Today, the teacher's of Pt England spent some time in Professional Development discussing the reading research that has been compiled with our PAT data that shows that our students are still struggling to achieve at the national norm. We have been focusing on what we need to do as a school to help make accelerated progress in reading a natural occurrence for the students at our school.
Shanahan & Shanahan Model of Literacy Development (2018): moving students from Basic Literacy (foundational) to Intermediate to Disciplinary Literacy (High School/NCEA). We do a great job getting the students to a Year 4 reading level but we are struggling to get our kids to that level of disciplinary literacy at an earlier age in order to shape their literary understanding at an appropriate rate.
Today, we spent some time looking at Instructional Reading, while remembering the importance of vocabulary acquisition.
INSTRUCTIONAL READING
Orientation/Introduction of the Theme/Hook them in - ignite curiosity
Early Years: Talking mainly about the theme of the book. Keeping it nice and tight giving them enough to get going.
Planning: Depending on the level, you may do a quick high frequency word quiz and quick read of a familiar/seen text or revisit something from the previous lesson.
-Make sure you have the norms set up and reviewed as needed at the beginning of your lessons
-Provide them with a purpose for their reading before the start the text. It is important that students have a clear purpose for what they are reading so that they make a connection to the text instead of just reading to read.
-Discuss what we already know about the theme of the text in pairs. Then, listen to each other share and then the next person rephrase and add on to what was already said.
**You are the Prime Minister, what are you going to say about this problem to others?
How do we hear kids?
-Kids need to be comfortable and feel safe while being HEARD. Students need to be reading aloud to the teacher
-Read to themselves and then tap in front of students to read aloud where they are so you are able to hear them and work with them individually
-Older kids need remember their purpose for reading before starting and knowing what will be discussed after reading. Have them come into reading aloud when you tap them from where they are in the text and move on once you are ok with what they are reading.
Planning for instructional reading: Be sure to front load yourself with information about the topic/theme
-Set the expectations up high. Encourage the kids through your launch about what the goals of the lesson are to promote student success.
-Don't focus on answering questions focus on the discussion about what they have read. Thinking about why the author wrote the text
-Be truthful about the concept that thinking is hard work. It is not an easy thing to do and we must work to be successful
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