Focussed Teaching in Reading and Writing

1. Focussed Teaching in Reading and Writing 19th June 2013

2. #focuslearning Twitter

3. Acknowledgementof Country A Blessing Prayer

4. Cossi Learning and Teaching

5. Intended Outcome To explore the purpose and implementationof teaching procedures that support students as readers and writers.

6. Ina scaffolded approach to literacy, there is a place for the teacher to model, share, guide and encourage independence in reading and writing. Professor Susan Hill: Developing Early Literacy: Assessment and Teaching:Pg. 82 Second Edition

7. Gradual Release of Responsibility Pearson and Gallagher 1983

8. WE NEED TO BE THINKING ABOUT.... • What do the students know how to do? • What do they need to learn how to do next? • What teaching will support this learning?

9. What does your child need to know how to do next... • text structure • sentence structure • vocabulary • spelling • handwriting • punctuation

10. KWL Chart Shared Reading

11. Shared Reading is an instructional strategy for the whole group and small group.

12. What is Shared Reading? • Shared reading occurs when students collaborate in the reading of an enlarged text with the teacher • Teachers use data to inform text selections, the grouping of students and the time groups engage in shared reading

13. Strategic Activity on Text: Teaching the children how to... • Pick up information • Work on it • Put it together • Make a decision • Evaluate that decision

14. Determining the Teaching Focus • Aspects of language (structure, rhyme, rhythm) • Concepts about print • Clarification of concepts • Strategic activity in reading (predicting, locating, checking, confirming, self-correcting at letter, word or text level) • Comprehending messages in print • Information skills

15. Concepts about Print • Directionality • One to one matching • Punctuation • Story, sentence, word, letter • Constancy of print

16. Teaching for phrasing in fluent reading Gathering up groups of words into meaningful chunks

17. Visual Information - print Building a knowledge of alphabet features Building a knowledge of letter clusters Building a knowledge of word shapes Building a knowledge of word spacing and print layout Building a reading, writing and listening vocabulary Building an understanding of more complex language structures Learning how to take words apart in reading

18. Phonological Awareness and Phonics • Hearing sounds in language: at a sentence level; at a word level • Identifying rhyming words, alliteration and repetitive structures • Linking sounds to letters

19. Oral language Substantive conversations around text • Articulating thinking – modelling and sharing • Applying appropriate comprehension strategies and identifying meaning making systems

20. Structuring the talk • Preview :Before – Why? What? • Review:During – How are we going? • Reflect :After – What have we learned? Where have we used it before? Where can we use it again?

21. Opportunities that grow from Shared Reading • Link guided reading focus to the specific aspect you treated in Shared Reading • Use the same text for small group Shared Reading • Use the same text, if at the appropriate level, for independent reading • Engage students in appropriate reading activities. • Reflect on children’s responses to plan for further teaching • Link to writing opportunities

22. Housekeeping Ensure … • text is visible to all children • text is large enough to be read by everyone • timing of the session maintains engagement • teaching is focussed and tailored to the needs of the children • teaching is informed by data analysis • routines have purpose and are considered e.g. use of pointer • WHOLE GROUP READS TEXT TOGETHER

23. KWL Chart Guided Reading

24. Students learn how to talk, think and read their way purposefully through a text

25. In Guided Reading students with similar reading abilities or students who need to acquire similar skills to be successful readers are grouped together. Groups can also consist of students with common interests or experiences. The groups are flexible and are kept small to encourage interaction among the students and to allow you to observe individual reading behaviour. Fountas, I. and Pinnell, G. (1996) Guided Reading. Heinemann: Portsmouth

26. Key focus in Guided Reading: Comprehending messages in a text

27. Guilded Reading is primarily about building meaning. Guided Reading is not a time to focus on word attack skills or large amounts of processing at the word level.

28. 4 main phases of Guided Reading • Choosing an appropriate text • Orientation / introduction of the text • Reading/ processing the text • Revisiting and responding to the text

29. Choosing an appropriate text • What is the focus of learning with this group of students? • What am I assuming about my students when selecting this text? • What are the language demands within the text? • What new learning am I anticipating from this guided reading session? • What new challenges in this text will help further students' learning? • Will the students be able to problem solve at a word level and text level on this text?

