english reading 1

READING

The ClassroomChildren engaged in their learning in different spaces in the classroom, they work in groups, with the teacher, individually or as a whole class.

Students are involved in different activities within the same lesson as their learning is planned and targeted to meet their individual needs.

Collaboration (student-student/student-teacher) is valued in a setting where students are provided with opportunities to develop their ideas and pursue their own interests.

Thinking and learning (learning by experience) is valued with learning-focussed discussion involved in all learning experiences. http://www.youtube.com/watch?v=I1JWr4G8YLM&feature=player_embedded Piaget Video: The Constructivist

Goal: Creating a literate community of readers who:

Love to read

Love to compare author and illustrators

Have preferences/tastes regarding authors, genres, styles of writing

Encounters with text must be surrounded by TALK

Whole Group Teaching

Interactive Read Aloud

Shared / Choral Reading

Poetry Share

Reader’s Theatre

Story Telling

Phonics/Wordstudy

Minilessons

Author Study

Small Group Teaching

Guided Reading

Literature Study (Book Club)

Individual Teaching

Independent Reading

Buddy Reading

Reading Conference

Language Experience

‘What I can think about, I can talk about.

What I can say, I can write.

What I can write, I can read.

I can read what I can write and what other people can write for me to read.’

Working towards….A Reading Program which

differentiates

The English Classroom The reading classroom is a place where language in

all it’s forms is clearly in evidence

Reading is a significant component of a child’s day to day learning

Reading is the medium of inquiry. Reading is a part of all curriculum areas

Books are enjoyed, discussed, analysed, compared and contrasted

Decreased emphasis Treating reading as an isolated subject

Increased emphasis Integrating reading into all key student learning

Decreased Emphasis Decoding only for reading accuracy

Increased Emphasis Reading for meaning, a wide selection of reading

material and reading for interest

Decreased Emphasis Silent, individual work

Increased Emphasis Collaborative and cooperative group work, small

focus groups, and flexible grouping according to student learning needs

Increased Emphasis A range of appropriate assessments methods e.g. We

gather prior knowledge to find out what our students’ know. We encourage students to reflect on what their learning needs are, and gather ongoing assessment regularly to inform our teaching.

Initial Assessment: English On Line

Using English On Line data to gather prior knowledge to plan & teach at the Point of Need

Decreased Emphasis A narrow focus on one strategy or mode of teaching

Increased Emphasis Teaching a wide range of strategies

Planning Documents:

Our Journey & Our Data – Documents Shared

Small Group Discussion & Share

Can you identify the children who are wired for literacy. Those who will need good teaching and those who will need additional support within the classroom program.

Assessment of Reading / Planning for Teaching

F&P – Example: Level A

Guide for Observing & Noting Reading Behaviours

A Scale for Assessing Fluency – Fluency & Comprehension

Processing Systems for Reading: Thinking within, about & Beyond the Text

Reading Kunyung Prior Knowledge: English On Line 2012

F & P – Focus teaching for ability.

Planning Documents

Other Key Documents: Key Characteristics etc.

90 % of differentiation happens before you teach the children - Planning. Challenge children!

Young Children are Great Thinkers

Home Reading - Purpose Reading for pleasure

Reading for practise

Easy for student for independence

TO, WITH & BY – Balanced throughout the week

Questioning to deepen understanding

Teachers focus on teaching reading during the school day

Questions: Wonderings

Further Info

http://ninadavis.me/