Monday, 27 August 2018

Inquiry into reading

We met as a team to discuss how we can better plan for explicit teaching in reading. When teaching reading, it can be difficult to make strong links between what you teach in a guided reading group and what the children do as a task when they are not with you. Therefore, we worked together to discuss how we currently do this, and how we can improve our practice.

Here are some notes towards a potential reading plan for a group learning to infer and understand different points of views:

WALT make an inference about the author's purpose and their point of view when they don't state it explicitly.
[Make connections/ inferring/ applying knowledge]

Direct instruction idea: Questioning/ prompting the children to discuss.

Learning experience idea: Ask ourselves: Do they need the text to be able to complete the task - if not, it's not achieving what it should. Video contrasting two scenarios which are present in the text (teamwork vs. not showing teamwork).

Cycle rate idea: 2x a week guided reading + 1x check in.

How will I know what difference it made? Do similar WALTs for 2 lessons then tweak learning experience ideas. Seeing how they answer relevant questions in guided reading sessions.

Things to watch out for: Children who are mid-way through year 5 and reading at around 9 years need to be getting enough mileage so we need to ensure that enough texts are being read in a week.

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