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To guide students with a clear framework when they read so that they will have a habit of making annotations as they read. If done regularly, it will help them in answering the comprehension questions as well.

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To help students understand the paragraphs better by providing a scaffolding structure.

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Easy recall and retention of a systematic approach to analysis

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Easy recall and retention of a systematic approach to analysis

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To give students a mental framework to gain a richer reading experience

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Gives students a structured way to approach a text, slows them down to be more thoughtful and hopefully avoid the scenario where they claim to be done with reading but are unable to tell you about what they have read.

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i think parts empowers students to approach the text with a set of tools. it can be overwhelming to try to read and understand at one go so parts allows them to slow down and read more slowly and intentionally.

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I think the purpose of PARTS is to provide a metacognitive framework for students to do their writing + analysis. However, for students who are ready to do without the framework they do not need to be constrained / encumbered by PARTS

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Better understanding of the text

Provides a more structured approach for students to analyse the text

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1. To make texts accessible to students without 'simplifying' the content. It is a scaffold, a tool for students to access the texts, and a safety net for students who are less confident.

2. Engage the reader by prompting the reader to simply read to 'gather information' on a superficial level. It involves the reader to connect beyond the premises of the text and drawing links to writer's craft/literary devices/themes.

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PARTS does provide a structured and systematic way to think and analyse. I think it is great for students starting out

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Students had a starting point to direct them, which was helpful in staying engaged with the text. Some started to wonder if we were doing a literary analysis, or active reading of the text.

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Originally I wasn't sure how to do the P and A because it seemed like separate things. So in the end I realised that we should be telling them to analyse the details they had picked up (meaning, they should have picked out the devices and expressions etc).

I'm wondering if P can be = Pick out key details, and A = Analyse key details (and not just the devices? Cos sometimes turns of phrase and idioms are worth looking into as well).

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So far, the general feels I get from using PARTS with my 1G2 and 2G3 and 4NTSBB is that they feel encouraged when they know what to annotate, or when they see that their papers are butchered in ink. I also see how it translated to better answers (not necessarily accurate because for 1G2 and 4NTSBB, it's about how they express their answers coherently) for the 'What does X tell you about Y' questions.

I also feel that for lower readiness group, students should start with making annotations as a group of mixed readiness.

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Providing students a systematic way to approach a text.

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Framework to help scaffold students' annotations

Confidence booster! Step-by-step guide on how to understand a text

Annotations often become the answers in Comprehension later

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A and T was more challenging for the 2G1s. So I adapted it to LFT - Look for clues, Feel their feelings, Think about what I now know and already know

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A and T was more challenging for the 2G1s. So I adapted it to LFT - Look for clues, Feel their feelings, Think about what I now know and already know

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The metacognitive intention behind reading the paragraphs with a goal in mind is commendable.

It makes students to look out for the essential elements such as literary devices, feelings and other key details whenever they are reading a text.

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i think it's helpful and it guides the teachers in being more explicit about our modelling as well. i find myself asking 'how do i know what is a key detail?' as i explain the components of PARTS to the students. i think it's important to emphasise how the different aspects of PARTS all work together to allow them to reach 'S' - a good summary of the paragraph/stanza.

i find that conscientious students take to this a lot better, but HR students actually instinctively know how to read well and pick out key ideas as they read across the whole text. i think we can think about differentiating the application of PARTS for these HR students. i know we encourage it but when some lessons are just on annotations, i wonder if these students are as engaged and stretched as they could be.

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It helps the G2 to sift out pieces of information without being too overwhelmed by the long passage. It allows understanding at an appropriate pace and application of some inference skills.

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The acronym is easy to remember and digestable.

The more hesitant students may ask questions like 'how do I know what are key details', 'are words or sentences containing literary devices considered important/part of the key details'?

It may be valuable for students to take a step back after annotating PARTS, to observe how the text progresses from one paragraph to the other/how the text builds up climax etc.

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Using "Adjectives" for 2G2 instead of "Analyse literary devices and techniques", "Adjectives and Adverbs" for 2G3 LR/2G2 HR

Mix 'n' Match activity for 2G2 LR scaffolded

Pick out Key details centered around "Who, What, Where, When"

Students enjoy doing PARTS when the font size is large and they get to draw their arrows

Getting students to guess/predict what questions come out?

"Cher I no need do the questions cos I already know the answer"

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PARTS helped to guide students in actively reading, instead of passively reading the text and forgetting the details. As they annotated, they later realised that their annotations are the answers for the comprehension questions.

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Helps students to develop their skills in deconstructing texts in a structured way as they gain confidence to read / view texts (articles, movies, ads, etc.) they will encounter in the short term and future.

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Some students find it tedious to use PARTS to analyse every paragraph of a text.

However, the P in PARTS helps students with R as it guides them to link details within a paragraph and analyse how those details reveal a character's feelings.

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In addition to asking survey questions, I suggest that each level selects specific comprehension question types to focus on. 'Pick out key details and explain', 'What does X tell you about Y' and 'Flowchart question' etc. This could help determine whether there is a direct relationship between the use of the PARTS strategy and students' performance in answering comprehension questions.

Survey questions should include:

1. How PARTS strengthen their ability to answer diff question types.

2. Their comfort level in using PARTS as a whole.

3. How much time they take in using PARTS

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Are students able to briefly summarise the text they have read? The general plot, character's thoughts/feelings (draw a graphic organiser like the compre global question?).

For texts that are longer, students can be challenged to chunk paragraphs. Or even 'sense' which words/phrases/expressions stand out the most in terms of conveying the author's intentions (i.e. writer's craft in literature) - because it's also not so pertinent to analyse EVERYTHING.

For non-narrative (e.g. expository/argumentative) - it could be something similar. Trace the logical arguments in a table?

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Identifying question type. More confident in answering inference questions, and 3 details question.

2G1: Framework might be too dense for them. E.g. literary device. Needed to change the framework when teaching inference. Look for clues, feel for feelings, think, what you already know vs what you now know. These were more direct words, instead of using abstract words like 'analyse'. Students needed to visualise the words they read.

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More detailed responses when discussing the text

Improvement in their comprehension answers

Able to paraphrase information from the original text

Able to craft comprehension questions and come up with the appropriate answers

Answers to the language use questions will show rigor in their explanation (explained in detail e.g. what the words mean in context)

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In overall, my G2 students are able to do PARTS annotation for the paragraphs in Narrative Comprehension.

Most of them are able to do P - pick out key details and S - Summarise the paragraph. They need more practice to be more confident in doing R, A and T.

They get a bit tired in doing for all the paragraphs. Thus, for longer passages, we can select the paragraphs for them.