During the first portion of the year, I am going to focus on working with these tier 2 groups through my modeling of target graphemes and how it directly translates into student accuracy during the word-blending phase of book introduction.
My overall Inquiry Question is:
How effectively am I using 'Vocabulary Elaboration' and 'Story Grammar' mapping to prepare students for the specific linguistic demands of the new text?
My hope is that through my whole class taumata I can introduce the strategies of vocabulary elaboration and story grammar mapping that will directly fall into completed and successful independent tasks with the children. I do recognise that those in my tier 2 groups will require a little extra assisstance as the year progesses, which is why I will be placing some focus on my small group interactions with them a well.
