Alison is the author of the following teacher resources
Teaching Reading Comprehension (2016)
“Good” readers are active as they read. They learn strategies to support them to decode unknown words, develop a wide vocabulary, read with fluency and understand the content they are reading. Teaching Reading Comprehension (Davis 2016) is a text for teachers and literacy leaders that provides the reader with multiple ideas, descriptions, activities and examples of how to teach each aspect related to what we know good readers use, select and combine as they read for comprehension. In addition, there are sections titled ‘when readers struggle’ and ‘extending able readers’ along with a chapter on important teaching approaches and a chapter on organisation and management of groups.
This text is also supported by material on a CD that totals in excess of 100 reproducibles and graphics to support teacher lessons, practice activities and independent follow up tasks.
Open links below to see inside the book
Building Comprehension Strategies for Primary Years
Skilled readers are active readers, using many comprehension strategies to make meaning before, during and after reading. Building comprehension strategies focuses on srtategies often used to develop the comprehension ability and achievement of primary school students.
Chapter 1 introduces the research integral to effective reading comprehension practices, metacognition, formative assessment, metacognitive strategy instruction, think aloud approaches, explicit strategy instruction and the integration of teaching text structure. Chapter 2 provides explicit information on how teachers can use assessment information to prepare for instruction and overviews a range of comprehension teaching approaches. Chapters 3-10 provide a comprehensive resource for teaching the following comprehension strategies: Making connections to prior knowledge, Prediction and re-prediction, Visualisation, Asking and answering questions, Inference, Retell and paraphrasing and summarisation. Each chapter includes a description and explanation of the strategy, formative assessment learning goals and success criteria for instruction, examples of deliberate instruction, examples of learning tasks, graphic organisers for class, group or independent follow up tasks and self and peer assessment schedules.
Alison has also provided a professional reading guide for schools purchasing multiple copies of this text and wishing to use it as a source of school based professional learning over a period of 6-12 months. The professional reading guide unpacks each chapter with suggestions for staff discussion, tasks for professional learning and key ideas for reflection and action. To access this professional reading guide and PLD support click HERE
Strategies for Comprehension: Informational Text
Click on the link below to watch videos of Alison discussing this resource.
This resource is a series of four distinct teaching modules developed to provide explicit instruction on learning to comprehend informational text. Each module has six teaching and learning units of work in it. The units of work will provide 3-5 weeks of instruction depending on the needs of the students and the organisational factors of class instruction.
Module 1 – 7-81/2 years reading age
Module 2 – 8-91/2 years reading age
Module 3 – 9-10 1/2 years reading age
Module 4 – 10-12 years reading age
Module 5 – 11 – 13 years reading age – available NOW!
How the modules are organised
Each module is organised by theme and comprehension strategy. The resource is fully supported by CD and interactive whiteboard as well as hard copy and a wide range of reproduceables.
Within each module there are three types of lesson plans. Lesson 1 is high teacher scaffolding and support. The activities in this lesson sequence are organised for teachers to demonstrate a new strategy for students with a high degree of teacher support as required. This lesson sequence will likely take between 3-5 days . Lesson 2 sequence is organised for supported practice. This means that students may be able to work through the tasks with a partner. Teachers will vary the degree of scaffolding and high support depending on student needs. Lesson 3 provides a series of three differentiated texts allowing teachers to select text most appropriate to the needs of their students.
In total each module contains 30 high quality examples of informational text that can be used by classroom teachers in a wide range of ways.
A fabulous resource for teachers and students.
Effective Writing Instruction (2013)
This module provides ten to fifteen 1 ½ – 2 staff meetings allowing school leaders to select the most appropriate content to explore and the order in which they will explore each key idea. Schools can move quickly through ten meetings or spend longer on some aspect of instruction and take fifteen meetings. This text focuses on development of student agency within and towards writing. The text re-examines the notion of preparing students to write, discusses in detail eight different teaching approaches, provides instructional strategies for developing writing skills and examines critically what “purpose” actually looks like if writing is to be engaging for students. Multiple examples of self and peer reflection, co-constructed learning and peer teaching/collaborative learning are embedded throughout this text.