Sheena Cameron and Louise Dempsey
Reading book
Explicit teaching of reading
Decicated reading time-shared reading, guided reading,
independent reading
Reading for pleasure
Reading to support writing: full stopis, capital
letter
Reading to learn- across curriculum
Stages of reading
-Develop a love of reading
-Oral language and vacab
Getting ready to read
-Deevlopmentally not ready to read-need to develop
visual skills, phonological awareness and how the book works
Learning to read
-concepts about print, high frequency words, letter
sounds and names, story and focus on meaning
Developing independence as a reader
-becoming a reader (make sense)
Proficient reader
-knows how to decode, has strategies to read
P104 -colour wheels
P49- word lists
Teaching
reading
Reading is about vocab and oral language.
Comprehension strategies
Critical thinking
Is it authentic?
Time for talk and really listen to each other
Conversation promps-can download on the site
Cracking the code
Not just phonics but with other skills as well
Phonics-can be time consuming
Chunking-breaking words into syllables/parts
Analogy -recognising similar words Thistle
Teaching rhymes/song/chants
Tricky words from shared reading or guided reading
Grab a base word-prefixes onto the word ‘Success’
Good readers-does it look right? Sound right? Make
sense?
Self monitoring cards
Stop and think
Try again, look at the first sound, look at the
picture
Modelling: shared, guided, reading to them
Guided: model before they have a go
Immigrant children/culture
Shared reading
Children can see the texts -we are practicing reading strategies, need to be able to see the texts
Whole class
Variety of books
Read and enjoy
Lots of time for discussions
One big book and poem
Owl moon
Songs -Stan Walker as a role model
Kidsnews -Australian-colour wheel levels
Focus 1 (Day 1) Activating prior knowledge
Predicting
New Vocab
Text structure and organisation
aurthor's purpose
Phonics-Chunking-Analogy
twigs
Branch
trunk
Get the white boards out as much as possible
Children decode it
discuss in the group
Introduce your word
Focus 2 (Day 2)
Zooming in
Looking in detail at words, sentences, decoding and self monitoring
Using a puppet
Having the poster on the whiteboard
Children say 'stop'
Tick and check to make sure that reading makes sense
Cover the words to see what word it is as you read
Focus 3
comprehension
dramas
Thought bubble -what is the character thinking?
Question- what kind of question does the character have?
Talking what does the character say?
3 thoughts after guided reading
p.160
Guided reading
Magenta/Red 10 min
Independent 10 min
Proficient 20 min
Make time for talk: Green readers:comprehension
2-3 groups a day- 8 a week
Grouping
Limit the learning goals
Plan generic follow up activities
1intro
activate prior knowledge-using the hand, have a think about experiences,
Hold the book, talk about the book -book walk, looking at the pictures, asking questions
Don't rush the intro
go through every page-familiar with the sentence structure and new words? know the meaning?
2lesson focus Initial sound-first sound of words
high frequency words
punctuation
Text spotter (looked)
3Independent reading (children read the whole book)
Stop and prompt
Stop and ask a question
4 wrap up
Discussion
if they got stuck on something
Follow up activities
Independent activities
kids practice reading
reading shared books
going back and looking for information
Story map
Shared reading-explicitly teaching independent activities
summarising using the charts
dice activity
Reading activity modelling book
Diagrams comaring characters from different books
copy the sentence and draw the picture
Book club- powerpoint download (each has a role, chance to talk about it, develop a love of reading)
Reader's theatre-Tadpoles in the Torrens - great to develop fluency
Set expectations (reading daily)
Making connections
Struggling readers- selecting materials
Promote books (selling books)
Whole class independent reading
Buddy reading
Student/teacher accountability
monitoring students reading
-using Ipad- film themselves read
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