30. Orientation of the text • Talk about the book in order to provide support and to enable the readers to use their own world knowledge while drawing on information in the text. • Direct the students’ attention to specific features of the text to build their knowledge or to allow them to apply strategies they already have. • Facilitate a discussion with open-ended questions that scaffolds the students to talk, read and think about the text.

31. Reading, talking and thinking your way through a text.

32. Guided Reading is a strategy that supports students to discover the meaning of a text for themselves. The amount of guidance given by you, the teacher, varies according to the ability and confidence of the students. Fountas, I. and Pinnell, G. (1996) Guided Reading. Heinemann: Portsmouth

33. Reading the text • Children silently read passages of the text or the complete text. • While the students are reading the text independently the teacher moves around listening, talking and intervening at their point of need.

34. Contexts conducive to comprehension • Large amounts of time for actual reading • Teacher directed instruction in comprehension strategies • Opportunities for peer and collaborative learning • Occasions for students to talk to a teacher and one another about their responses to reading Fielding, L.G. & Pearson, P. D. (1994) Reading Comprehension: What Works: Educational Leadership, 51 (5)

35. Reviewing the text • When all the students have read the text the teacher invites the students to share their responses focusing on the understandings gained. • The group can now explore the language, discuss the features, mood, style, etc, and reread to make sense of the text or to find evidence to support their opinion. • Strategic readers address their thinking in an inner conversation that helps them make sense of what they read. Harvey, S. & Goudvis, A. (2007). Strategies That Work 2nd edition pg. 12

36. Taking a closer look at processing While the students are reading the text independently, the teacher moves around listening to the reader, teaching, prompting for or reinforcing effective strategic activity in reading.

37. How is the child... • Picking up information • Working on it • Putting it together • Making a decision • Evaluating the decision

38. Teaching Interaction – one on one • Demonstrate Show the reader how to take a specific action using simple clear language and by providing an explicit demonstration • Prompt: MSV Use language that calls for the reader to a take an action to problem solve – vary the gradient of scaffolding depending on student responses • Reinforce Confirm an effective strategic action • Observe Notice how the reader processes effectively

39. The Guided Reading group needs to be arranged so all members can see one another Each student has an individual copy of the text

40. The students are not just learning how to read they are learning what to do with what they read

41. Housekeeping Ensure … • teaching is informed by data analysis • grouping of students is informed by data analysis • teaching is focussed and tailored to the needs of the children • one text per student • reading is generally silent • children do not 'read aloud' as a group or take turns to read 'around the group' • timing of the session maintains engagement

42. KWL Chart Modelled Writing

43. Modelled Writing • Each session has a clearfocus based on students' needs • Teacher clearly demonstrates writing behaviours whilst verbalising (think aloud) the thinking processes • Students observe teacher writing

44. Modelled Writing • Modelled writing is useful to demonstrate authorial and secretarial aspects of writing process • Students are observers of the writing process in action

45. Modelled writing involves the teacher constructing texts in front of the students and making explicit, through demonstration and articulation, the thinking, considerations and processes linked with the construction.

46. Modelled writing is a powerful way of demonstrating. •The relationship between spoken and written texts •How authors construct their texts •How authors plan their texts •How authors work and rework their texts •How authors solve spelling, punctuation and grammatical issues •How writers construct texts for different purposes and audiences and choose the most appropriate genre to suit their purpose and audience Jan, L.W., Write ways-modelling writing forms, Oxford university press, Melbourne

47. Focus Should be a balance of: writer’s craft (authorial) as well as a focus on the linguistic structures and features of texts(secretarial

48. KWL Chart Shared Writing

49. Shared Writing • Composing Revising Publishing • Teacher and students collaborate to construct the text, discussing and negotiating topics, ideas and word choices • Teacher holds the pen!

50. Shared Writing: Mini-Lesson • Follows :Whole Group: Shared Reading • Emphasis: Recording stage of writing process • Handwriting, grammar, spelling, writer's craft