Andrea started with a shared big book. She set the whole class up for success by outlining expectations while students weren't with the teacher - she had a number of activity trays set up for children to get if they grew tired of activities on tables.
I observed her with one guided group and noticed the following, which I will aim to use in my own future reading sessions:
* Pre-chat prior to each page, Andrea talked the students through the pictures and story so far, prompting and questioning all the way. Sometimes this involved noticing text, e.g. "Here the teacher is called Mrs Smith. Can you find her name on the page?" which prepared the children for new, challenging words.
* Lots of praise of what the students did e.g. "You got the 'st' blend at the start...great!"
* She stopped the children to demonstrate reading for meaning, e.g. " it says...'when the children got to school...'what would make sense?"
* She showed enjoyment through her own expression and constant think alouds - "I wonder what...", and she used think aloud rather than questioning for this developing group e.g. "I've just had a thought...I think that word is the guinea pig...that would make sense....when they came to school, the guinea pig had disappeared!"
* She took notes after the session not while students were reading - allowing her to be 100% present.
* She avoided prompting others in the class or responding to them unless urgent. Calls to reduce volume were made before/after each group.
* Andrea mentioned the NE-Level 1 animal reading strategies explicitly e.g. "Can you use chunky monkey?" and "Let's use our lips like a fish.
I look forward to integrating some of these strategies next year.
I observed her with one guided group and noticed the following, which I will aim to use in my own future reading sessions:
* Pre-chat prior to each page, Andrea talked the students through the pictures and story so far, prompting and questioning all the way. Sometimes this involved noticing text, e.g. "Here the teacher is called Mrs Smith. Can you find her name on the page?" which prepared the children for new, challenging words.
* Lots of praise of what the students did e.g. "You got the 'st' blend at the start...great!"
* She stopped the children to demonstrate reading for meaning, e.g. " it says...'when the children got to school...'what would make sense?"
* She showed enjoyment through her own expression and constant think alouds - "I wonder what...", and she used think aloud rather than questioning for this developing group e.g. "I've just had a thought...I think that word is the guinea pig...that would make sense....when they came to school, the guinea pig had disappeared!"
* She took notes after the session not while students were reading - allowing her to be 100% present.
* She avoided prompting others in the class or responding to them unless urgent. Calls to reduce volume were made before/after each group.
* Andrea mentioned the NE-Level 1 animal reading strategies explicitly e.g. "Can you use chunky monkey?" and "Let's use our lips like a fish.
I look forward to integrating some of these strategies next year.
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