Edla309 Literacy Education 2 At2 Planning For Literacy Learning - Reading Comprehension

Tanya Valencic
S00122203

EDLA309: assessment task 2- Planning for Literacy Learning Reading Comprehension
1
EDLA309 assessment task 2:
Planning for Literacy Learning Reading Comprehension
Planning two sessions to develop reading comprehension for Year 4 students

Part A: Teaching Plan Guidelines
TEACHING PLAN ONE:
Year level: Year 4 Duration of lesson: 60 minutes
AusVELS
domain:
English. AusVELS dimension: Reading and Viewing:
Language.
Lesson
topic/focus:
Paraphrasing an informative text.
AusVELS
English
reference:
According to the Victorian Curriculum and Assessment Authority (2013),
students at level 4 should be able to:
Use comprehension strategies to build literal and inferred meaning to
expand content knowledge, integrating and linking ideas and analysing and
evaluating texts (ACELY1692).
Learning
intention:

Students will be able to read a screen based informative piece and
paraphrase the information read.
Assessment
criteria:
Students paraphrase information correctly.
Students understand and employ various strategies to help them
paraphrase, including think aloud strategy.
Assessment
strategies:

Whole class:
Students will record their paraphrased text using the ShowMe.
Interactive Whiteboard application on the iPad for later assessment.
Focus group:
Students encouraged to use think aloud process to enable me to take
anecdotal notes on how well each student is paraphrasing the text
according to the criteria set.
FOCUS AREA
2.3: This
demonstrates
that I have
used
curriculum
assessment
and reporting
knowledge to
design
learning
sequences and
lesson plans.
Tanya Valencic
S00122203

EDLA309: assessment task 2- Planning for Literacy Learning Reading
Comprehension
2
Resources:

Dictionaries
iPads
Interactive Whiteboard
ShowMe Interactive Whiteboard iPad application (Appendix, attachment
1)
MyEnvironment iPad application (Appendix, attachment 2)
Bronzeback Snake-lizard description (Appendix, attachment 3).

PRIOR
LEARNING:
This is the first time students have used the MyEnvironment application.
Students are familiar with the ShowMe Interactive Whiteboard application.
Past few lessons we have looked at synonyms.
BEFORE
READING:
Tell students learning intention and resources they will be using for this
activity, explain on iPad how to get to invasive/local species section of
MyEnvironment application.
Use think aloud strategy to read text about the Bronzeback Snake-lizard
description and paraphrase text.
Break down text sentence by sentence to find meaning.
Use dictionary to look up unfamiliar words. I wonder what this word
means?
Talk about synonyms and how you could use synonyms to help
paraphrase. I wonder if theres another word I could use?
After reading whole text re-read and paraphrase sentence by sentence,
write this down as a reference
Compare the original and paraphrased sentence to allow students to see
the differences.
FOCUS AREA
2.2: This
section
illustrates that
I have
organised the
content into
an effective
learning and
teaching
sequence.
Tanya Valencic
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Comprehension
3
DURING
READING:

Whole class:
In pairs students go into MyEnvironment application and choose one of
the local invasive species or protected species information texts to
read.
Students paraphrase the information they read by using think aloud
strategy to help each other out.
Students use the ShowMe Interactive Whiteboard application to record
their paraphrased text for later assessment.
Focus group: 4-6 students that struggle with reading comprehension
Talk about vocab we might expect to see in the text and what kind of
information we might be given.
Students read the same text individually and then discuss the information
in the text as a group.
Same activity as whole class, however we will discuss and paraphrase
first few sentences together as a group.
Break students off into pairs and encourage them to use think aloud
strategy to paraphrase so they can help each other out.
Circle around observing/prompting them as they complete the task.
AFTER
READING:
Show and Share.
Select a few students from various ability groups to share their ShowMe
Interactive Whiteboard recording to the class on the Interactive Whiteboard.
Get students to offer peer feedback about what was good and what they
could improve on next time.

