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English reading 1


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English reading 1

  1. 1. READING
  2. 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. =player_embedded Piaget Video: The Constructivist
  3. 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. 4. Whole Group Teaching Interactive Read Aloud Shared / Choral Reading Poetry Share Reader’s Theatre Story Telling Phonics/Wordstudy Minilessons Author Study
  5. 5. Small Group Teaching Guided Reading Literature Study (Book Club) Individual Teaching Independent Reading Buddy Reading Reading Conference
  6. 6. 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.’
  7. 7. Working towards…. A Reading Program which differentiates
  8. 8. 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
  9. 9. Decreased emphasis  Treating reading as an isolated subject Increased emphasis  Integrating reading into all key student learning
  10. 10. Decreased Emphasis  Decoding only for reading accuracy Increased Emphasis  Reading for meaning, a wide selection of reading material and reading for interest
  11. 11. Decreased Emphasis  Silent, individual work Increased Emphasis  Collaborative and cooperative group work, small focus groups, and flexible grouping according to student learning needs
  12. 12. 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
  13. 13. Using English On Line data to gather prior knowledge to plan & teach at the Point of Need
  14. 14. Decreased Emphasis  A narrow focus on one strategy or mode of teaching Increased Emphasis  Teaching a wide range of strategies
  15. 15. 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.
  16. 16. 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.
  17. 17. 90 % of differentiation happens before you teach the children - Planning. Challenge children!
  18. 18. Young Children are Great Thinkers
  19. 19. 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
  20. 20. Questions: Wonderings
  21. 21. Further Info