RPI Session 4: Guided Reading
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.
Kia Ora Jasmine, I have been looking forward to your latest post. Your comment/ reflection on prior knowledge and background knowledge is very valid. I know I would look at PK and end up off on a range of tangents and then the time would disappear for the reading lesson. Where as background knowledge on a topic or book would help to refine the discussion. Matt and I started looking at the extended discussion and what it is and how to use a provocation to generate indepth purposeful chat between students. I am looking forward to seeing how all this influences our lessons next year for observations. What has been your favourite or most eye opening moment thus far with RPI?
ReplyDeleteMõrena Tanya, yes time definitely does fly during reading time if you allow it! Yesterday in session 5 of RPI someone shared a game they have been using to facilitate extended discussion, this is something I look to incorporate into my programme. I think breaking down reading into chunks has been eye opening as to what already happens, without realising it and how I can plan more efficiently has been very helpful for me.
DeleteIt was really encouraging to read your deep reflection on the Guided Reading framework and all your takeaways like front loading background knowledge, through an anticipation guide or vocabulary work, prior to the Guided Reading session. Just a clarification on prior knowledge versus background knowledge. It’s not that we are to ‘avoid’ the activation of students’ prior knowledge, but more that we want to be purposeful and strategic about what prior knowledge we activate i.e. in line with the schema and background knowledge from the text.
ReplyDeleteI agree that the Fluency Rubric is a really purposeful way of focussing learners’ attention on using their voice with modulation and intonation. All of the elements on the rubric support deepening of comprehension and metacognitive awareness of those elements that support meaning-filled, active reading. I look forward to hearing how your learners engaged in self and peer reflection using the rubric.
Nga mihi
Naomi R.
Literacy Facilitator - Manaiakalani Reading Practice Intensive