Instructional
strategies
used:
Think aloud
Modelling

[Word count 511]

Tanya Valencic
S00122203

Comprehension
4
TEACHING PLAN TWO:

Year level: Year 4 Duration of lesson: 60 minutes
AusVELS
domain:
English AusVELS dimension: Reading and viewing:
Literacy
Lesson
topic/focus:
Literacy circles: the Last Elephant fiction novel, chapter 1
AusVELS
English
reference:

students at level 4 should be able to:
Use comprehension strategies to build literal and inferred meaning to
expand content knowledge, integrating and linking ideas and analysing and
evaluating texts (ACELY1692).
Learning
intention:

Students will be able to comprehend a fictional text through use of the
literacy circle roles assigned and contribute to discussion amongst the class.
Assessment
criteria:
Students will fulfil their respective roles in their literature circle groups.
Students will contribute to their group discussion.
Assessment
strategies:

Whole class:
Work samples for later assessment (Literature circles worksheets)
Self-evaluation checklist listed on the literacy circle worksheets.
I will be observing students at end of lesson class discussion to see
whether students accomplished the criteria set.
I will be taking anecdotal notes throughout the lesson focusing on
criteria set.
Resources Post it notes or sticky tabs
Lost World Circus: The Last Elephant text (Appendix, attachment 4)
Dictionaries
Literature circle worksheets (Appendix, attachment 5)
PRIOR
LEARNING:
Students have participated in literacy circles (or this modified version of
literacy circles) throughout the year, so are very used to the procedures and
expectations. Students have already read the first chapter of the book in
preparation for this lesson (9 pages).
FOCUS AREA 2.3:
This
demonstrates
that I have used
curriculum
assessment and
reporting
knowledge to
design learning
sequences and
lesson plans.

Tanya Valencic
S00122203

Comprehension
5
BEFORE
READING:
Reiterate what each team members role is in their literacy circle and
reading comprehension strategies students can use. Students are broken up
into their literacy circle groups.
DURING
READING:

Whole class:
Allow students to re-read the first chapter of the text silently.
Let students use post it notes/tabs/paper for notes if needed to prepare
for their literature circle discussion.
Students are required to fill out their literacy circles worksheets.
Students will do the same activity as above, however it will be done
more as a whole group discussion with students thinking aloud. Include
lots of probing questions such as; what makes you say that? Where in
the text tells us that? What do you think?...
AFTER
READING:
Students go around their literacy circle and time is given to each student to
share their findings. Students are encouraged to respond to and elaborate
on each others findings. Brief whole class discussion about what each
group discovered.

Instructional
strategies
used:

Literature circle (modified version)
Think aloud

[Word count 394]

FOCUS AREA
2.2: This section
illustrates that I
have organised
the content into
an effective
learning and
teaching
sequence.
Tanya Valencic
S00122203

Comprehension
6
Part B: Informed Rationale for your Teaching Plans

one of the cross curriculum priorities listed in the Australian Curriculum includes
sustainability (para. 1). As the key ideas in both chosen texts are about our
environment I thought they would link in well with the curriculum. I thought that
these two texts would engage the year 4 students because one is interactive and
relates directly to the local environment, and the other is based in the future,
pulling on students imagination.
Comprehension is a complex, cognitive process that requires active
learning and multiple higher-level processes that form a specific pattern of
relationships (Hannon, as cited in Byers, Jones & Kervin, 2012, p.19). Kitson
(2011) states that students struggle with reading comprehension in year 4, which
means that reading development is critical through this period (p.9). It is because
of this reason that in both teaching plans I have put the students in pairs and
taken a focus group with students who struggle with reading comprehension.
According to Wing Jan (2009) small focus groups allows teachers to target specific
learning intentions and enable more explicit teaching (p.43). I figured I could
break down the strategies used step by step, guiding and prompting the students
to use the same strategy to enable them to comprehend future texts.
Keene and Zimmermann (as cited in Menner, 2007) recommend that
reading comprehension strategies should be taught explicitly (p.35). In my first
teaching plan I modelled paraphrasing as a reading comprehension strategy
through the use of the think aloud instructional strategy. Snowball (as cited in
Sprainger, Sandral, & Ferrari, 2011) claims that think alouds allow readers to
recognise the processes that are occurring in their head and verbalise them as
they read (p.33). Think alouds improve students reading comprehension through
teachers modelling, as it enables the students to see what processes the teacher
uses as they read, assisting the students to later use the same process (Snowball,
as cited in Sprainger, Sandral, & Ferrari, 2011, p.33). Also, when trying to cater for
a wide range of students Adcock (2006) states that its beneficial to model and
FOCUS AREA 2.5:
The following
highlighted
sections show
my knowledge
and
understanding of
literacy
strategies for the
teaching of
comprehension.

