Check out the resources here.
- targeted differentiated teaching
- clear learning intentions
- logical and intentional sequencing of the learning
- explicit teaching
- multiple approaches
- ongoing feedback
Lisa uses these book marks, rather than sticky notes, during Guided Reading sessions. Students look for interesting facts, vocabulary, and connections to then discuss with the group/ teacher.
Here is an example of how Tania explicitly teaches reading comprehension strategies through her Guided Reading groups. A clear purpose and explanation is given to students about why they need to learn and practice these strategies to become good readers.
Here are some student products as a result: (click on the image for detail)
Try this for generating random question stems.
The litmus test for effective feedback is when a student is able to answer:
- Where am I going?
- Where am I in the learning?
- What do I need to learn next?
7 Principles of good feedback:
- It clarifies what good performance is (goals, criteria, expected standards).
- It facilitates development of self-assessment in learning.
- It provides high quality information to students about their learning.
- It encourages teacher and peer dialogue around learning.
- It encourages positive motivational beliefs and self-esteem.
- It provides opportunity to close the gap between current and desired performance.
- It provides information to the teacher that can be used to help shape teaching.
Leading Impact Teams, Bloomberg, Pitchford, 2017.
Here is a copy of a program I have used before. Feel free to copy or adapt to suit your class.
Words Their Way weekly program
Planning Tools for Words Their Way
Within Word Stage:
Syllables and Affixes Stage:
Derivational Relations Stage:
Best Advice Paper:
Common comprehension strategies:
1. Predicting and activating prior knowledge
4. Monitoring and Clarifying
5. Making connections
7. Determining importance
8. Summarising and synthesising
Effective Strategies to share with parents
Echo Reading – teacher/ adult reads one sentence aloud and then the student repeats it.
This can also be done by paragraph or page.
Shared Reading – Teacher/ adult reads one sentence, then the student reads the next sentence
Paired Reading – both the adult and student read at the same time
NIM (Neurological Impress Method) – adult to read and the student to mimic words behind them. Specifically used if the book is text dense. Adult to track the text using their finger.
Levels of comprehension:
Levels of questioning: Marion Blank
Questions to further investigate: (from staff 7/3/18)
Am I aware of when I use Here, Hidden, Head and Heart questions?
How difficult can we make the questions for year 2/3 based on Here, Hidden and Head questions?
How do you think inferential questions can be used to explore students’ levels of achievement and as a tool to differentiate learning?
Would it be a productive learning activity to ask children to devise their own ‘Here, Hidden, Head, Heart’ questions?
How will I get my students involved in making content for my Guided Reading activities?
I wonder if these types of questions (Here, Hidden, Head, Heart) will be more easily understood by using these titles/ prompts?
I wonder how the children will respond to using the strategy of NIM – both younger (Reception) and older students (5/6) in our classes?
How can we expand on children designing their own here, hidden and head questions?
What opportunities can be presented to students in order to activate student voice in designing questions to show their level of thinking?
Whilst developing research skills with Year 5/6 students we have unpacked the description for each band in the Retrieving Directly Stated Information strand of the PAT-R and have identified one goal for each student. These goals would be suitable for students from years 3-7 depending on which band matched their Zone of Proximal Development. Refer to the student’s scale score.
Mosaic Leaf Learning Progression – Reading Comprehension 1-21cemgd