Observation - Year 2 Reading
When I enter the room children are eating their brain food. Green books (yellow books for this year level) are on the mat for children to collect - teacher does this in the morning (must let her focus on listening to students read). She has a check list of who does and who does not do home reading - this would be great to keep track. I have been mentally making a note (B doesn't do it, potential language barriers with parents and J is shy to read at home but starting to so have been praising him HEAPS to encourage him to keep going).
One child who was independently reading told on another child who was off task "Who are you in charge of? Yourself" I must use this! Policing each other works in one way but it can be more disruptive as suddenly you have two kids off task - person originally off task and the other telling you which can lead to more kids having a look etc. Great phrase for fostering self agency.
Children are told they can go (some go to library, some don't, different levels of responsibility this shows self agency. Teacher has given these learners the tools they need to be able to work independently. Maybe go into library next release day to see what they do? Self agency from a student's point of view? How they manage time?)
First group on the mat - all others are independently reading or buddy reading. Rotations are set up before dealing with first group who are reading a book by themselves (one of four in their tray) Group goes over to word wall - children's names are pinned on the wall beside the sight words they are up to. Great visual for seeing progress.
What is your WALT? Say the beginning sound. All read at once - Teacher goes around and listens to all children reading. "Stop everyone we are going to help J remember" - wording is great as it builds kotahitanga. Doesn't say J is wrong or needs help - a more positive way by shifting focus upon their action of helping.
Having a different text allows children to not get cues from each other. In my class Z and B I suspect are getting cues from other members of their groups. Mixed ability grouping also allows some of the lower reading level children to learn from higher level children and vice versa.
Second group is looking at word families. Teacher has a OHP on TV - child stuck on the word patched. Teacher directs group to word family knowledge - back to word family of pat then added the blend ch and ending of ed. student gets word right. Cross check - Does it sound right? Does it make sense? Cross arms over by shoulders - like first reading observation last week movement is used to help children remember. I can see this being beneficial for some of my boys.
When children are doing their independent activities really well they are given the opportunity to record their reading on the iPads using Educreations. Teacher gives the advice that this could be beneficial with my top reading group (this would be a good scaffold into more self agency beginning with group that has only 2 members)
When I enter the room children are eating their brain food. Green books (yellow books for this year level) are on the mat for children to collect - teacher does this in the morning (must let her focus on listening to students read). She has a check list of who does and who does not do home reading - this would be great to keep track. I have been mentally making a note (B doesn't do it, potential language barriers with parents and J is shy to read at home but starting to so have been praising him HEAPS to encourage him to keep going).
One child who was independently reading told on another child who was off task "Who are you in charge of? Yourself" I must use this! Policing each other works in one way but it can be more disruptive as suddenly you have two kids off task - person originally off task and the other telling you which can lead to more kids having a look etc. Great phrase for fostering self agency.
Children are told they can go (some go to library, some don't, different levels of responsibility this shows self agency. Teacher has given these learners the tools they need to be able to work independently. Maybe go into library next release day to see what they do? Self agency from a student's point of view? How they manage time?)
First group on the mat - all others are independently reading or buddy reading. Rotations are set up before dealing with first group who are reading a book by themselves (one of four in their tray) Group goes over to word wall - children's names are pinned on the wall beside the sight words they are up to. Great visual for seeing progress.
What is your WALT? Say the beginning sound. All read at once - Teacher goes around and listens to all children reading. "Stop everyone we are going to help J remember" - wording is great as it builds kotahitanga. Doesn't say J is wrong or needs help - a more positive way by shifting focus upon their action of helping.
Having a different text allows children to not get cues from each other. In my class Z and B I suspect are getting cues from other members of their groups. Mixed ability grouping also allows some of the lower reading level children to learn from higher level children and vice versa.
Second group is looking at word families. Teacher has a OHP on TV - child stuck on the word patched. Teacher directs group to word family knowledge - back to word family of pat then added the blend ch and ending of ed. student gets word right. Cross check - Does it sound right? Does it make sense? Cross arms over by shoulders - like first reading observation last week movement is used to help children remember. I can see this being beneficial for some of my boys.
When children are doing their independent activities really well they are given the opportunity to record their reading on the iPads using Educreations. Teacher gives the advice that this could be beneficial with my top reading group (this would be a good scaffold into more self agency beginning with group that has only 2 members)
