english reading 1
DESCRIPTION
TRANSCRIPT
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
