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Gracelle Canturi
Mar 17, 2020
In Gracelle
By the end of 2020 I will engage in professional learning and collaborate with the Literacy team to deepen my knowledge and skills in teaching Shared Reading. Term 1 Evidence and Evaluation - Term 1 met with the Literacy Team 3 times to select, plan, organise Shared Reading lessons. - Engaged in professional dialogue and reading. - Learnt about the structure of Shared Reading lessons. - Learnt specifically about learning to read strategies and learning to comprehend strategies. - This term we focused on predicting, activating prior knowledge and making connections. Term 2 Evidence and Evaluation: - Interrupted due to COVID. - We continued to apply strategies learnt during Term 1 while Remote Learning. - High focus on summaring key facts and key words whilst looking at informative texts. Term 3 Evidence and Evaluation: - Have worked closely with Dee and Anabella to plan the Shared Reading Program. - Each week we choose focus areas from Learning to Read and Learning to comprehend based on student needs. - We look at texts together to formulate lessons and select focus vocab and create activities based on our chosen comprehension strategy. - We have incorporated assessment opportunities throughout the program to monitor student progress as well as inform our programming for upcoming weeks. It has been a good opportunity to see what students are able to transfer independently. - In addition, we also use Reading Records to track student progress and inform groupings and future focuses. - At the beginning of the term we focused on visualising. It has been pleasing to see student progress and development in this area. Initially, the students were mostly just drawing images of what they pictured in their mind. As we delved more into the strategy we stressed the importance of labelling and writing a sentence to explain their images. Specifically using key vocabulary from the text to enhance meaning. - In the second half the term, we focused on inferring. Based on the reading records we found that many students were reading texts really well but the inferential is what let them down. - We have focused on inferring to interpret tricky phrases and learning to read to answer inferential questions. - In week 7, Anabella modelled three Shared Reading lessons. It was great to observe her teaching the sequence of the first few lessons of the week. I observed three lessons: an introduction, context clues and inferring. During these lessons, I was able to reflect on my own practises and what I could add or change in my own teaching. It also affirmed a lot of what we are already doing as well. - At the end of week 7 we gave the students an inferring assessment. The data showed that students are getting much better at identifying specific clues in the text and combining it with their prior knowledge. This data will be great to use for visual learning to show students what skills they have learnt and what they need to continue to learn (also in guided reading). - Anabella then observed me teaching two lessons using the Anh Do text 'The little Refugee'. One lesson was a book introduction and one was a context clues lesson. The students were highly engaged in the text and particpated really well during the lessons. I look forward to hearing Anabella's feedback from the lessons. Shared Reading Program Term 3: https://docs.google.com/document/d/1hDER31hNCB9vMsfN3YCf30mFPC2UMA6dwEIcuC_z7rY/edit
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Gracelle Canturi

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