Learners should be:
Independent
Relaxed
Curiosity
Critical thinking
Focused
Creativity
Imagination
Problem solving
Humour
Determination
Patience
Collaborators
Uniqueness
Eliminate the unnecessary so the necessary can speak.
Teaching must be real, relevant and rewarding.
OL is the biggest rock in the literacy strands.
Reading and writing float on the sea of talk.
OL is an intellectual issue.
Social media – OL issues
Conversation:
Discussion
Ask and answer questions
Make comments
Listen to others
Explicit OL is essential.
This session will:
· demonstrate the importance of a structured plan, that shows specific achievement objectives at the varying levels
· demonstrate the practical implementation of this plan showing the approaches in a comprehensive and effective reading programme
Ø Shared Reading - a step by step guide using rhythmical texts (shared book and poetry)
- showing the integration of process and comprehension strategies, language features and structure
Reinforces or practices skills
Shared book: who is it for? Y1 – 4.
Whole class, daily, 10 mins
Rhyme
Rhythm
Repetitive language
Rich language
Purpose:
Reading out loud together
Great because:
All read together
Enriches vocab
Joy of reading
Day 1 – comprehension – you are the model
Teacher questions, ask children to think why, how, where?
Inference q’s
Divergent questions – think critically
No hands up, rather say child’s name
Student questions – someone be one of the characters. Then children ask questions.
Making connections to themselves – when have you felt……
Day 2 - Vocab
Join in with repetitive part
Wow words – eg wibbly wobbly - box of wow words, expressive language
Day 3 – fluency
Punctuation – expressive reading
Pitch rhythm tone
Ask children punctuation – what do you do?
Day 5- response
Retelling
Creative clusters – retelling in child’s own voices
Written language to follow up
Focus on character, making connections, create a book for independent reading
Barriers to success:
Wrong book – pick the correct book for the correct purpose
Lack of pace
Reinforcing, and practicing not teaching
Over teaching
Words need to dance inside a child’s head long after the book is closed.
Poetry:
Every day
Whole class
10 mins
Same skills, different content
Enriches vocab
Rhyme – phonemic awareness
Short poems
Poems need to be enjoyable
Reinforces and practices skills
Focus poem of the week:
Poems in a poem box – our poems
Day 1:
Comprehension
· Same format as shared reading
Select any poem to read aloud for the fun of it. Leave the language in their heads
Day 2:
Focus on vocab
Day 3:
Fluency
Day 4:
Word letter sound work
Day 5:
Responding:
Move to poetry
Visual response – publishing
Impt to be expressive, rhythm of words, power of language
Barriers:
Should not be connected to theme etc, choose because you like it.
Over teaching
Lack of pace
Ø Guided Reading - exploring guided reading at various levels
- examining texts that are motivational and provide springboards for making connections
- showing process and comprehension strategies, language features, purposes, and structure
- processing information from guided texts as an additional resource for
independent reading
Guided Reading:
Teach and reinforce
Lang comp
Decoding
Phonemic awareness
Phonic knowledge - Reinforced in guided reading, not taught
Phonic knowledge - Reinforced in guided reading, not taught
Uncertainty of the stages:
Emergent, early, fluent not stages
Uncertain of each skill at each stage:
Teacher dominance -conversation with peers impt
Trying to teach too many groups in a day
Emergent: (Magenta)
Need hfw asap
One to one directionality
Read out loud together
Text to self-connection impt.
Repeated language impt.
Decodable texts?
Early: (Red)
Continuing with laying the foundation
Read at own pace
Developing: (Yellow)
Continuing
Read at own pace
Blue:
Inference questions
Inference questions
Read at own pace, or on own
Comprehension questions – including inference
Reading different genre
Stories that make children feel
Stories that grab
Green:
continuing building the walls higher
continuing building the walls higher
Read book first plan questions you will be asking for inference, comprehension, text to self
Question
Predict
Infer
Make connections
Ø Independent Reading - the organisation and management of the independent reading programme at the varying levels including both Solo and Group Independent using the Reciprocal Approach
Independent reading:
Solo independent reading – Mag, Red and Yellow – browsing box, reading familiar books for about 5 mins – reading texts they can understand
98% accuracy is essential
Rereading of texts that are engaging and comprehensible.
Blue/Green:
Need to read as above
Plus unseen – 10 minutes
Fluent – non-fiction and fiction books (98% accuracy).
Ø Reading to - the importance of choosing suitable material for ‘reading to’ children and suggestions for presenting a story
· give suggestions for the organisation of the reading block showing the flow of each component
Reading Aloud:
Reading aloud teaches
Create meaning
Models expressive reading
Shows connection between speech and print
Add to mental storehouse
Need in a story:
Emotion
Imagination
Rich language
Promote discussion
Help make connections
Rhythm – flows
Strong characters
Rich imagery
Fantasy
Mem Fox books
How we read?
Expressive reading is remembered
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