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Mind Reader Years 2-3

U2B Booster Years 2-3

Course Information

Capable readers do not always reach the Upper 2 Bands in NAPLAN Reading. In many cases, these students need to develop their higher-order comprehension skills and ability to identify the purpose and main idea of a text.

Mind Reader students enter the mind of the author. Students learn a range of simple, but highly effective, cognitive tools that can be applied when they are required to interpret, analyse and evaluate a range of challenging literary texts.

Target Group

Students should be tracking towards the Upper 2-3 Bands in Reading, operating at or above a reading age of 8.0 years, be able to log in and use a computer, and be ready to actively participate.

Data

Availability

ROUND 1 ROUND 2 ROUND 3
      

Lesson Overview

LessonContent
1Introduction to Mind Reader and web conferencing skills
2SCORE strategies overview and introduction to eLearn skills
3Pre-Test: literal, inferential and applied questioning
4Skim over the title and visuals, pick out key words, make predictions
5Connect to text, self and world. Ask questions to clarify meaning.
6Top Level Structures (TLS) – compare/contrast, list-describe-sequence
7Top Level Structures (TLS) – cause and effect, problem and solution
8Comprehension: decoding, visualisation and summarising
9Three level reading guide and the QAR strategy
10Application of the SCORE strategies
11Post-Test: literal, inferential and applied questioning
12Evaluate, extend, reflect and celebrate

Assessment and Reporting

AssessmentReporting

A pre-test provides diagnostic data and identifies student starting points, and a post-test measures distance travelled.

Both tests require students to read a text then answer a series of multiple-choice questions (literal, inferential and applied).

Schools are provided with a report containing pre- and post-test results, attendance data and survey feedback as well as qualitative report card comments for inclusion as an OLA.

The online component of the program is fantastic. The children enjoying working in break out rooms and collaborating together. This allows them to articulate their thinking and explain which strategy they are using and why.
The learning content was intense but the students welcomed the challenge and really enjoyed all the different opportunities to respond and contribute to discussions.

School feedback

My reading skills have improved. I enjoyed working with an online teacher like working with other schools and I feel more confident.
Skimming /connecting and organising now helps me feel much more confident in reading chapter books.
I feel great with my new strategies it is really helping me in class.

Student survey comments – Rounds 1-2, 2017

Last updated 11 October 2018