2. The Classroom
Children engaged in their learning in different spaces in the
classroom, they work in groups, with the teacher, individually
or as a whole class.
Students are involved in different activities within the same
lesson as their learning is planned and targeted to meet their
individual needs.
Collaboration (student-student/student-teacher) is valued in a
setting where students are provided with opportunities to
develop their ideas and pursue their own interests.
Thinking and learning (learning by experience) is valued with
learning-focussed discussion involved in all learning
experiences.
http://www.youtube.com/watch?v=I1JWr4G8YLM&feature
=player_embedded Piaget Video: The Constructivist
3. Goal: Creating a literate community of readers who:
Love to read
Love to compare author and illustrators
Have preferences/tastes regarding authors, genres, styles
of writing
Encounters with text must be surrounded by TALK
4. Whole Group Teaching
Interactive Read Aloud
Shared / Choral Reading
Poetry Share
Reader’s Theatre
Story Telling
Phonics/Wordstudy
Minilessons
Author Study
5. Small Group Teaching
Guided Reading
Literature Study (Book Club)
Individual Teaching
Independent Reading
Buddy Reading
Reading Conference
6.
7. Language Experience
‘What I can think about, I can talk about.
What I can say, I can write.
What I can write, I can read.
I can read what I can write and what other people can
write for me to read.’
10. The English Classroom
The reading classroom is a place where language in
all it’s forms is clearly in evidence
Reading is a significant component of a child’s day to
day learning
Reading is the medium of inquiry. Reading is a part of
all curriculum areas
Books are enjoyed, discussed, analysed, compared
and contrasted
11. Decreased emphasis
Treating reading as an isolated subject
Increased emphasis
Integrating reading into all key student learning
12. Decreased Emphasis
Decoding only for reading accuracy
Increased Emphasis
Reading for meaning, a wide selection of reading
material and reading for interest
13. Decreased Emphasis
Silent, individual work
Increased Emphasis
Collaborative and cooperative group work, small
focus groups, and flexible grouping according to
student learning needs
14. Increased Emphasis
A range of appropriate assessments methods e.g. We
gather prior knowledge to find out what our students’
know. We encourage students to reflect on what their
learning needs are, and gather ongoing assessment
regularly to inform our teaching.
Initial Assessment:
English On Line
15. Using English On Line data to gather prior knowledge to
plan & teach at the Point of Need
16. Decreased Emphasis
A narrow focus on one strategy or mode of teaching
Increased Emphasis
Teaching a wide range of strategies
17. Planning Documents:
Our Journey & Our Data – Documents Shared
Small Group Discussion & Share
Can you identify the children who are wired for
literacy. Those who will need good teaching and
those who will need additional support within
the classroom program.
18. Assessment of Reading / Planning for Teaching
F&P – Example: Level A
Guide for Observing & Noting Reading Behaviours
A Scale for Assessing Fluency – Fluency & Comprehension
Processing Systems for Reading: Thinking within, about &
Beyond the Text
Reading Kunyung Prior Knowledge: English On Line 2012
F & P – Focus teaching for ability.
Planning Documents
Other Key Documents: Key Characteristics etc.
19. 90 % of differentiation happens before you teach the
children - Planning. Challenge children!
24. Home Reading - Purpose
Reading for pleasure
Reading for practise
Easy for student for independence
TO, WITH & BY – Balanced throughout the week
Questioning to deepen understanding
Teachers focus on teaching reading during the school
day