Tanya Valencic
S00122203

Comprehension
7
visualise the concepts you are teaching whenever possible to provide easier
understanding for ESL students, which is why I also wrote my paraphrased
sentences for students to see (p.13). I decided to teach students to paraphrase
using this technique because according to Munro (2002) paraphrasing is a high
reliability literacy teaching procedure (p.24). Paraphrasing enables the students
to link new concepts with concepts they know as they say each sentence in their
own words, so I wanted to explicitly teach this strategy, allowing students to see
how I do this (p. 29).
Harvey Daniels (as cited in Day, 2003) describes literature circles as
'small, temporary discussion groups' of students who elect to read the same text
(p.1). Menner (2007) agrees that literature circles are a great way of teaching
reading comprehension as they enable students to explore and apply numerous
comprehension strategies through reading and discussion of the selected text
(p.35). Literature circles promote higher order thinking skills and questioning
techniques in a meaningful context (Cameron, Murray, Hull & Cameron, 2012,
p.ii). Harvey Daniels and Jane Cameron (as cited in Cameron et al., 2012)
describes literature circles as being beneficial as they help students to verbalise
their thinking and converse, and they provide a balance between teacher guided
and self-directed reading (p.ii). Sanacore (2013) goes on to say that literacy circles
enables students to build their confidence as they are engaging in making
meaning of a text (p.116). Considering the students at level 4 should already be
independent readers literature circles also gives students some responsibility and
ownership over their own learning (Beed & Stien, 2004, p.510). Although
students are normally allowed to choose their own text to read (Day, 2003, p.1), I
decided with my learning intention it would be more beneficial for the students
to read the same text in this instance.
I chose to assess the students using anecdotal observation notes, work
samples (through use of worksheets and recordings) and self-evaluation. This is
because they allow teachers to find out what students already know and can do,
how they are progressing and what they need further development on
(Department of Education WA, 2013, p.24-32).
Tanya Valencic
S00122203

Comprehension
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References
Adcock, D. (2006). Strategies to Achieve Reading Success: Book C: Teacher Guide.
Retrieved from http://www.casamples.com/downloads/12144.9s.pdf.

Beed, P. L., & Stien, D. (2004). Bridging the gap between fiction and nonfiction in
the literature circle setting: literature circles can be a valuable tool for
engaging students with nonfiction texts. The Reading Teacher, 57(6), 510-
518. Retrieved from
http://go.galegroup.com.ezproxy1.acu.edu.au/ps/i.do?id=GALE%7CA1142
42176&v=2.1&u=acuni&it=r&p=AONE&sw=w.

Byers, S., Jones, P., & Kervin, L. (2012). What counts as comprehension in teacher
practice? Literacy Learning: the Middle Years, 20(3) 18-27. Retrieved from
http://search.informit.com.au.ezproxy1.acu.edu.au/fullText;dn=194327;r
es=AEIPT.

Cameron, S., Murray, M., Hull, K., & Cameron, J. (2012). Engaging fluent readers
using literature circles. Literacy Learning: the Middle Years, 20(1), i-viii.
Retrieved from
es=AEIPT.

Day, C. (2003). Reading and responding in literature circles. Primary English
Teaching Association, PEN(140) 1-8. Retrieved from
http://ezproxy.acu.edu.au/login?url=http://dlibrary.acu.edu.au/ereserve/
copyright/documents/Day13909.pdf.

Tanya Valencic
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Comprehension
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Department of Education WA. (2013). First Steps: Reading Map of Development.
Western Australia, Australia: Scholastic Australia Pty Limited. Retrieved
from
http://det.wa.edu.au/stepsresources/redirect/?oid=com.arsdigita.cms.co
ntenttypes.FileStorageItem-id-13797066&stream_asset=true.

