Skip to main content

Observation from Team Leader (Paulette Newton)

By Anonymous
24.08.2015
Paulette observed  a reading session in my Year 3-4 class. The session involved:
* Revision of our Reading WALT (Learning Objective) with whole class
* Modelling of the Tic Tac Toe spelling activities, which I left on display for students to reference during the session
* Teacher guided reading session on questioning (small group)
* Independent Daily 5 Reading tasks, set up for student groups (differentiated according to students' current reading skills and next steps)

Observations (things to keep doing)
Next steps for my practise
  • Use of questioning to encourage student sharing and comprehension
  • Clear modelling on asking questions in reading, e.g. "How can you change that comment into a question?"; "Use our question words - What, Where, When, How..."
  • "Do you know why..."  and "Prove it to me / Find the evidence for..." to allow students to show comprehension
  • Explicit feedback e.g. "You are saying the words clearly and reading fluently"
  • Incorporate modelling (e.g. of Tic Tac Toe) in modelling book
  • For stronger readers - use buddy pre-reading or Literacy Circles - COMPLETED, also use of news-o-matic and Rapid Review online to engage advanced readers
  • Place less focus on pointing to each word - COMPLETED
  • Co-construct success criteria with children
  • Be clear on noise expectation and uphold this  - COMPLETED
  • Watch timing...aim for 8mins maximum per group - UNDERWAY


Labels:

Comments

Post a Comment

Popular posts from this blog

Supporting Diverse Learners (RTLB Feedback and Support) April 2022

By Anonymous
The Situation This year, our team has a group of diverse learners who we are working collaboratively to support.  We have access to Resource Teachers: Learning & Behaviour (RTLBs) assistance for this. Two RTLBs observed our lessons during term 1, and we also undertook student surveys with 16 students (half considered diverse, half not diverse). Their feedback is as follows. We are exploring how we might use a more UDL style of approach to support these, and indeed all of our students. Student Voice: Survey Results from whole cohort Student Voice: Survey Results for my  home group RTLB Observations Feedback From RTLBs and Team Discussion Some of the positives noted:  High level of teacher attention on appropriate rather than inappropriate behaviour  Students are scaffolded to complete tasks and reach success, at times with 'first, then'. Students have access and are encouraged to use a range of learning tools e.g. visual timetable, fidgets, wobble cushion Teachers...
Post a Comment
Read more

Te Reo Term 2

By Anonymous
Over the last fortnight, I have looked at how I can increase Te Reo in my practise.  I have done this by: * Making more use of Te Reo for instructions e.g. "Kia tere!";  "Homai te...(pene etc)"; "E noho."  * Using Te Reo more for greetings with students' whaanau and students themselves * Ensuring there are more Te Reo books in our class library shelf * Observing and utilising Sherilee's (weekly Te Reo teacher) examples, and checking my pronunciation with her  * Including more waiata in class e.g. Matariki waiata, Ka Kite waiata * Allowing for more output  opportunities e.g. practising our greeting during roll call * Ensuring we say the karakia every day I found information on providing students with ooportunities for input  and output informed my practice: http://hereoora.tki.org.nz/Teachers-notes/Teaching-te-reo-Maori-effectively and great resources for Te Reo Week 2-10 July here:  http://www.tetaurawhiri.govt.nz/what-we-do/events-a...
1 comment
Read more