Students can then report orally or in written form about their understandings gained from the text. They can develop a meaningful summary, linking together key information from the Story Star to demonstrate their knowledge and understanding of the text.
SMART is a strategy that helps students to think about how their reading is proceeding. It assists students in knowing what sorts of questions they need to ask themselves during the reading of a text to gain meaning. SMART is based on the idea that effective reading starts with recognising what is understood and not understood in a particular text. SMART:
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Since the mid 20th century, some terms common to that time have either dropped off or have evolved to mean something different than its original intent.
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The Three Stages Of Reading strategy involves teaching students to delve into text. The Before Reading stage provides a scaffold for new concepts and vocabulary, promotes engagement and provides a means for prediction. The second stage, During Reading, allows students to integrate the knowledge and information they bring to the text with ‘new’ information in the text. The last stage, After Reading, allows students to articulate and process their understanding of what they have read and to think critically about the validity of the text.
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Texts used in the middle years often have language, syntax, vocabulary and concepts specific to a particular area of study. Students need to be taught how to decode, understand, comprehend and analyse a range of texts. Setting students the task of reading a text does not help them to learn how to purposefully use the Four Roles/Resources of the Reader to construct meaning from specialised texts related to particular subject areas.
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Before Reading also promotes engagement and interest by providing students with a means to predict text content. Before Reading is critical for comprehension to occur. For example, the class may be planning to read First Kill as part of an issues topic or environmental topic. It is important for teachers to articulate to students the purpose for reading particular texts. Two tools that can be during this stage are Word Splash and Possible Sentences.