Kitson, L. (2011). Tween here and there, transitioning from the early years to the
middle years : exploring continuities and discontinuities in a multiliterate
environment. Literacy Learning : the Middle Years, 19(1), 9-17. Retrieved
from
es=AEIPT.

Menner, M. (2007). Are we teaching or testing reading comprehension?
Practically Primary, 12(1), 35-37. Retrieved from
http://ezproxy.acu.edu.au/login?url=http://go.galegroup.com/ps/i.do?id=
GALE%7CA163265293&v=2.1&u=acuni&it=r&p=AONE&sw=w.

Munro, J. (2002). High Reliability Literacy Teaching Procedures: A means of
fostering literacy learning across the curriculum. Idiom, 38(1) 23-31.
Retrieved from
https://students.education.unimelb.edu.au/selage/pub/readings/literacyl
d/art_VATE_02.pdf.

Sanacore, J. (2013) Slow Down, You Move Too Fast: Literature Circles as
Reflective Practice. The Clearing House: A Journal of Educational
Strategies, Issues and Ideas, 86(3), 116-120. doi:
10.1080/00098655.2013.773270

Sprainger, N., Sandral, D., & Ferrari, K. (2011). Student think aloud: a window into
readers' thinking. Practically Primary, 16(1) 33-36. Retrieved from
Tanya Valencic
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Comprehension
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es=AEIPT.

Victorian Curriculum and Assessment Authority. (2013). Cross-curriculum policies.
Retrieved from http://ausvels.vcaa.vic.edu.au/English/Overview/Cross-
curriculum-priorities.

Victorian Curriculum and Assessment Authority. (2013). English- Curriculum.
Retrieved from http://ausvels.vcaa.vic.edu.au/English/Curriculum/F-
10?y=4&s=R&s=W&s=SL&layout=2.

Wing Jan, L. (2009). Write ways: Modelling writing forms (3rd ed.). South
Melbourne, Victoria: Oxford University Press.

Tanya Valencic
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Comprehension
11
APPENDIX
ATTACHMENT 1:
ShowMe Interactive Whiteboard iPad application:
This application
allows students
to upload a
picture of the
text they have
chosen and record their voices over it,
allowing me to assess later on
according to the
criteria set. I figured
it would be a good
application to use as
the students can
visually see the text
and paraphrase
sentence by
sentence. Also, from
an assessment point
of view it enables me
to see the text they have chosen and can listen to the students recordings while
viewing the original text, allowing for an easier way of assessing.

Learnbat, Inc. (2013). ShowMe Interactive Whiteboard (Version 4.1.0) [iPad
application software]. Retrieved from
https://itunes.apple.com/au/app/showme-interactive-
whiteboard/id445066279?mt=8.
FOCUS AREA 2.6:
These two
sections show
the use of
Information and
Communication
Technology (ICT)
to expand
curriculum
learning
opportunities for
students.

Tanya Valencic
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Comprehension
12
ATTACHMENT 2:
MyEnvironment iPad application (Non-fiction, screen based text used for
teaching plan one):
This
application
provides
photos,
locations and descriptions of
local environmental places
and species. It also has a
news section (pictured
below) where you can read
about numerous current
environmental issues. I
figured it was a good
resource as it gives lots of
great information about local
species that would be close
to the school. Also for future
lessons the news section could be really
helpful for students to read about current
local news regarding our environment.

Australian Government, Department of
Sustainability, Environment, Water, Population and Communities. (2013).
MyEnvironment (Version 1.2.1) [iPad application software]. Retrieved from
https://itunes.apple.com/au/app/myenvironment/id458267028?mt=8.

Tanya Valencic
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Comprehension
13
ATTACHMENT 3:
Reading teacher will use in teaching plan one to model think aloud:

While presenting this text to class for modelled think aloud of paraphrasing make
sure to look at words such as; lateral, reticulated, protruding, optimal etc. Make
sure before you use a dictionary to look up these words you have a go at trying to
work out what they mean as this is an important strategy for students to learn
(Munro, 2002, p.27).

