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Stages 4-6 ONLiNE Course

COMPREHENSION for CRITICAL THINKING
"Building the capacity for students to think critically while reading".
This course builds on the active thinking that has been habituated in Stage 3.

Stage 4: "The Deep 4" (Constructing Meaning)

Stage 4 adds four of the most important comprehension strategies to the reader's toolbox to help interpret and clarify the literal meaning of sentences.   Visualisation, Prior Knowledge, Asking Questions, Forming Hypotheses - yes these may all sound familiar but SharpReading gives them a very different treatment. While readers will have been using these intuitively as the unpack sentences in Stage 3, we now bring them out into the open to force the brain to be more conscious flexible and work harder at developing the active reading skill we are after.

Once the Stages 3 & 4 have been established, students should have habituated the skill of actively constructing meaning WHILE they are reading. Our follow-up research show a significant increase in the readers' ability to hold onto information because, at lightning speed, they has learnt to process the meaning much more deeply and flexibly, thereby making it more memorable.

Now it is time to look more closely at 'big picture' comprehension and develop the ability to think about the whole text beyond the confines of the sentence level. We have proven without doubt that this cannot take place until the reader has developed the ability to construct meaning while they are reading. Each stage now has to be broken into two separate parts to cope with the differences in narrative (fiction) and non fiction genre. 

Stage 5A: Analysing Fiction trains the reader to identify and track the development of a story WHILE they are reading it. Using a simple story grammar talking about characters, setting, problems, actions and outcomes becomes a normal part of their unpacking of text without the need for teacher questioning. 

Stage 5B: Analysing Non Fiction Text trains the reader to identify and track the development of information WHILE they are reading it and hold onto it. 

Stage 6: Evaluating Text (Critical Thinking)
Once meaning has been constructed and the content analysed the reader is in the position to be able to evaluate the quality of the text while they are reading (an essential active reading skill).

Start-Up Workshops and Webinars for Stages 4-6

As with all of our courses, we offer a Stages 4-6 Start-Up Workshops and Webinars. 

Stages 4-6 ONLiNE PLUS Start-Up Workshop
CLICK HERE for a list of upcoming Stages 4-6 Start-up Workshops  (COST:  NZ $195 + GST)

Stages 4-6 ONLiNE PLUS Start-Up Webinar  
For those who don't have a workshop scheduled for their area or have a restricted PD budget, we set aside two weeks per term for Start-Up Webinars which allow you to take part in a start-up event from your own school (or home). 
CLICK HERE for a list of upcoming Stages 4-6 Webinars (COST:  NZ $155 + GST)

FAQs about Stages 4-6 ONLiNE Course

When are my students ready for Stage 4?

Show ACCURACY with ITTM statements
They are quick and convincing with their ITTM statement
  - they unpack all the pieces
  - they stay with the sentence
  - they identify the ‘who’ in the sentence
  - they use gestures as shortcuts
  - they acknowledge their own possible roadblocks during ITTM
  - they can use the four sources of information to attempt to clear roadblocks during ITTM
             - What clues are there in the word?
             - What sort of word is it?            
             - Where have I heard that word before?
             - What clues are there in the sentence?

FOCUS and ENGAGEMENT
They show willingness and enthusiasm for the accurate processing of meaning throughout the lesson.

MOVING ON TO STAGE 4
Don’t be in a hurry to move on to Stage 4. While there are more things that you can do to develop “thinking while reading”, Stage 3 and ITTM is the foundation for this; the most important part. Until students are truly fluent with this you are not really helping their development by loading them up with new, even more challenging cognitive requirements.

Remember that habitualising a new mental strategy takes a lot of practise and over learning. If you are getting bored with ITTM or the students are getting bored it is almost certainly to do with flaws in your implementation rather than the students having achieved mastery.

 

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