Guiding Principles and Practices
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- Explicit teaching of reading is important at all levels
- Regular dedicated reading lessons
- reading across the curriculum
- short interactive mini-lessons
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pg 104 overview
Teaching the Reading Process
Comprehension - Reading comprehension book
Explicit teaching around these supports the development of students to become proficient readers.
Critical thinking
Teach conversation prompts PM14 Oral lang book
PM21
Cracking the Code-using visual information
Phonics is one skill.
Chunking- breaking words into parts
Analogy - recognising simial words and parts of words
notice and word build using prefixes and suffixes
Strategies
PM29 beginning
PM 30&31 poster of fix-up strategies.
REading to Students
Different types of text to read. pg 66
Web sites and links pg 67
The Literacy Place site - resources - links to book resources
Shared Reading
Resource links
Slide presentations available to download
shared reading and plans
Why - opportunity to expose ALL students to a variety of texts, particularly exposing our below students to texts they would be unable to access.
An opportunity to do our teaching during shared reading,
Practice during guided reading
Shared reading must have text visible to students.
tki instructional series can be opened up for shared reading
Kidsnews - Australian published stories at reading levels - shared reading and cross-curricular links
Shared Book daily sessions
Website links - Wonderopolis and dogo.news.com and others on site
Using a puppet to teach self-monitoring strategies - Puppet reads the story making an error. Kids call 'stop' and tell the puppet what it has to do to self-correct. pg 80
Dice questions - online - 5 w's
drama
a song - 'Airplanes' slideshow
Guided Reading
- make time for talk
- Qualitiy over quantitiy
- it's not about finishing the text at higher levels guided reading is only one component of a balanced reading programme - don't have to teach everything or everyone
Planning and assessing progress
- flexible approach to grouping - is it about their reading age or their needs
- limit the number of learning goals
- quality over quantity
- link shared, guided and independent
- plan generic follow-up activities - teach them generic activities that they can use independently
Modelling books-record of learning. follow up activities - sticky note answers to questions.
Goal sheet to keep a record of progress.
Independent Activities
Take time to establish expectations and systems and revisit theses expectations as necessary.
Valuing what you do supports motivation to learn. Researching article to create a diorama - setting, character information.
Open-ended tasks and generic graphic organisers are more likely to engage students in discussion and deeper level thinking
Systems
choice
must do's can do's
pizza challenge
contracts
older students, long term activity - reading response plan
book trailers - QR codes
Big books - self-monitoring, students use card to cover a word. Partner challenged to use reading strategy to solve unknown word. pg 136
Book clubs pg 148
Buddy book clubs
Reciprocal reading pg 145
REaders theatre
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