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Covers active reading methods such as predicting, prereading questions, annotation, and question-driven reading to produce purposeful notes and ideas. Details guided reading through teacher modelling, scaffolding, gradual release, and pre/during/post-reading routines. Introduces close reading using repeated short extracts, reflective annotation, teacher questioning, and extended student analysis, plus inferential reading that draws on prior knowledge and textual evidence to interpret relationships, layers of meaning, and values.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/vce-english-and-eal-study-design-reading-strategies-in-senior-english-presentation/315363/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/vce-english-and-eal-study-design-reading-strategies-in-senior-english-presentation/315363.png","ImageObject",300,407,{"name":92,"@type":93},"Levi","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-28","2026-09-20",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",13,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What does active reading focus on in this study design?","Question",{"text":113,"@type":114},"Active reading requires engaging with the text to generate purposeful notes and ideas. It uses techniques such as predicting and prereading questions, annotation, asking questions while reading, and outlining, summarising, and synthesising notes.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"How is guided reading structured across the lesson phases?",{"text":118,"@type":114},"Guided reading uses teacher modelling with scaffolding toward independent reading. It includes prediction and discussion before reading, modelling and independent reading during reading, and discussion, collaboration, and analysis after reading, following a gradual release of responsibility model.",{"name":120,"@type":111,"acceptedAnswer":121},"What are the core elements and benefits of close reading?",{"text":122,"@type":114},"Close reading uses repeated reading of short extracts, student annotation to reflect thinking, teacher questioning to guide analysis and discussion, and extended student discussion and analysis. 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(Fisher, Frey and Hattie, 2016)  \n• Example activities: text walks (chalk talks), group annotation of short passages, Harvard Visible Thinking Routines  \n• Encourages questioning and deeper analysis  \nClose Reading: VCE Example  \n• A text walk/chalk talk is a versatile Close Reading activity that can be used with any VCE text.  \n• Students annotate in groups, focusing on several short extracts from the text.  \nInferential Reading  \n• “Reading between the lines” or using cues in the text to make meaning  \n• Drawing on prior knowledge and evidence in the text  \n• Allows students to understand relationships between characters, layers of meaning, ideas, issues and values in texts  \n• Encourages students to go beyond obvious or descriptive statements","cbCaiunfCUiby25n","https://ap.wps.com/l/cbCaiunfCUiby25n","pdf",608801,15,"English","# Overview\n## Active reading\n## Guided reading\n## Close reading\n## Inferential reading\n## Making Connections","[{\"question\":\"What does active reading focus on in this study design?\",\"answer\":\"Active reading requires engaging with the text to generate purposeful notes and ideas. It uses techniques such as predicting and prereading questions, annotation, asking questions while reading, and outlining, summarising, and synthesising notes.\"},{\"question\":\"How is guided reading structured across the lesson phases?\",\"answer\":\"Guided reading uses teacher modelling with scaffolding toward independent reading. It includes prediction and discussion before reading, modelling and independent reading during reading, and discussion, collaboration, and analysis after reading, following a gradual release of responsibility model.\"},{\"question\":\"What are the core elements and benefits of close reading?\",\"answer\":\"Close reading uses repeated reading of short extracts, student annotation to reflect thinking, teacher questioning to guide analysis and discussion, and extended student discussion and analysis. It encourages deeper questioning and analysis through activities such as text walks (chalk talks) and visible thinking routines.\"}]","VCE English and EAL Study Design - Reading Strategies in Senior English Presentation | PDF",1789904593,38]