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Stages 4 to 6 - Description

Once the Stage 3 foundation has been established, Stages 4, 5 and 6 are successive additions that can be 'bolted on' to 5 Steps routine. Note that we don't introduce new routines for each stage. We merely continue with the 5 Steps routine but add more into it. 

Stage 4: The Deep 4 (Constructing Meaning)
Adding 4 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.

Stage 5: Analysing Text (Critical Thinking)
Now is the time to introduce 'big picture' or whole text thinking. We explore the analysis of narrative and non fiction text while the students are reading (an essential active reading skill).

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 Workshop for Stages 4-6

We offer a Stages 4-6 workshop for teachers who are have attended a Stage 3 Workshop and had some practicel experience in the classroom. This is an important part - students and teachers need to have some fluency with Stage 3 before attempting these add on stages.

This workshop also includes Stage 6 which is not yet available ONLiNE

WORKSHOP COST:  NZ $195+GST  (includes 12 months access to Stages 4&5 ONLiNE - value NZ $99+GST)

Stages 4&5 ONLiNE

Twelve months access to Stages 4&5 ONLiNE is an integral part of your workshop fee.

However, if you are comfortable with SharpReading from the work you have done on Stage 3, then the getting on with the ONLiNE training without a start-up workshop is an excellent option.

Stages 4 & 5 ONLiNE COST: NZ $99+GST for a 1 User Licence

FAQs about Stages 4-6

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?

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

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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