Reading Box Red - Years 4 to 5
Description / Reading Box Red - Years 4 to 5
- Levels 16 to 34+
- Reading ages 7 to 13.9
- Suitable for Years 4 to 5
1. Why was Reading Box Red created?
Due to the huge popularity of Reading Box Blue and the number of grades that it was being used on the authors decided to write Reading Box Red. Reading Box Red fits in between the Blue Box and the Green Box. The box contains 150 carefully levelled cards that provide graded texts and related exercises.
- Experienced and well known team of authors.
- Every card in the box provides excellent practice for NAPLAN tests.
- Each card in the box has 20 questions that are self marking.
- A simple 9 minute levelling test is provided so students can be assigned to their appropriate starting level.
- The backs of each card offer a wide selection of language and reading activities.
- A list of recommendations for modelled writing is provided.
- Questioning tests the students comprehension proficiency at a literal, interpretive, inferential and critical level.
- Optional Challenges are provided on each card to extend students. These often use head or implied questions.
2. Suitable for both boys and girls
- Boys and girls learn differently, and have different interests.
- Different strategies and topics are employed to grab the interest of both boys and girls.
- We have surveyed both boys and girls to find out what they like to read.
Reluctant readers are engaged by the reading tasks presented in Reading Box Red. The high interest topics and stunning visual presentation of the cards mean that children’s minds are captured immediately.
3. The 3H’s – Here, Hidden, Head
The reading comprehension activities provide questions that give students practice in the 3H question types. The 3H strategy divides questions into three types: HERE, HIDDEN, and HEAD:
- HERE questions are obvious in the text ie. literal
- HIDDEN questions can be drawn from one or more parts of the text
- HEAD questions require the reader to bring their own knowledge or understanding to the information given in the text.
The questions have been graded with the HERE questions being presented first. The 3H strategy is based on the work of L Graham and B Wong 1993.
Literal, interpretive, inferential and critical levels
In keeping with the curriculum, every effort has been made to provide questions that test proficiency at a literal, interpretive, inferential and critical level.
- directly stated in the text
- stated in a label, diagram, title or heading
- linked in consecutive sentences
- a sequence of events
- the meaning of symbols in text, map or poster
- information in diagrams, pictures and other images
- the main idea using key words
- word meanings from contextual clues
- implied information
|Alternative Codes||E6C108 F6C108 H6C108 L6C108 M6C108|