*First image - Student Voice about what we are doing with teaching the reading strategies and why...
*Quote - more the "Teacher reminder" - To make everything visible!
It has been a while so a quick review of what I have been learning:
- to become more student - centred and intentional with our text selection (based on initial data collection - RPI days 1-2)
- Reminders to including all 6 kinds of reading in your program and instruction:
- varied ways to approach groups (RPI day 3) dependent on individual learner / class dynamic needs (social-emotional) as well as academic (CL level), and Curricular goals or learning intentions (skill building, content, strategies)
Today was a good day for me to wrap my head around my own background literacy models and the ones used more commonly in NZ at primary, Guided Reading, through to transitioning at junior secondary with a Reader Apprenticeship model. The aim is to make sure the reading skills, strategies and metacognition skills are clear to students as they build their skills with increasingly varied and complex text types across the curriculum. I struggled to manage Guided Reading Groups - planning for 5 groups a week in primary. I have also struggled at secondary to use guided reading groups. Largely due to challenges with class dynamics and high needs, so I had been looking forward to this session to discuss ways to make this more manageable.
After discussions today and examples, I am thinking this year, while I am working through the RPI training, I will be implementing bits and pieces as I learn. I hope next year to be able to have a more consistent and cohesive plan. I am looking forward to checking out the digital teacher modeling book. I still like the old scrapbook models too - but in this post-covid world with our attendance so up and down, I also see the value in making it all visible online. My worry is that it does require a lot of time to set up and maintain things like the Teacher workbook, modeling books, Hapara workspaces/or Class sites, etc. That is a lot of digital time teachers need above and beyond the in-class instruction time. I will be looking to streamline (pick and choose) the aspects that will work best for me next year. Additionally, there are times when we need students to be offline. Balance will always be a struggle.
Guided ---> Apprenticeship Reading
These 2 slides from the above link were really helpful for me to see the difference between guided reading in primary and what is the Apprenticeship model.
Other key points that are take-aways that I hope to share with students in the next few weeks are:
ia ora Valerie
ReplyDeleteThank you for sharing your reflections and insights from the Day 4 RPI on Reading Apprenticeship (& Guided Reading). It’s good to hear that the day was useful for you to get your head around some of the differences between approaches to reading in Canada and here in New Zealand. I also think the digital can actually build in some of the ‘organising efficiencies’ that makes planning, differentiation and monitoring more manageable. As you say, it would be important to take those bite-sized steps and I would encourage you to do some trial ‘n error first. For example, if you are already using slides in some form for curating content and activities, these can very easily be embedded into a site, so routines can be built almost immediately (e.g. students know where to go, begin their ‘Do Now’ or other ‘settling in’ activity, which frees up time for you to do administration or help students who need extra support). It also means, as you point out, that the content is rewindable for those who are absent or late.
With small group interactions, the digital modelling book can be a really useful tool for capturing evidence that can be used to ‘fuel’ discussion The template can be completely blank at the start of the session, and as you type in a prompt or enter the ‘survival’ vocabulary, input by students can be added in the teaching moment. One of the key affordances is it’s visible to the whole group, so their input can be commented on or referenced by other members in the group. Do let’s discuss these at a future catch up Meet. How are things going with planning for text sets this term? I look forward to hearing where you and Emma have got to.
I’m really looking forward to hearing all about the practice implementations from your homework, and the adjustments you mentioned.
Nga mihi
Naomi R.
Literacy Facilitator - Manaiakalani Reading Practice Intensive
Yes - I agree that class sites and my daily planner for students really helps with students knowing routines and what to do as they come in to class. I still need to revisit the digital teacher modelling book to see how I can use this. With our current topic - just having some trouble with varied levelled resources but working around it with lots of modelling. Currently - I often model on the whiteboard, take photos and share those in our planner or emailed directly to students, and sometimes model digitally online with students viewing through tv. I do use Hapara workspaces as well for some units and practice. I find it varies when I use specific tools or platforms - but students do know they can always find their work on our class site daily planner.
DeleteKia ora Valerie
ReplyDeleteThank you for sharing your reflections and insights from the Day 4 RPI on Reading Apprenticeship (& Guided Reading). It’s good to hear that the day was useful for you to get your head around some of the differences between approaches to reading in Canada and here in New Zealand. I also think the digital can actually build in some of the ‘organising efficiencies’ that makes planning, differentiation and monitoring more manageable. As you say, it would be important to take those bite-sized steps and I would encourage you to do some trial ‘n error first. For example, if you are already using slides in some form for curating content and activities, these can very easily be embedded into a site, so routines can be built almost immediately (e.g. students know where to go, begin their ‘Do Now’ or other ‘settling in’ activity, which frees up time for you to do administration or help students who need extra support). It also means, as you point out, that the content is rewindable for those who are absent or late.
With small group interactions, the digital modelling book can be a really useful tool for capturing evidence that can be used to ‘fuel’ discussion The template can be completely blank at the start of the session, and as you type in a prompt or enter the ‘survival’ vocabulary, input by students can be added in the teaching moment. One of the key affordances is it’s visible to the whole group, so their input can be commented on or referenced by other members in the group. Do let’s discuss these at a future catch up Meet. How are things going with planning for text sets this term? I look forward to hearing where you and Emma have got to.
I’m really looking forward to hearing all about the practice implementations from your homework, and the adjustments you mentioned.
Nga mihi
Naomi R.
Literacy Facilitator - Manaiakalani Reading Practice Intensive