This text is taken from the MyEnvironment application, listed in full detail in
attachment 2.

Tanya Valencic
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Comprehension
14
ATTACHMENT 4:
Lost World Circus: The Last Elephant novel (Fiction text being used for teaching
plan two):
This book is the first book in the Lost World Circus
series. It is set in the future where Earths animals have
either become sick and died, or been killed to prevent
the spread of the rat flu. One exception of this is the
animals in Captain Noahs Lost World Circus. Our main
character, Colt Lawless, developed super powers from
being infected by the rat flu. The books overall message
links in well with my overall topic of sustainability, as it
about protecting and respecting animals. The book finishes with a snippet onto
the next book of the series, which will hopefully encourage the students to read
on in their own time. It also includes a lost world quiz about endangered species.

DArth, J. (2013). Lost World Circus: The Last Elephant. Australia: Penguin Group
Australia.
Tanya Valencic
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Comprehension
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ATTACHMENT 5:
Literacy circle worksheets used in teaching plan two:

I have classroom ready versions of these worksheets on the following link for
easy access:
https://docs.google.com/file/d/0B5HgPTtDYRHkZk9RanhYU2taRHc/edit?usp=sha
ring

These worksheets are adapted from numerous websites and readings as many of
the worksheets came from unreliable sources, or did not match up with my
particular assessment criteria.
There are a total of 6 worksheets; Summariser, Literacy Luminary, Artful Artist,
Word Wizard, Creative Connector and Discussion Director. I did not include
Paradigm Profiler or Investigator in my teaching plan as these were roles that still
needed further work (Day, 2003, p. 8).

References/Resources I used to help create these worksheets:

Day, C. (2003). Reading and responding in literature circles. Primary English
Teaching Association, PEN(140) 1-8. Retrieved from
http://ezproxy.acu.edu.au/login?url=http://dlibrary.acu.edu.au/ereserve/
copyright/documents/Day13909.pdf.

Elliott, P. & Mays, D. (N.d). Literature Circles. Retrieved from
http://edselect.com/Docs/Litcir.pdf.

Maria. (2011). Literature Circle Worksheets. Retrieved from
http://charmedinthirdgrade.blogspot.com.au/2011/10/literature-circle-
worksheets.html.

Tanya Valencic
S00122203

Comprehension
16

DISCUSSION DIRECTOR

Your job is to:
Think of questions for the group to discuss Make sure there are at least 5
questions
Make the questions open-ended:
What do you think? How did this section make you feel? Why do you
think the author? What is another way that? DescribeDo you
agree with? What were you thinking when? What do you think might
happen next? Try and remember WHO, WHAT, WHEN and WHY in your
questions

Name: ___________________________________________ Date:______________________________
Book title: __________________________________________________________________________________
Pages read: from page__________ to page____________

Possible discussion questions:
1. _________________________________________________________________________________
2. _________________________________________________________________________________
3. _________________________________________________________________________________
4. _________________________________________________________________________________
5. _________________________________________________________________________________
6. _________________________________________________________________________________
Self-assessment:
Circle either Yes or No to whether you achieved the following throughout the lesson
I read the required pages
I prepared good open ended questions
I allowed each member time to speak
I kept the other members on task
I participated in the discussion
Yes
Yes
Yes
Yes
Yes
No
No
No
No
no

Any extra feedback:
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
Tanya Valencic
S00122203

Comprehension
17

LITERARY LUMINARY
Your job is to:
select an few interesting sections of the reading to share with your
group
these sections should be interesting, funny, powerful or important
sections of the text
list the page number and paragraph number
offer a statement justifying your choice
select which team member from your group will read that section

Name: ___________________________________________ Date:______________________________
Book title: __________________________________________________________________________________
Pages read: from page_____________ to page___________

Page Paragraph Reason for choosing this section Team member
to read

Self-assessment:
I located several passages
I shared and explained my choices
Yes
Yes
Yes
Yes
No
No
No
No

Any extra feedback:
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
Tanya Valencic
S00122203

