Guided Reading (and Comprehension) - Malamalama? Malamalama fa'afetai!

 Today was focused on the components that make up planning and organisation as teachers in reading.  Above is an example from teacher Robert Wiseman of Pt England School.    To produce this learning experience Rob in his planning stages needed to consider the following:

1. Who is the learner?

2. What did their previous reading experience show?

3. What learning intention is needed to further their understanding through reading?

4. What resources would be best to use for this?

5. What ways can the learning share their evidence of learning?

6. What create activity would show their level of understanding against the set WALT?

Guided reading practice is in support of these.   

Some reminders and learning for me:

a. Having the WALT in view every slide, on board, on wall where children can keep referring to is very important.    

b. When curious questions arise in reading session: before, during or after you can collect these and address later.

c. With tools shared today, use them at a pace that suits and check they are useful to what you are trying to find out and work towards with learners.

Finding and Fixing: next steps to work on with my target group

 

These three slides have been very helpful in reinforcing the good practice of being consistent and repetitive when working with students who are often appealing to the teacher to help find and fix errors.   At first I must admit that after only a few go's I'd decide it wasn't working.

Using these prompts repeatedly, especially those found in the first two frames has been important in returning the ownership of finding what the error is on the student. I have too easily and very often given hints/clues that have not made enough difference to have these particular students developing good strategies of their own.   I can see that repeating of prompts will have students soon if not already realise the area in which they are needed to improve.  Missing middle parts of words, endings, sense making etc.

I've found to stop and work on word families, starts - middles - ends of words needs to be the norm with this particular group of readers.  The sense of urgency I have due to these students being in their final years before college, I need to yes remember but NOT have it rush me through these fundamental strategies of finding and then fixing errors in the texts these students are reading.  

Just a reminder of my target group: 1 x year 8, 3 x year 7 reading at 9.5 year level.  Very soon we will be re-testing and hopefully reporting back a lift in levels and/or reading strategies.