29.01.20
Explicit Reading at all levels is very important.
Reading is not about managing lots of activities.
Explicit acts of teaching are the most important.
- Dedicated reading time
- reading across the curriculum making those cross-curriculum links.
- Develop phonic knowledge
- Reading for pleasure is super important.
- Reading to support writing eg reinforcing sentences and the purpose of dialogue
- Reading to learn
The Development of reading skills and strategies:
Developing a love of reading
Developing oral language and vocabulary
Digging deeper into the text????
Teaching the reading process: p2 workbook
- decoding around the comprehension strategies
- critical literacy is a focus (time for talk)
- teach conversation prompts
> Talk topics in Oral Language book
Infer it
Cracking the code - using all the visual information including phonics available to you. Phonics- Chunking - Analogy
- really good to teach our children with Rhyme
- teach suffixes and prefixes
- and base words
- base words - a powerful way for spelling for reading
A Balanced reading programme
Modelled rdg - model the reading, explicit reading, what good readers do
Shared rdg - model the reading, explicit reading
Guided rdg - processing the text, decoding
Reading to Students
Reading and listening comprehension important.
Book: Wolf Girl ... into the wild by ANH DO
Why do we read to students?
for Talk and engagement
for enjoyment
for learning
for developing imagination and creativity
to extend their world
Shared Reading
Teach shared reading regularly and make time for TALK.
- Use a variety of texts
- Explicitly model decoding and comprehension
- Allows children to engage in quality reading discussions
- Shifts the focus in guided reading from teaching new skills and strategies to practising them
songs: Stan Walker
- reading the words to songs and discussing
Website: KIDSNEWS
Possible Structure for a series of 4 x 15 - 20
reading sessions during a week:
Focus 1
- activating prior knowledge
- predicting
- new vocabulary
- text structure and organisation
- author's purpose
Shared reading senior-level Year 4
The Lion Witch and the wardrobe
... using a T-chart on a whiteboard
Guided Reading
Think about what things are important:
40 min session - 10mins with see 2 to 3 groups a day
( 4 or 5 reading groups is achievable)
6 or fewer children in a reading group
Be realistic
- Guided reading is only one component of a balanced reading programme - we don't have to teach everything to everyone
- It's not about finishing the text at higher levels
- Make time for talk
- Quality of quantity
Planning and assessing progress
- (read the book before guided reading)
- Flexible approach to grouping (think a little different about grouping students)
- limit the number of learning goals (1 or 2 goals for a group e.g )
- Quality over quantity ( linking goals)
- Plan generic follow-up activities (it is not necessary to give reading groups follow-up activities all the time.)
- levelled goals for guided reading groups page 124
Modelling Books
One book per group
Have goal sheet to start with
Ideas
Record Tricky words from the text (use a whiteboard)
Record questions for a guided session
Record teaching points. Keep notes about tricky bits
Reading Session
Introduction:
- Activate prior knowledge
- Predicting
- New vocabulary (put into modelling book)
- Tricky concepts/ideas
Students don't :
- DON"T read in unison
- DON"T 'round robin' read (read one page each out loud to the group) it interrupts meaning. Give children chunks to read.
read 2 pages and review.
Teacher tip: post-it's
Independent reading
Teaching children the tools they will need is important.
Set and establish routines and How to's!
more: independent activities
Book Club - a group activity
Readers theatre - whole class activities
Independent Reading p178
- Read 3 chapter books for the term
- Read a short story on Seesaw
- Create a short video about a book
- Create a reading memory
Shared Reading
I would like to develop Readers Theatre!
I would like to develop Readers Theatre!
