My Priority Maori students identified for reading are currently reading at Green 2.
Both are not reading for meaning or paying attention to what the text is saying.
My goals for them is to read for meaning and to know their learning intentions and success criteria.
How they are going to achieve that goal?
I intend to achieve this by using Alison Davis' suggestions of using cloze activities. Even though cloze is designed to help improve comprehension it also requires one to read on and think what would make sense in the gap. I will be creating cloze activities from their instructional books to get them to read for meaning. I will emphasise the learning intention and get them to verbalise it. I will ask them: "What are you learning to do today?" "Why are we doing the cloze?" "What reading strategy do you need to use to find the missing words?"
They will know why they are doing the cloze sheet "to read for meaning" to improve their understanding.
They are both slow to get organised and come to the teaching station. So they will know my expectations of getting ready and coming to the table quickly.
*insert cloze example
15 June 2015
This term I am doing "Clarity in the Classroom" with all my reading groups. All teachers were videoed while taking a reading lesson. From the follow-up and self-reflection from this I was determined to co-construct the learning intentions and success criteria. I also wanted my groups to be able to express why they are leaning these WALTs.
Reflection:
I was impressed with my Priority group of 2 boys today. They come to the teaching station quickly and come prepared with their book bags and reading activity books. They can co-construct their WALTs and success criteria and can say why they are learning it. They are reading with more fluency and are paying attention to what they read as they can retell the main points from each page. They sound out their new words, blend these and (still need some prompting) will read on for meaning. They both seem to be more switched on and can predict, retell, and are decoding words quicker than before. They have finally moved off Green 3 and have just started Orange 1 today. Check out their co-constructed WALTs and Success Criteria.
*insert photo of modelling book
My goals for them is to read for meaning and to know their learning intentions and success criteria.
How they are going to achieve that goal?
I intend to achieve this by using Alison Davis' suggestions of using cloze activities. Even though cloze is designed to help improve comprehension it also requires one to read on and think what would make sense in the gap. I will be creating cloze activities from their instructional books to get them to read for meaning. I will emphasise the learning intention and get them to verbalise it. I will ask them: "What are you learning to do today?" "Why are we doing the cloze?" "What reading strategy do you need to use to find the missing words?"
They will know why they are doing the cloze sheet "to read for meaning" to improve their understanding.
They are both slow to get organised and come to the teaching station. So they will know my expectations of getting ready and coming to the table quickly.
*insert cloze example
15 June 2015
This term I am doing "Clarity in the Classroom" with all my reading groups. All teachers were videoed while taking a reading lesson. From the follow-up and self-reflection from this I was determined to co-construct the learning intentions and success criteria. I also wanted my groups to be able to express why they are leaning these WALTs.
Reflection:
I was impressed with my Priority group of 2 boys today. They come to the teaching station quickly and come prepared with their book bags and reading activity books. They can co-construct their WALTs and success criteria and can say why they are learning it. They are reading with more fluency and are paying attention to what they read as they can retell the main points from each page. They sound out their new words, blend these and (still need some prompting) will read on for meaning. They both seem to be more switched on and can predict, retell, and are decoding words quicker than before. They have finally moved off Green 3 and have just started Orange 1 today. Check out their co-constructed WALTs and Success Criteria.
*insert photo of modelling book
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