• the middle includes a sequence of events. Something happens, creating a problem
for one or more of the characters. This part is called the complication (or problem).
The author may also tell how the character feels about the problem.
• the end or the resolution tells the listener how the characters try to resolve or resolve
the problem. Things may return to normal or may change. The narrative may tell what
the characters have learnt from facing and resolving the problem.’
The teacher says ‘We are going to read
Koala Lou
as a class-group. Then you will work
in small groups. Each group will work on one stage of the narrative, the orientation,
complication or resolution. You will share your group work with the whole class.’
The teacher previews the book before reading. The teacher models commenting on the
book eg ‘When I look at the front cover, I think it is about a koala and its baby. I want to
know why sneakers are hanging on the tree. I know that koalas don’t wear sneakers.
This gives me a clue that the story is fiction or make-believe.’
Guided practice
12
Support Materials for Students with Special Education Needs
English K–6
Case Studies
Case study 1
Learning experiences and assessment opportunities for guided practice
Learning experiences and assessment opportunities Adjustments for Isabella
Focus: Reading strategy – previewing
The teacher:
The teacher shows students pictures that capture key
• monitors Isabella’s comprehension of
when
,
aspects of the story. The teacher asks individual students
where
,
who
and
what
questions
to comment, ie ‘Tell me what the picture shows could be
• provides Isabella with a selection of answers
happening’, ‘Who do you think the main character is?’,
if she has difficulty answering a question
‘Why do you think that?’
• recasts and/or expands on Isabella’s prediction
After previewing
Koala Lou
, the teacher asks a selection
of individual students to predict what the story is about
and explain their reasoning.
Focus: Descriptive language
The teacher tells students to focus on the picture on the
• prepares and uses cards that have adjectives
first page. The teacher asks students from a range of tiers
paired with pictures representing them.
for adjectives that describe Koala Lou and records these on
Alternatively, she draws pictures next to
the board. The teacher asks students in Tier 2 to provide
the recorded adjectives
sentences (noun group) to describe Koala Lou using
adjectives suggested by the group, eg ‘Koala Lou is a cute,
cuddly and furry koala’.
• provides Isabella and the rest of the class
with opportunities to repeat the sentences
provided by Tier 2 students
• monitors Isabella’s use of accurate sentence
structure
