***UPDATED – Australian and USA spelling. ***
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 apply and 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;
- Text Connections,
- Predicting and
• Literacy Cube with instructions (Both Aus and USA versions)
• Mini Literacy Cube with instructions (Both Aus and USA versions)
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
Looking for additional reading strategies than try,
More Comprehension Reading-Strategies Literacy Cube
The sides of both cubes are interchangeable so you can tailor make your own cube based on your chosen strategies.
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.
Copyright © 2016 Sharyn Ryan
All rights reserved by author.
Permission to copy for single classroom use only.
Electronic distribution limited to single classroom use only.
Not for public display.