During

==At this stage students will be dealing with text as they look for and use information, the following suggestions are designed to help them with this process: == = = =During: =  The teacher models the process of ‘getting to grips’ with new text by verbalizing their own steps to understand new text. Make explicit the use of cues such as headings, sub-headings, words in bold print and summaries || [|Reading aloud strategy] || Many students are not aware of the cues on pages of text that can help them build some understanding of what the text is about before they begin to read ||  Students work in pairs, one reads the first paragraph on a given text aloud to their partner. The same person, then covers the paragraph with their hand and recalls the meaning of the paragraph to their partner. The 2nd person then reads the next paragraph out, covering the text when they have finished the paragraph and recalling the content to their partner. Students alternate throughout the text. ||  || Shared reading makes text more manageable for students and allows for ‘controlled talking’  Reading to peers is less threatening than reading to the class as a whole || || Time is of the essence, there is no point in having students trying to cope with websites where the text is too difficult for them to understand ||
 * || **How ** || **Using Technology ** || **Why? ** ||
 * **Reading text from books ** || **Read Aloud Technique **
 * **Reading together ** || **HOT ROD** (hand over text, recall on demand)
 * **<span style="font-family: 'Comic Sans MS',cursive;">Easier to read websites ** || <span style="font-family: 'Comic Sans MS',cursive;">Make sure the **readability** of websites is 60-70 or higher on the Flesch Reading ease scale. || <span style="font-family: 'Comic Sans MS',cursive;">[|Checking the readability of websites]
 * ||  || <span style="font-family: 'Comic Sans MS',cursive;">Try sites like [|Twurdy]– a search engine that colour codes sites to show readability levels ||   ||
 * ||  || <span style="font-family: 'Comic Sans MS',cursive;">[|NOODLETools] helps to narrow searches more specifically ||   ||
 * **<span style="font-family: 'Comic Sans MS',cursive;">Teach students what ‘good websites’ look like ** || <span style="font-family: 'Comic Sans MS',cursive;">Use **Read Aloud Strategy** to take students through a ‘good’ and ‘poor’ website – find out [|what to look for] (this links to a video that is slow to load but comprehensive in its coverage of critiquing websites) || <span style="font-family: 'Comic Sans MS',cursive;">Use teams/groups of students to hunt for say 3 good websites – provide guidelines of what makes a good website. This can be done using a checklist, such as Kathy Shrock’s: [|The 5 W’s of Web Site Evaluation] || <span style="font-family: 'Comic Sans MS',cursive;">Enabling students to be critical users of the world wide web, helps them to become competent and confident digital citizens ||
 * **<span style="font-family: 'Comic Sans MS',cursive;">Visual representations of knowledge helps students organize and remember information ** || **<span style="font-family: 'Comic Sans MS',cursive;">Graphic organisers ** || <span style="font-family: 'Comic Sans MS',cursive;">Use [|graphic organizers] for students to gather information – the structured approach often helps students to hone in on what is needed || <span style="font-family: 'Comic Sans MS',cursive;">‘Finding patterns helps students organize their ideas so that they can later recall and apply what they have learned. Research has shown an increase in understanding of geometry when students learn to represent and visualize three-dimensional forms’ (Bransford et al., 1999; Lehrer & Chazen, 1998). ||
 * **<span style="font-family: 'Comic Sans MS',cursive;">Key vocabulary ** || <span style="font-family: 'Comic Sans MS',cursive;">Continue to focus on **vocabulary** adding in to [|wallwisher,] || <span style="font-family: 'Comic Sans MS',cursive;">For definitions, try [|visuwords] or [|Google wonderwheel], which displays results graphically ||  ||