Reading Comprehension Focus per Learning Area

Learning Area
The Arts/Tech

Reading Comprehension Focus Area

Comprehension Strategy: Vocabulary
Classroom libraries - organising medium specific reading
materials in their rooms

English

Comprehension Strategy: Inferring

Reading Conferences
Reading Logs
Explicit teaching of reading comprehension strategies with
a focus on inference

EAL

Comprehension Strategy: Vocabulary

HPE

Comprehension Strategy: inferring

To begin to look at questions through a difference lens,
less focus on students migrating information from their
text into a response.
Greater emphasis on students processing the meaning of
words within the question and finding synonyms/similar
words, if students are unsure of meanings.

Humanities

Comprehension Strategy: Vocabulary

Building a world wall created by students, so they can
identify 'tough' words and have some involvement in the
literacy process
Creation of reading spaces- M wing outside M6, under the
stairs for example
Normalising reading by: having student access to
newspapers, magazines and books; creating a
Community book shelf- accessible to students and public
during the school day, and could give good publicity for
the school and increase the school's standing in the
community
Increasing world knowledge- newspaper articles in TA,
and screening of news/BTN/interesting TV shows.

Languages
(Japanese)

Comprehension Strategy: Vocab (7-9), inferring (VCE),

Read Aloud

Vocabulary (Japanese Year 7 to 9) learn six

Japanese words in every class
Inferring (VCE Japanese)

Languages
(Auslan)
Maths

Personal
Learning

Reading aloud (VCE Japanese) - also encourage

Year 11 Japanese students to do SHADOWING or
REPEATING, which gets them to repeat right after
the text.
I am planning to prepare books through which
students can learn Japanese culture in class,
especially for students who finish tasks earlier.

Comprehension Strategy: Vocabulary

Comprehension Strategy: Inferring/vocabulary
To regularly select out 3 examples of questions from text
(ranging in complexity containing 1,2, and 3 tier words)
and work through with the class, modelling breaking down
the questions to interpret meaning and clarity. Whereever
possible use worked examples from text so students have
the opportunity to go back and review learning so their
text can be a recognised resource in and out of the class
room. Remain aware to exposed students to sophisticated
language always developing understanding.
Comprehension Strategy: Using prior knowledge,
Summarising, Paraphrasing, and Self talk/thinking aloud
Rejig reading library in PLC (Pod 1)

Science

Comprehension Strategy: Vocabulary (Tier 2 words)

VCAL

Science library in S wing

Comprehension Strategy: Vocabulary