Seniorteam17April2014ReadingInstructionalReadingStrategies

KupuhouHeahatetikanga(Wordderivatives)

CSILiteracyReadingstrategies(Makingconnectionsmovingintoaskingquestions)UsingDATs
wholeclassdiscussionshelpallstudentsdeveloptheirvocabandmakeconnections.
Theyscaffoldoffeachother.

Highinteresttext
,carefullyselectedtexttohookthemin
AchievementsBoysonyellow7upfromred
Priorknowledge
Experience,
VocabincreasingwordknowledgeWhatsthepurposeofthat,makingconnectionstotheglobal,
homeandwidercommunity
Competitive
highdesiretoincreasetheirachievements

Readingmileage,readingto
SheenaCameronstrategiesandtrackingsheet/Bookmarks
SecretMissioncardsHelen(recordordiscussanswers)
Readerscafe(Term2startafterprocessesinplace)ownchoicereading(includingcomics)witha
hotchocolateorsmoothiefruitdrinkonceaweekmakingreadingenjoyableandrelaxing!
Minimum15minsSSRafterlunchdaily(oftensharesomethingfromourbooksormakea
recommendationorhighlight/introduceavocabularywordwithcontext).
Lotsofresearch(owninterestopportunitiesusingtaughtonlineresearchskillsandparaphrasing.
ReadingABCstitlesstartingwithdifferentlettersofthealphabet
Genrepassportsandreadingchallenges,keyintoinferencefoldersBrainbanks/readingresponse
cardsandSRA/Clozereadingtexts.(topicrelatedorhighinterest)
Sharing(byreading)eachothersstories/writingresearch
Sophisticatedpicturebooksanddiscussionse.gTowertotheSunbyColinThompson.andbooks
relatedtowritingtechniquese.gThescreamingmeanmachineJoyCowley,descriptivelanguage
usedtodescriberealevents/experiences.
LiteracyCircleskidshavejobs/responsibilitiesandmeetafterreadingthechapterstheydecide
on.
Readingonlinestoriesreadbyactors(ICT)ReferICTleaderspageonlinestoriesactorsare
readinginsteadofkidslisteningtoourvoices
Talktimeanddiscussions/sharingtobuildknowledgeandvocabularysoitdoesntinterferewiththe
meaningoftextsandflow.
Analysingstaticimagesreadanddiscussposterimageryandwordsandanalysehelpsthe
studentstounderstandhowtoanalyse.
rabthereadingmomentsoftenthesechildrenmissalotofschooling
Tuakana/TeinaGaywithRm2,NgaretawithRm4
Tieditintoinstructionalwritingonechildwritessomeinstructionsandanotherreadsthemand
followsthemimproveswritingandreadinginapractical/funway.
ResearchSharonshouldread3timesperday

Sketchtostretchexamples,canuseanytext.
Professionalpartnerships
Celebrations
Greatworkingwithdifferentcolleagues,abletosupportothercolleagues,sharingof
ideas,Somereallypositivethingshappening,goodtoseedifferentstrategies/ideas
Enjoyedtheprocess.
Duringobservation:HighInterestlinkedtorecentcampatTuiRidge.Room1studentscouldmake
connections/links/highinterestabletobesuccessful.
UseofipadallowedmetohearconversationsthatChrishadwithstudents.
Queries
ThinkingabouthowIcanbestevidencethisformyprofessionalportfolio.
CanIusemyownreflectivetemplate?
Electronictemplatewouldbegreatorreflectivevideo/vokiorgoogledocetc.?
Datagatheringdocwastimeconsumingconsidervideotoavoidthis.
Concerns
findingsuitabletimeforpartnerstomeetforinclassobservationsandforfollowup.
TheobservationtooktoolongbecauseIwastryingtoextendtheirknowledgeandgetmorechildren
tocontributetothediscussion.(DiscussedwithSharonRosssuggestedIuse3differenttypesof
buddiestothink/pair/share.1.Childrencanchooseafriend,2.Teacherstrategicselectsapartner
thatwillbeabletoguidetheirpartnerand3.Buddywithapartnerwhoispartofthesamegroup).

Keyquestion
W
hatifanythingarethestudentslearning?

NextstepactionsGiveyournextsteplearningintentionstoTessabytheendoftheday

Whatiscomprehension?
Makingconnections,vocabulary,questioning,thinking,inferring/evaluatingtexts,understandingthe
mainideas,linkingpriorknowledge

Weneedtofocusinonthosewhodontgetit.seepowerpointontheserver
Teacherwrite/curriculum/reading/TOD
(Sharemystoriestohelpkidsconnectsharetheirs)

ExplainingReadingbookbyGeraldDuffy

EXPLICITteachingofComprehensionStrategies(Stages):
1.Description/Explanation
2.Modelling
3.ScaffoldingCollaborative
GuidedPractice
4.Practice/Independentuse
(Canuseeasier/familiartextstogodeeper)

Seehandouts.
Questionwhathappensifpredictingtakesawaytheenjoyment?Asin,Idontoftenpredictwhen
readingIenjoywhatIfindthenthinkaboutit.

RecommendedBooks:

*HOLESbyLouisSachar.
Goodforapredictingstrategylessonifkidshavenotseenthemovie.Usecopywithlizardonclay
coverseeHelenifcopyneeded.

*PianoRockbyGavinBishop.Childhoodmemoirs.

* School Journal - Part two, Number 1, 2011 (After the storm).

Activitiestogenerateinterest/predictions:
Titleschopoutakeywordandkidscomeupwithalternatives.Checkoutheadlinesonlinesites
ReferSheenaCameronpg5563

Playonwords
e.g.
Include Your Children when Baking Cookies
Something Went Wrong in Jet Crash, Expert Says
Police Begin Campaign to Run Down Jaywalkers
Safety Experts Say School Bus Passengers Should Be Belted
Eye Drops Off Shelf
Teachers Strike Idle Kids
Stolen Painting Found by Tree
Red Tape Holds Up New Bridges
Typhoon Rips Through Cemetery; Hundreds Dead
Man Struck By Lightning Faces Battery Charge
Astronaut Takes Blame for Gas in Spacecraft
Kids Make Nutritious Snacks
Chef Throws His Heart into Helping Feed Needy
MILK DRINKERS ARE TURNING TO POWDER
COMPLAINTS ABOUT NBA REFEREES GROWING UGLY
TWO SOVIET SHIPS COLLIDE, ONE DIES
SQUAD HELPS DOG BITE VICTIM
Example:
Destination Planet Blobb
Strategy = Questioning
Model closed questions:
- Where do you think it might be set? (develop why next)
- What might the characters be?
- Does planet Blobb exist in our Solar System?
- How might they have travelled to planet Blobb

- What gives you a clue that the characters are from another planet? (wearing astronaut
helmets - breathing suits - not from the same atmosphere).
Model open ones:
What do you think they might find on planet Blobb? Why do you think that?
Where might they have come from and why?
What do you think it would be like exploring a place that you have never been before?
Use of timelines- from whole story, from characters perspective, one part of time,
Could be written or drawn (3 Bears) use symbols, labels, one character
DATS- refer Effective Literacy handbook- pgs-80-90
Refer to separate table - Deliberate Acts of Teaching.
Donut or Turn and tell your buddy
AWARENESS of conversations and prompting further questions - devils advocate
(where a child gives an answer and you ask a question that shows a flip-side and
questions the answer to provide an alternative point of view or open up discussion
further.