Read And Understand

Overview

Lesson 3 of 5 in Simple Sentences and Sight Words. In a one-to-one session, the student reads a short decodable text, locates key information and retells the text using picture and text evidence.

Learning intentions

• WALT: We are learning to read simple sentences and show that we understand their meaning.
• Students will read familiar sight words and decode simple words.
• Students will identify who, what and where information in a text.
• Students will answer questions using words or relevant details from the text.
• Students will retell the main events orally.

Success criteria

• I can read a short sentence or text.
• I can identify key information.
• I can answer a question using words from the text or a relevant detail.
• I can retell what happened in the text.

Curriculum links

• Reading and viewing: apply phonic knowledge, word-solving strategies and knowledge of high-frequency words to read decodable texts.
• Reading comprehension: make connections between words, images and ideas, and identify directly stated information.
• Creating spoken texts: retell or recount events in a logical order using clear, simple language.
• Language and literacy: recognise how sentence structure, punctuation and word choices support meaning.

Lesson structure (30 minutes)

1. 0–5 minutes – Sight-word warm-up Open with the sight-word warm-up slides. Show four to six familiar sight words, such as the, is, a, I, see and on. Ask the student to read each word, use one in a spoken sentence and tap or clap the words in a simple sentence. Provide immediate praise and model rereading rather than guessing.

2. 5–15 minutes – Shared reading Display the short decodable text in the shared-reading text slides. First, invite the student to look at the picture and predict what the text may be about. Read the text together, tracking each word from left to right. Pause to blend unfamiliar decodable words, notice full stops and reread each sentence for fluency. Read the text a second time, gradually encouraging the student to take more responsibility.

Suggested text for the deck: Sam has a red bag. Sam puts a hat in the bag. Sam goes to the park. The bag is on the mat. Ensure the accompanying illustrations clearly show Sam, the bag, the hat, the park and the mat.

3. 15–25 minutes – Who, what and where questions Distribute the reading questions worksheet and use the question-word sentence strip cards as visual prompts for who, what and where. Ask one question at a time and invite the student to point to the matching part of the picture or text before answering.

Use questions such as:

• Who has a red bag?
• What does Sam put in the bag?
• Where does Sam go?
• Where is the bag at the end?

Encourage the student to answer in a phrase or complete sentence. Prompt with, “Show me where you found that,” and underline or point to the supporting words. If writing is appropriate, the student records one or two answers; otherwise, the teacher scribes the oral response.

4. 25–30 minutes – Oral retell and review Return to the retell and review slide. Ask the student to retell the text using the pictures in order. Prompt with “First… Next… Then… Last…” if needed. Finish by asking the student to read one favourite sentence again and explain what it means. Record a brief note about reading accuracy, comprehension and retelling.

Resources

• the sight-word, shared-reading and retell slide deck
• the reading questions worksheet
• the question-word sentence strip cards
• Pencil and highlighter
• Optional audio recording of the decodable text
• Individual reading space with minimal distractions

Assessment

• Observe whether the student reads sight words and decodable sentences accurately, using blending and rereading when needed.
• Record whether the student identifies who, what and where information and supports an answer with a word or detail from the text.
• Listen for a retell containing the main character, key actions and setting in a mostly logical order.

Differentiation

• Use an appropriately decodable text matched to the student’s current phonics knowledge. Read sections together, use repeated reading and provide audio support if reading stamina or decoding is a barrier.
• Offer picture choices for each question and allow the student to point, select, speak or dictate an answer before attempting written work.
• Reduce the text to two or three sentences, highlight sight words and provide a finger-tracking strip for a student requiring additional support.
• Extend the student by asking an inference question, such as “Why might Sam take a hat to the park?”, and require the student to locate the sentence or picture detail that supports the answer.
• For an EAL/D learner, pre-teach bag, hat, park and mat with the illustrations, model complete answers and accept home-language discussion before an English response.