Professional Reading - Reciprocal Teaching for the Primary Grades : We can do it, too! By P. Pilonieta & A. Medina. Reciprocal Teaching is a research based strategy that teaches students to work in small groups using four comprehension strategies: prediction, clarification, summarisation and students generated questions. The reading describes how to implement this reading approach in primary classrooms with the use of cue cards and sentence starters.

Week 6 I began modelling a reciprocal reading process with each group. This week we focussed on Predict. Students looked and discussed the modelled text, then worked through the process together with a group text, before then working on an independent attempt with a new text. Students looked at clues from the text and / or illustrations to predict what will happen in the text. Modelled sentence starters such as : I think I will learn ,,, because... , I suppose ... because ... Week 7 I continued modelling reciprocal reading with each group. This week we focussed on Question. Students looked and discussed the modelled text, then worked through the process together with a group text, before then working on an independent attempt with a new text. We addressed questions students have as they read the texts. Modelled question starters such as : I wonder ... , Who? What? Where? Why? How? , What does this remind you of? Week 8 I continued modelling reciprocal reading with each group. This week we focussed on Clarify (work out the meaning of the words) Students looked and discussed the modelled text, then worked through the process together with a group text, before then working on an independent attempt with a new text. Modelled sentence starters such as: I need to clarify these words ..., I need to clarify these ideas ... , I need help understanding this part ... What strategies can we use to figure this out ... Week 9 I continued modelling reciprocal reading with each group. This week we focussed on Summarise and Word Sleuth, as they are both strategies we have used in share reading and students are familiar with. Students looked and discussed the modelled text, then worked through the process together with a group text, before then working on an independent attempt with a new text. Modelled sentence starters for Summarise such as: , What is the main idea ..., what sentence can sum up ...This text is about ... Modelled sentence starters for Word Sleuth such as: What is another word for ... , What is a word similar in meaning to ... , Two examples of technical language ... , The author includes these words to ...

Evidence of improving my technological skills (particularly in terms of Remote Teaching) * I have become more confident in using Google Classroom throughout Remote Learning in terms 3 & 4. I have been using Google Meets to provide an opportunity for students to meet in small groups and as a whole class. Incorporating many of the features of Google Meet like; sharing my screen, whiteboard and the in meet chat box were all new teaching tools I worked with. * I have become more confident in posting to parents on Compass and using the different shareable links on Google Docs and Slides to ensure access is available when needed. * I have created various Kahoot games based on the content taught during Remote Learning. My class are very competitive and using Kahoot was a great teaching tool. I learnt how to create my own games, make them public so other teachers can have access and also how to create a shareable link to share the games with my grade partners. Below are some of the games I created during Remote Learning.

Term 3 & 4 - English Planning with Dee Towards the end of term 3, worked closely with Dee to look at how we could best teach English - both Reading and Writing remotely for Year 5. Students were placed in smaller groups (5 or 6 students in each group) and a program was developed with Lenore to give intensive instruction once a week to each group and then the remaining days students would work on tasks building their knowledge from the first instructional day. This was a challenge as many students would forget their group, or would not attend the instructional Google Meet lesson, which then made working independently a challenge to these students. Student groups are included below. (The same was also developed in terms of Maths instruction as well)

Term 3 During Remote Learning tried to continue Guided Reading sessions including everything discussed from the previous planning with Dee and the Literacy Coach (Anabella). Using the groups developed from the previous term implemented weekly guided reading sessions using the PM Online collection of texts. This was difficult as not all students attended their weekly google meet session, despite being informed of the times and having easy access to the links to join the sessions.

Worked closely with the literacy coach to plan for guided reading sessions for term 2 and to group students according to the needs of individual students based on results from The Common Assessment

Term 3: Professional Learning (Week 3) 4/8/20 Participated in the Mathematical and Expertise and Excellence whole day in service. Workshop 2 - Noticing student thinking PROFESSIONAL READING 3 Mathematical Knowledge for Teaching Teachers must understand the content they teach at a deep conceptual level in order to design tasks and implement talk and pedagogical moves (Week 4) 13/8/20 1/2 day with Gabi - my mentor Modelled a consolidation lesson on Position for Gabi to observe. Worked together to plan some launch lessons. Further discussed talk moves and pedagogical moves and how I could further implement them in my classroom. (Week 7) 3/9/20 Participated in the Mathematical and Expertise and Excellence whole day in service. Workshop 3 - Balancing Understanding and Knowledge PROFESSIONAL READING - Balancing Understanding and Knowledge by Christine Mae The reading addressed how people learn. This can be seen by engaging students' initial understanding, developing competence and helping students learn how to control their own learning through setting goals and monitoring their own progress.

Term 3 Week 5: Implemented an assessment of learning for the comprehension strategies - making connections and summarising. Graded this assessment and used this as a guide of further need for the students. Used PPT time to plan and develop the shared reading program for term 3. Week 9: Implemented and graded the Fountas and Pinnell reading Assessment as a form of continuous reading assessment.