PR-6785UK Astonishing Headlines Teacher Resource Book
TEACHERS NOTES The activities in this teachers guide focus on giving lower-level readers the tools to construct, extend and examine the meaning of text. The activities focus on the essential elements in reading literacy. Initial understanding Vocabulary Initial understanding of text is the initial impression or unreflected understanding of what was read. Skills include identifying details and facts from text read, and recognising aspects of literal text, such as sequence of events or main ideas. Without initial understanding, no reader would be able to comprehend the text on a higher level. Vocabulary skills include decoding words, using words correctly, understanding meanings and extending the actual amount of words the student knows. Increased competency with vocabulary increases fluency when reading both silently and aloud. As a student decodes or recognises words more easily, he/she will also be able to determine and extend the meaning of entire passages more easily. Viewing Sample Interpretation Developing interpretation goes beyond the initial impression to a more complete understanding of what was read. The reader must distinguish between and compare separate concepts in a text to extend its meaning. Examples of interpreting skills include differentiating facts from opinions, making comparisons, summarising and identifying cause and effect relationships. 4 Astonishing headlines Prim-Ed Publishing ~ www.prim-ed.com
TEACHERS NOTES Critical response Reflection Personal reflection and response requires the reader to relate topics to his/her own experience. As each student connects his/ her own experiences with the text, information becomes clearer. Having internalised ideas, the reader can much more easily express his/her response. Demonstrating a critical response requires the reader to detach himself/herself from the text in order to consider and evaluate it. A critical stance may include identifying the intended audience and critiquing the text. Research project Students need to develop research skills for academic competency, as well as personal advantage. Research requires problem-solving skills and writing proficiency, along with reading ability. For many people—including students and teachers—learning about the events in the Astonishing headlines series can be both interesting and frightening. You may wish to discuss with the class unsuitable remarks and behaviour. Point out that people often react oddly to scary or sad situations. Mention that some people laugh when they are uncomfortable. Remind students not to encourage inappropriate behaviour. Disasters are typically tragic and shape the lives of many people. Viewing Sample Prim-Ed Publishing ~ www.prim-ed.com Astonishing headlines 5
- Page 1 and 2: Viewing Sample 6785C
- Page 3: FOREWORD This Prim-Ed Publishing ®
- Page 7 and 8: Name: 1. WORD SCRAMBLE Date: Read t
- Page 9 and 10: Name: KEY FACTS Date: A ttacked Ini
- Page 11 and 12: Name: VENN DIAGRAM Date: A ttacked
- Page 13 and 14: Name: POINT OF VIEW Date: A ttacked
- Page 15 and 16: Name: RESEARCH TIPS Date: A ttacked
- Page 17 and 18: Name: CLOZE Before you read: Date:
- Page 19 and 20: Name: 1. KWL CHART Date: C aptured
- Page 21 and 22: Name: BRAINSTORM RESULTS Date: C ap
- Page 23 and 24: Name: 1. PERSONAL RESPONSE Date: An
- Page 25 and 26: Name: RESEARCH TIPS Date: C aptured
- Page 27 and 28: Name: 1. 2. COMMON MISSPELLINGS Dat
- Page 29 and 30: Name: 1. 2. Date: C ondemned Initia
- Page 31 and 32: Name: 1. 2. Viewing CAUSE AND EFFEC
- Page 33 and 34: Name: Date: PERSONAL RESPONSE Answe
- Page 35 and 36: Name: RESEARCH TIPS Date: C ondemne
- Page 37 and 38: Name: Date: SYLLABLES What is a two
- Page 39 and 40: Name: 1. KWL CHART Date: K idnapped
- Page 41 and 42: Name: ARTEFACT FILE Date: K idnappe
- Page 43 and 44: Name: 1. 2. REACTION Date: What is
- Page 45 and 46: Name: RESEARCH TIPS Date: K idnappe
- Page 47 and 48: Name: 1. MAKE CONNECTIONS Date: Los
- Page 49 and 50: Name: WORD WEB Date: Lost and found
- Page 51 and 52: Name: 1. FLOW CHART Date: Lost and
- Page 53 and 54: Name: 1. 2. 3. Viewing POINT OF VIE
TEACHERS NOTES<br />
The activities in this teachers guide focus on giving lower-level readers the tools to construct, extend and<br />
examine the meaning of text. The activities focus on the essential elements in reading literacy.<br />
Initial understanding<br />
Vocabulary<br />
Initial understanding of text is the initial impression or unreflected<br />
understanding of what was read. Skills include identifying<br />
details and facts from text read, and recognising aspects of<br />
literal text, such as sequence of events or main ideas. Without<br />
initial understanding, no reader would be able to comprehend<br />
the text on a higher level.<br />
Vocabulary skills include decoding words, using words correctly,<br />
understanding meanings and extending the actual amount<br />
of words the student knows. Increased competency with<br />
vocabulary increases fluency when reading both silently and<br />
aloud. As a student decodes or recognises words more easily,<br />
he/she will also be able to determine and extend the meaning<br />
of entire passages more easily.<br />
Viewing Sample<br />
Interpretation<br />
Developing interpretation goes beyond the initial impression to<br />
a more complete understanding of what was read. The reader<br />
must distinguish between and compare separate concepts in<br />
a text to extend its meaning. Examples of interpreting skills<br />
include differentiating facts from opinions, making comparisons,<br />
summarising and identifying cause and effect relationships.<br />
4 <strong>Astonishing</strong> headlines Prim-Ed Publishing ~ www.prim-ed.com
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