Looking for an engaging and explicit way to introduce your students to the ‘Super 6’ comprehension strategies? Here it is!!
This activity will not only engage students but is a more creative way for students to share what they have learned. The BLM’s are designed for maximum student productivity and to really showcase what they can do. Their work is the hero of the activity, not the digital graphics, fonts or layout.
Students can complete a ‘Super 6’ to demonstrate their understanding and application of the reading strategies that they have been learning in class.
Each side represents a strategy. Students will need to;
- Vocabulary they didn't understand or weren't able to decode
- Comprehension of text
- Identify key features such as purpose, genre, text type, author and illustrator
- Draw a picture of what they see when they read.
- Identify and record nouns, adjectives, adverbs, verbs and literary devices that help
create the picture.
- Make a connection with the text and indicate what type it is.
- Create 3 questions based on the text using a different question word for each.
Students should be encouraged to create a mix of open and closed questions.
- Include the answers to the questions using PQA (Put the Question in the Answer).
- Identify the main characters, setting and events and write a 30 word summary.
- Identifying keywords
- Rate the story
- Give their opinion of the text and justify their answer.
- Identify the text's target audience
The mini cube is the same as the full size cube with minor modifications to some activities.
Included in product;
• Literacy Cube with instructions
• Mini Literacy Cube with instructions
It can be used:
• as a way of introducing the ‘Super 6’ strategies as a whole class activity, the
teacher can model each strategy and complete with the students and after all sides
have been completed (all strategies introduced) over a period of time, each
student will have their own worked sample of each strategy.
• as a homework project on a self-selected text and then presented to the class.
• as a form of assessment on a class novel study or previously unseen text.
Remember predictions can be about what will happen after the story ends!!!
• as an independent reading group activity.
• as a group work activity – each student responsible for one side of the cube. It
would work well with reciprocal reading groups.
• to engage with particular texts highlighting significant events or topics. Eg Book
Week Short Listed Books, ANZAC Day stories, Learning Across the Curriculum
perspectives – Asia, Indigenous, Sustainability, Reconciliation, Harmony Day etc
The cube aligns with NSW Focus on Reading philosophy, allowing for personalisation and differentiation and ‘getting children to comprehend and respond in short jottings to record their thinking’ (Angello, in Fountas and Pinnell 2006,p.462) allows for students to strengthen and transfer reading knowledge to their writing.