• Presents two strategy-related goals for students to achieve as they complete the lesson.

• Introduces the strategy to students and models how good readers use the strategy when reading.
• A familiar context builds students’ confidence for interacting with the strategy.

Part 1 is teacher-led: After prompting students to tap into their prior knowledge, the teacher uses step-by-step examples to model how to use the strategy, with the support of a strategy-based graphic organiser.

Introduction: Describes the strategy. Open-ended questions prompt students to explore what they already know about the strategy from their daily lives.

Work with a Partner: Gives student partners the opportunity to discuss ways to use the strategy.

Reading Passage: Provides the opportunity for students to work with the strategy in the context of real-world reading.

Steps: Guides students through completing the strategy-based graphic organiser.

Graphic Organiser: Visually depicts how to apply the strategy.

At a Glance: Provides a brief overview of what students do in each lesson part.

Step by Step: Provides an explicit walk-through of the steps for guiding students through each lesson part.

Tip: Provides additional information for the teacher to assist student partners as they discuss the strategy in the Work with a Partner activity.

Tip: Provides additional information for the teacher to assist students as they apply the strategy.

Part 2 is initially teacher-lead and then teacher supported: The teacher guides students through using the strategy in context and identifying text evidence. The teacher then provides guidance, as needed, as students read a passage and answer questions on their own.

What to Know: Introduces and highlights key features of the strategy.

Directions: Tells students the topic of the reading passage and provides a purpose for reading.

Reading Passage: Design and typeface of each passage highlight specific genres and showcases the range of content areas.

Steps: Walks students through a guided application of the strategy.

Reading Passage and Comprehension Questions: Provides students with the opportunity to try out the strategy on their own, with appropriate teacher guidance. Students apply what they have learned to answer selected-response (multiple-choice) questions.

Work with a Partner: Provides the opportunity for student partners to discuss how they arrived at their answers, before the answers are discussed as a class.

Interaction with Text: Offers a way to have students mark key information in the text to support their understanding of the strategy.

Accountable Discussion: Enhances students’ understanding of newly learned concepts through group conversation.

Tips: Provides additional information for the teacher to assist students as they use the strategy to answer the selected-response questions. The tips may give information about the questions themselves or may direct students to find key information in the passage.

Part 3 is teacher supported, with text-based modelling: The teacher and students review key concepts of the strategy. Then students read a passage and answer questions similar to those they might see on a test. Teacher and students discuss together how to answer the questions correctly.

Review: Provides a review of key features of the strategy for students’ reference.

Reading Passage and Comprehension Questions: Enables students to apply what they have learned so far to answer strategy-related selected-response questions.

Answer Analysis:Models how to find the correct answers to the comprehension questions. Tells why the correct answers are correct and why the other answers are not correct.

Tip: Provides additional information about one of the comprehension questions and can be used to guide class discussion.

Teacher's Corner: Provides the teacher with additional information about the reading strategy. These professional-development tips expand aspects of the strategy presented in the student module.

Part 4 is independent work, with teacher support as needed: The teacher introduces additional information about the strategy. Then students independently read two passages and answer questions similar to those they might see on tests. The teacher provides guidance as needed while students support their answers with text evidence.

More to Know: Reviews key concepts and provides additional information that can help students apply the strategy when reading.

Reading Passages and Comprehension Questions: Enable students to apply what they have learned so far. The comprehension questions are similar to those that students will encounter on tests.

Tip: Elicits identification of strategy-based evidence in the passage (such as words, phrases or sentences) that students should have used to answer each of the questions.

Reteaching: Reinforces and deepens students’ learning by using a graphic organiser to visually depict and verify the correct answer to one of the strategy-based questions.

Part 5 is independent work: Scaffolding is removed. Students independently read two passages and answer questions similar to those they might see on tests. The teacher and students discuss the answers as a class.

Test Tips: Provide test-taking strategies by alerting students to specific language and other clues in text questions that indicate which strategy students should apply to answer the questions successfully.

Reading Passages and Comprehension Questions: Enable students to independently apply what they have learned. The comprehension questions are similar to those that students will encounter on tests.

Connecting with Literature: Invites students to apply the strategy to authentic literature.