Wow another great day... the more learn the more I realise what I can do better. Less is best, focus on what you really want to teach so you can qucckly move on:; don't try to do too much. Always pause for reflection.
We need to give learners multiple encounters with the vocabulary and ideas, modelling our expectations and focussing on engagement and enjoyment.
I need to up my game in recording observations, for lower readers I can use Sunshines Classic, for more capable students I can use screencastify, or a voice recording. Whatever I do it needs to be focussed and productive. Loves the guidelines for year levels, I have never seen these before. So Year 3/4 once a week and 5/6 once a fortnight. I don't have my target students reading aloud for the recommended 20 minutes. I need to up my game in this area. Maybe this is why I don't see the improvements I want to see. They are involved in reading for this time but it is not alway aloud. Note to self programme this in!
In general groups my next steps are around questioning. I liked the way we engaged with the the modelling book and planning it is going to help me use these more efficiently and improve my planning as a result. The bettter the plan the better the result. One question that lingered in my mind was should I when doing the guided reading planning have a sheet for each group with multiple weeks (only 4 sheets) or a four groups on one sheet requiring ten sheets a term?
Then there are the non-negotiables that need to be on text reponses: learning intention, a connection to the text, questioning, a creative and sharing task. I am glad we have been given some exmplars. I need to make up a template so I can quickly access these and don't just hash one up. It takes too long!
Hi Kristine, I too used to think my students did enough reading aloud but when I thought about it they really didn't. Remember this doesn't always need to be to the teacher - a buddy, into screencast, or to the class pet can all be just as effective. I like that if they record themselves they can listen to it back and self assess. This is a digital affordance I think we don't use enough. As with everything though what we are suggesting is a 'rule of thumb' we all understand it won't always look like this as classrooms are so changeable and we need to be adaptive. Planning is such a personal thing, I think you need to try out the option that you think will work and see how it goes, we were always asked for example when we started mapping out the RPI, but there are just so many different ways to do it. I alway recommend looking at the examples and then adapting it to suit you and your context. Would love to see what you decide on.
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