Classroom Set Up

This term I have worked on setting up a library in my classroom where the students are able to see, choose, and enjoy reading whether is be for reading program, silent reading, research and leisure reading.  It has been difficult using the information shared through the 'Reading Practice Intensive' (RPI) programme.  It certainly is intensive.  However the bits that are clear to me I have tried to integrate into my class reading sessions.  I have always known that reading is used throughout all curriculum, but now have tools to go into deeper thinking and strategies to increase the understanding of texts, different medium of texts, ways to increase the excitement and enjoyment of reading with the students.

Firstly I have set up a intentional library space for the students and connections to different topics.

Then I have set up a system that gets the students to choose their reader for the weekly reading tasks, and a text to read for silent reading, and enjoyment.  Both books they are given the oppurtunity to understand, talk and write about the text they are reading.  The students were issued library cards to use to get the texts they choose.  There are two monitors that manage the system.  The students have been very excited about the system as they are able to read the text of their choice.

The next plan is to connect the text to more kaupapa mahi the tamariki will be learning throughout the term.  

Guided Reading (& Comprehension)

Guided reading with strategic actions.

First of all its important to set time for guided reading, shared and independant reading.  DO NOT DISTURB this time.  

Be prepared and know the learning intentions for the students.  

This lesson today has reminded me that it is important for students to know what the learning intention is for the reading session.  It is important to be prepared with background background knowledge, vocabulary, and purposeful information.

The reading programme is connected to the kaupapa, which is also recognised in other marau.

I appreaciated the information about the difference between background knowledge and prior knowledge, and which knowledge to work on through the reading programme, as time is of the essense.  Also relevant and correct information is promted.

Ensuring their are connections between purposes and texts.  Also prompting discussion through questions and discussion about the text and information.

I enjoyed seeing examples of teachers at work for guided reading and their plans.  Especially the visual learning intentions and prompts for deeper thinking for the students.