our heads” can be very entertaining and motivates us to read on and become more and more absorbed. Creating images also help us to understand information better, hold on to it more easily, and retrieve it for possible use later on. Make sure the students know this.
What is Prior Knowledge? “I know that because…”
What is Prior Knowledge? “I know that because…”
This is what the reader already knows. As words and phrases in the text are read the reader connects to prior knowledge and so constructs meaning. Prior knowledge can come in the form of images, sounds, events or experiences that originate from a range of sources; life, TV, books, radio or conversation. As you will have seen in the video, we use “I know that because…” to lead the reader to their prior knowledge.
The Why:
It is widely understood that making connections to our prior knowledge is fundamental to the act of comprehension. It is rather like going on a trip to a place we have been before. You don’t really remember how to get there but along the way you see things that trigger “Aha! I’ve been here before” memories and confirm that you are going in the right direction. Reading, using your prior knowledge, is a little like that. As you read your prior knowledge or experiences can be triggered to confirm you have got the message right and you are on the right path. Connecting to our prior knowledge, as with visualisation, helps us to remember information, bond with the text and as a result, motivates us to read on.
What is the Questioning? “I wonder why, if, what or how…”
What is the Questioning? “I wonder why, if, what or how…”
This is no more complex than forming a question in response to what has been presented in the text. It is an integral part of constructing meaning. If the active reader is constantly monitoring the information that is being presented, then questions will pop into their head when the author introduces new or challenging information that makes us ‘wonder’.
“I wonder why, if, what or how…” provides a great lead-in for the reader to become aware of this thinking and explore it as a thinking or processing skill.
The Why:
With the previous two strategies, readers generate images (visualisation) and connect with experiences (prior knowledge) as they construct, consolidate meaning, and connect with the text. Questioning is different in that it forces us to think deeper about the text by exploring possibilities. The use of these strategies means that the reader is unable to glibly allow words to pass them by. They are, by default, forced to interact with the text and so become active readers.
Forming Hypotheses “Maybe it’s because…”
Forming Hypotheses “Maybe it’s because…”
All the Deep 4 strategies are in reality, highly interactive and seamlessly interwoven in the hands of a skilled reader. Isolating them allows the students to understand them in a manageable way and increase the chance of success with each strategy. These two, however, support each other so well it is quite natural to use them together. Like a Crime Scene Investigator, the reader is constantly searching for clues. It is very natural for them to ask the hard questions and then generate possible solutions before moving on to the next clue or piece of text.
The Why:
You will see the natural relationship of these strategies very quickly when you practise them with your students. Having raised the question the reader draws on the meaning they have constructed to suggest a possible answer. In doing so they become the investigator as they read. This is a great source of interest, fun, and motivation!
TERM 4 Wk 3&4 Sharp Task-HERMAN'S MAGPIE
TERM 4 Wk 3&4 Sharp Task-HERMAN'S MAGPIE
EVALUATING - Exploring ideas
EVALUATING - Exploring ideas
UNDERSTANDING - Reading between the lines
Why did Herman’s wife call him a ‘brute’? What did she mean by that?
Why did Herman need to find another magpie?
For each answer try to find a quote from the story to support your ideas.
Write your own question that requires the person answering it to read between the lines.
APPLYING - Using what you know from the story
NEWSFLASH: Write an news story using Wevideo about the increasing problem of humans robbing magpie nests. Include an interview with Herman and someone from the SPCA.
Remember to write a strong end to your news story.
Publish to your blog.
TERM 4 Wk 1&2 Sharp Task-The QUEST
TERM 4 Wk 1&2 Sharp Task-The QUEST
EVALUATING - Exploring ideas
EVALUATING - Exploring ideas
UNDERSTANDING - Reading between the lines
"The old man in the story was looking for something. What time of day was it? Use the clues in the story to work out which team had won the game."
For each answer try to find a quote from the story to support your ideas.
Write your own question that requires the person answering it to read between the lines.
APPLYING - Using what you know from the story
NEWSFLASH: Write a news story for the TV news about ‘the quest’ in the story; a human interest story about something other than the big game. Include short interviews with the old man and someone else at the game. Remember to write a strong wrap-up to end your news story.
Publish to your blog.
Wk 7&8 Sharp Task - The SUBSTITUTE
Wk 7&8 Sharp Task - The SUBSTITUTE
EVALUATING - Exploring ideas
EVALUATING - Exploring ideas
UNDERSTANDING - Reading between the lines
“...and it was there that Georgina found an elegant solution to all her problems.” What was the solution and why was it “elegant” ?
Why did Georgina feel that she “owed” Mr Borghakker? For each answer try to find a quote from the story to support your ideas.
Write your own question that requires the person answering it to read between the lines.
APPLYING - Using what you know from the story
NEWSFLASH: Write a news item using Wevideo about the unusual happenings at the Boffinham School for Very Brainy Students. Include short interviews with some of the other characters to find out their stories. Remember to write a strong wrap-up to end your news story.
Publish on your blog
Wk 4&5 Sharp Task - The PERFECT SOLUTION
Wk 4&5 Sharp Task - The PERFECT SOLUTION
EVALUATING - Exploring ideas
EVALUATING - Exploring ideas
Wk 2&3 Sharp Task - There When You Need Us
Wk 2&3 Sharp Task - There When You Need Us
REMEMBERING - What are the facts 1.
REMEMBERING - What are the facts 1.
Make a list of all the facts you can find in the story about Nathan and show the information you have found on a CHARACTER WEB. Draw a picture of what you think Nathan looks like at the centre of the web
UNDERSTANDING - Reading between the lines 2.
UNDERSTANDING - Reading between the lines 2.
What was the turning point for Nathan in this story? Why? Why was it a bad sign that the pain in his leg was receding? For each answer try to find a quote from the story to support your ideas. Write your own question that requires the person answering to read between the lines.
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