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!
Talofa Jasmine,
ReplyDeleteIt was wonderful to meet you in person this week. The chart you created on Mentor Texts, and I see it being extremely useful. I love teaching and discussing a range of story and sentence starters with students for their narrative writing. Having examples to demonstrate how other authors use them would have been helpful in inspiring the students even more.
Tanya Mundy
Ako Hiko EPL
Kia ora Jasmine
ReplyDeleteThanks for sharing your many takeaways from Day 5: Planning a Reading Programme. Can you believe that we are now officially over the halfway mark! I have been super impressed by the range and depth of your practice implementations since the start of the programme.
I’m particularly encouraged that your takeaways for this week include a deeper dive into the LtR, given you have begun your journey into The Code. It will be a useful additional tool in your diagnostic kete. I believe that Day 6: Vocabulary (& decoding) will be timely as well with our intentional focus on decoding and spelling.
Digesting your wondering about how discussion can fit more regularly into independent activities, take a look at the instruction design on these activities off the Kākāpō task board examples: Fiction or Non-Fiction; Genre Quiz (with a Buddy). Adding a collaborative plus reasoning component (in your directions) can support discussion. For example, including a table or space where students first fill in their independent responses, then compare and give reasons for their differences with a partner or buddy. Gabriel Hughes (Pt England), in Group 2, has also designed this activity which you may want to explore and discuss with him. Watch this space aswell for the “robust vocabulary” reasoning approach we will be using on Day 6 …
I’m looking forward to sharing the collated writing poster examples from last time, but also to us all sharing any samples of writing students crafted following any implementation from the Reading Like Writers session.
I hope you had a restful King’s Birthday long weekend and I look forward to seeing you for our next RPI day.
Nga mihi nui
Naomi Rosedale
RPI Literacy Facilitator