BLOG Day 4
Today was useful as it helped consolidate many activities I already do, plus added a few more. I want to ensure I am doing all of the following in a wider reading programme:
Reading aloud to learners (eg feed and read or modelling), shared reading (maybe before deconstructing texts together), small group instruction, paired reading (usually whole class), independent reading (independent activities) and recreational reading (in the Library, sometimes SSR).
For every text:
Text purpose/ Introduce text
Observe learners reading
Brief Discussion
Precise teaching points
Independent followup to consolidate learning
focused word work
Reflection time
The concept of rewindable learning was good. We have shared slides which are all accessible through Schooltalk for learners and whanau and teachers to revisit, but I am wondering if it is user friendly enough for learners and whanau if the week has gone by and they want to find it again.
Building knowledge together - purposefully and equitably. Front load vocabulary. Keep the focus on the LI when reading a text - keep coming back to the purpose and using specific evidence from the text.
Listening to reading - ensuring I hear everyone read - using digital if needed - every 2 weeks ish. I liked the fluency rubric. I need to break this down and model for learners rather than doing everything at once. I also need to have a specific teaching point when doing fluency reading practice eg intonation. Pace should come in last.
I need to reflect with the team on if just a simple recording is better than Snorkl where the feedback is from AI. In other words, I think the feedback and evaluation would be better coming from themselves or another learner against a rubric.
For discussions. I need to ensure I always review and embed ground rules and ensure they know it is a learning discussion not a test for example say: “OK we are having a learning conversation now”
Questioning
Ensure I am using all types of questions in my followups and discussions, and that it is learner led, provoking questions that will build conversation, not just elicit a single answer that nobody builds on. Try this with a smaller group.
This Fountas and Pinnell cycle for small group text work is useful. The LI can be brought in during explicit work (teaching points)
Kia ora Nicola,
ReplyDeleteThank you for your reflection on our Small Group Reading Day at the Reading Practice Intensive. I can see you've taken away a lot of great practice implementations from the day. It's also wonderful to read that there were some affirmations of the embedded practice you already have! That's a testament to your commitment as an educator.
Digital means of recording learners to check fluency is a great next step. As you'll have seen from our day together, videos can be a great way to note the reading fluency and behaviours of our learners.... and more importantly, it also provides a means for them to observe and self-assess their own progress; which can be hugely empowering for them!
Which implementations are you most committed to out of what you've selected? Sometimes I find it can be useful when we are immersed in such a rich environment of reading practice, that it can be helpful to identify just one or two priorities, to make it manageable as we implement each next step. You'll have your blog here to refer back to as you revisit concepts in the future, so rest assured, anything you can't manage to get to now can always be picked up again later.
It's interesting to note your thoughts on accessibility of past learning for families. Lots of great things to contemplate in the visibility and rewindable space.
All the best with your homework and I look forward to seeing you again at the end of the month for Day 5!
Ngā mihi nui,
Amie
Reading Practice Intensive Coach
The Manaiakalani Network