RPI Session 5: Planning

RPI Session 5: Planning a Reading Programme

Sharing ideas from feedback - game for extended discussion - 3 lives, they lose a life when they pause for too long - such a good idea so I will definitely be using this with some groups. 

Personal next steps:

- Reading timetable for ākonga to view

- Look into how to use LTR further to reap all the benefits of it. This will link nicely to the spelling rules we are looking at, as we have just started following 'The Code' spelling. 

I am interesting in looking into tracking sheets to monitor independent work. 

Purpose of independent activities:

Mileage

Comprehension

Vocabulary

Discussion

Tracking

Differentiation

Empowerment

Engagement

This was a good reminder to me about all the different factors that independent activities should provide. In the next coming weeks when planning, I will be checking that all groups have activities which integrate all of these aspects in some form, naturally not all at the same time. I am not sure if discussion fits into all groups independent activities, this is something to look at - but doing this in a way that the guided reading group is not distracted by it could be a challenge I need to factor in.

I did not realise that you can assign texts of a specific genre or theme on epic - this is great and I will definitely be using that tool for the epic app.

Buddy reading is something I have been wanting to fit into my programme for a while, I am hopeful that trying to do this in the library may be a suitable time, I will trial this in our next library session.

Linking reading and writing:

We did an activity today to be used as a away to integrate and push ākonga to imitate interesting writing styles, looking at interesting beginnings. 

Here is the poster our group (1) came up with.

I am looking forward to integrating this into my writing programme planning, in some way!

RPI Session 4: Guided Reading

 RPI Session 4: Guided Reading

Processing side and comprehension side to guided reading. Engagement to text, emotional side, intention of the author is important too. But we need to explicitly teach and model how to process the text and comprehend what the text is telling us. 

Learning intentions - aiming for 1-2 in a week. Naturally some learning intentions take longer to unpack than others, and it is good to refer back to last week's learning intention so that ākonga continue to use the skills that we being explicitly taught. 

The context of a text can be a challenge if students are not familiar with it. Good idea to front-load the context through an independent research activity or a vocabulary challenge so that we are ready to unpack the text and not spending our precious guided reading time doing the introduction. Using an anticipation guide is a good way to set students up for success while reading the text which doesn't take away from teaching time. 

Background vs prior knowledge

- Background knowledge enhances reading experiences.

- Prior knowledge is students own experiences with the context. 

Need to be careful about the questions we are asking so that we don't ask for prior knowledge. 

Fluency scale

 

Really interesting to see the different aspects of expression and volume, phrasing, smoothness and pace layed out in a table like this to see the progression. There is a learner-friendly fluency scale to use with learners so they can self-assess their fluency. 

Integrating into self assessing in partners using this would be beneficial, particularly looking at punctuation. We can link this to how we look at punctuation in our reading and self assessing for that. 

I am interested to see how it goes using the LtR to track a learners reading.