Comprehension
18

SUMMARISER
Your job is to:
offer a brief summary of the reading
Use the summary list to help you out
keep this summary short, no more than 4 sentences
re-read what you have written to your group, this should NOT sound
like a list.
Name: ___________________________________________ Date:_____________________________________
Book title: ___________________________________________________________________________________
Pages read: from page______________ to page_____________

SUMMARY:
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
Self-assessment:
I kept my summary brief
I recorded key points
Yes
Yes
Yes
Yes
No
No
No
No

Any extra feedback:
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________

SETTING: where/when

CHARACTERS:

MAIN PROBLEM:

SOLUTION TO PROBLEM

Tanya Valencic
S00122203

Comprehension
19
ARTFUL ARTIST (ILLUSTRATOR)
Your job is to:
draw a picture from one scene of the reading
make sure the drawing is colourful and in full detail
explain what you have drawn
justify why you chose that part of the reading to draw
Name: ___________________________________________ Date:______________________________
Book title: __________________________________________________________________________________
Pages read: from page______________ to page______________

YOUR DRAWING:

Tanya Valencic
S00122203

Comprehension
20

EXPLANATION:_____________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
JUSTIFICATION:_____________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________

Self-assessment:
I explained my drawing
I justified why I chose my drawing
Yes
Yes
Yes
Yes
No
No
No
No

Any extra feedback:
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
Tanya Valencic
S00122203

Comprehension
21

WORD WIZARD
Your job is to:
select at least 4 words that are interesting, powerful, challenging or
new
write the word, page number and sentence it is used in
predict what you think the word means
find out definition for word
use the word in your own sentence
get your team to predict the word meaning before you tell them the
proper definition
Name: ________________________________________________ Date:______________________________
Book title: ________________________________________________________________________________________
Pages read: from page______________ to page________________

Word #1:___________________________________ Page____________ Paragraph___________________________
Sentence word is used in:___________________________________________________________________________
Predicted meaning:________________________________________________________________________________
Definition:__________________________________________________________________________________________
___________________________________________________________________________________________________
Your own sentence:________________________________________________________________________________
___________________________________________________________________________________________________

Word #2:___________________________________ Page__________ Paragraph_____________________________
Sentence word is used in:___________________________________________________________________________
Predicted meaning:________________________________________________________________________________
Definition:__________________________________________________________________________________________
___________________________________________________________________________________________________
Your own sentence:________________________________________________________________________________
___________________________________________________________________________________________________

Word #3:___________________________________ Page__________ Paragraph_____________________________
Sentence word is used in:__________________________________________________________________________
Predicted meaning:_______________________________________________________________________________
Definition:__________________________________________________________________________________________
___________________________________________________________________________________________________
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Comprehension
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Your own sentence:_______________________________________________________________________________
__________________________________________________________________________________________________

Word #4:___________________________________ Page__________ Paragraph____________________________
Definition:_________________________________________________________________________________________
___________________________________________________________________________________________________
__________________________________________________________________________________________________

Word #5:___________________________________ Page__________ Paragraph____________________________
Definition:_________________________________________________________________________________________
___________________________________________________________________________________________________
__________________________________________________________________________________________________

Self-assessment:
I predicted the meaning of the word
I defined the word
I wrote my own sentence using the word
Yes
Yes
Yes
Yes
Yes
No
No
No
No
No
Any extra feedback:
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
Tanya Valencic
S00122203

Comprehension
23

CREATIVE CONNECTOR
Your job is to:
make at least three connections with the chapter you read
the connections can be;
- text to text- connecting the reading with another text
(book/movie etc.)
- text to self- connecting the reading with yourself and whats
going on in your life
- text to world- connecting the text to whats going on in the
world
share and explain your choices with your group
Name: ___________________________________________ Date:______________________________
Book title: __________________________________________________________________________________
Pages read: from page____________ to page_______________
Connection:

Circle the connection you made:

Text to text

Text to self

Text to world

Connection:


Text to text

Text to self

Text to world

Connection:


Text to text

Text to self

Text to world
Self-assessment:
I made three connections
I shared and explained my choices
Yes
Yes
Yes
Yes
No
No
No
No
Any extra feedback:
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________

Edla309 Literacy Education 2 At2 Planning For Literacy Learning - Reading Comprehension

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