Jill Eggleton- Reading PL

Teaching should develop curiosity, be relaxed, allow for determination, cater to the unique, plus many more qualities.  

Why make a child fit in when they are born to stand out.

Oral language enables students to think and reflect on their ideas and strongly supports reading and writing. 
Sheena Cameron is releasing an Oral Language book that we may be interested in. 
What we need to know:
  • learning the code of language
  • make meaning
  • think critically
How to do it:
Keep it simple
Focus on what matters- balance, comprehension, processing strategies, extend vocabulary, time to practise, create a love of reading. 

Put yourself in the place of those that find it hard. What is stopping them? Find out quick so you can support them. 

Shared reading- reinforce or practice, keeping the fire alive and sharing a love of reading.

Newsbook- is to reinforce or practice learning.
Explicit oral language in the classroom. Sharing news and it goes in the news book. Whole class and is no longer than 10 mins. Read our news book together. Put sentence in the book without the children seeing as it is an unseen text. 
Reinforce- cracking the code, interesting vocabulary (wow words, replacement words), comprehension strategies (practice how we would figure it out), Questioning- A question with the answer in the text; how do you think….; how do you know…? 
Tuesday- Read the title, re read yesterday’s news, introduce them to today’s news. 3 comprehension questions. 
Wednesday- Re read the week’s news. introduce them to today’s news. 3 comprehension questions. 
Thursday- Re read the week’s news. introduce them to today’s news. 3 comprehension questions. 
Child who’s story it is illustrates the story. 

Shared book- Focus on comprehension, vocabulary, fluency, visual 
Read it right with intonation so they are hooked and copy your voice.
  • Monday- read and attend to Comprehension- allow for teacher then students asking questions then making connections. 
  • Tuesday- read together then introduce Vocabulary- extend and enrich language. Wow words on a card- pull them out and sing the rhyme, dramatise the words. Join in with the reading.
  • Wednesday read together then focus on Fluency- How do we read it with fluency, pace and intonation. Read it with feeling. Change rhythm, pitch, volume and tone. Illustrated font if it is bolded etc.
  • Thursday read together then Word and letter work-  
  • Friday read together then retell, use oral language. We shared back our own version of our story. Written and visual response to the book. Could turn it into a class book. 
Some chn may not join in and that’s okay, they are hearing the language.
Poetry- everyday to reinforce. Rhythm of language. 10 min lesson
Focus poem as a hard copy for the poem box and can be on board.
Choose it because the children will like it.
Read the focus poems from the weeks we’ve had. 
  • Monday- read to the kids. Use expression etc. Questioning for comprehension. Read a poem from a folder for fun. A poem in your pocket and a picture in your head. 
  • Tuesday- warm up read all poems. Read focus poem. Wow words. warm up read all poems. Read focus poem.
  • Wednesday- warm up read all poems. Read focus poem. Fluency. warm up read all poems. Read focus poem.
  • Thursday- warm up read all poems. Read focus poem. Visual language. warm up read all poems. Read focus poem.
  • Friday- Respond, moving, make a rap/clap/ song. Illustrate their poem. 
Guided Reading- quality reading guided reading groups a day
Guided reading then generate resource
Independent reading

Emergent-read out loud together
Word-word matching, direction
build a bank of high freq words.
decoding
comprehension
use conversation
flow and phrasing

Three things to teach- Make meaning, think critically, crack the code. 
How-
Preview, view, review- teacher talk and partner talk.
Preview Illustrations- what do you think is wrong with the hen? What do you think the hen is thinking? the bird is saying oo why is he saying that? How do we know the bird is ...
Do you think the bird should go into the nest
View- Process and fluency. Do you know any of these words? Which word says … 
Review- comp, high freq, making connections

Red, yellow and blue read aloud at own pace.
Continue to do all of these:
build a bank of high freq words
decoding
comprehension
use conversation
flow and phrasing

Blue- preview up to a problem then ask comp questions, tell your partner.
Green- read to themselves preview and view together and review at the end. 
What sentence helps you know? 
Get children to generate the questions in each book. Tell a partner. 

Independent reading
Practise, practise, practise
Emerg-Red 1- familiar texts from guided reading box read aloud every day on their own. 6-8 books to read over and over for a set time. Increase time that they can read it. 
High success reading helps learning to read. No value to give something that they are struggling with. 
Blue-Green- familiar texts from guided reading box read aloud every day on their own.
Plus one unseen text at a level below their guided reading level then group box then learning station. This is where they can do a plot worksheet etc after choosing a fiction or non-fiction text that they can read. Provide a reading log. 

Reciprocal reading- from fluency stage, responsible to work without the teacher. 
Read aloud books- emotion, humour, visual lang, scary stories, spark imagination, rich language, promote discussion, stories they can relate to, rhythm, strong characters, fantasy.
Read aloud well- model how we read, 
Mem Fox quote

Program
Shared rdg 10 mins
Independent and guided reading- Solo then learning centres.
Share back 5 minutes 
Read aloud 5 minutes

Takeaways- things to do
Make a newsbook

Review literacy based learning centres- meaningful and not turn off.

Response to Monkey’s shoes- draw monkey and the sentence that goes with it. Draw the shoes on separate paper.
White crayons as border on black paper.


Collate poems- choose some to just read for the kids to enjoy. 

Comments

Post a Comment

Popular posts from this blog

Reviewing, editing and celebrating writing.

Image
-Sheena Cameron and Louise Dempsey Two stars and a wish, stamp for wow word, stamp for cool sentence. I am learning what I am learning and  why.  Highlight in reading, lists of different sentence starters.  I can find examples in my writing. I can improve my writing. I can talk about my success and next steps. I write carefully as I go. Write a bit, read, fix up as you go. Self-check my writing and fix up some mistakes.  Let kids fix up some (4) then move on. I feel like an author and want to share my writing.   Too focused on quantity not planning and editing. Do I make it manageable? Do I value that part of the lesson? Feel like they share something from their writing with someone most days. A buddy, buddy class, at home, on the blog.  Responding model on p197. From the influence of Gail Loane, everyone is an author. Two stars and a wish- first, respond to the message, then criteria. We write to communicate an idea. 1. Message 2. Positives ...
Read more

Letting the learner lead

At GAFE this year they talked about asking the students to think of a problem and come up with a solution. I have been pondering how this can look in my classroom. I thought about a whole class slot of time to allow them to work on a project, then I thought about giving them the problem, and I also thought about how it could work with what things are already happening in the class. At the end of it I could see that modelling the process means that when a problem arises naturally for the students in my class they will know the process to solve it. So I have let them follow ideas they have as much as I can, fitting it into our class program and allowing them to work on projects as they arise. For example Morris is wanting to raise awareness about the weeds on the nature trail so I am supporting him to do this by allowing him time to write a message and to put the weed busters website on QR codes and stick them on the path for others to access. Another example is below. This is a...
Read more

Clarity in the classroom

Clarity in the Classroom Author: Michael Absolum Workshop from Toni Making learning intentions clear for the students. Knowing where students are to pitch their learning criteria. Example writing lesson: Played video from literacy shed- Showed clip reminding of that they had been looking at retells. Talk about the video with class, wrote down key feelings as the SC was to add detail.... Teacher to write plan, then students don't need to write the plan. Gave a sheet with thoughts and feelings on for them to add in their books. Show models of how to write it. Send away able writer's reminding of the SC. 2 or 3 examples of adding feelings, challenge is to write why they are feeling a certain way. eg He was sad and asked.... Feedback just focussed on the SC of adding details through feelings. Reminder of the SC. Clarity about what is to be learnt handout and checking where we are as a teacher on the rubric.
Read more