Writing and Guided Reading Observation

Writing and Guided Reading Observation

When I came in Word Power was being set up as literacy rotation/independent activity.  Practiced each day (with helpful strategies) your name at the first box at the top. Purpose is established by linking in to how these words are used in reading and writing.

Guided Reading Groups

Reading resources are organised into folders (one for each of the teachers who team teach. Good idea if I have teacher aide take a reading group. At the moment I’m having her re-read with my lowest group as some of these children don’t do home reading and given they are on level 2, that repetition of reading the text 3 times helps)

Yesterdays book out and yellow book out. Read yesterday’s book while they wait for yellow books to be filled out. After that book is finished, they hand it to teacher. Sit on reading folder. Books aren’t handed out to all students. Instead is held by Rob. She holds up one book. Activates schema by using questioning. What’s the first letter of the word? Go through colours on the front cover. What ones would you like? (personal connection to the story)

Level 2 text. “This ____(colour) hat is for you said the clown” is the text structure.

Text is read by teacher, then children read while teacher observes all children. Once children have finished they can go back to reading activities. Links to the Matthew Effect – children who have learnt alphabet and phonetic knowledge before starting school are doing so much better. These kids are actively decoding words already. One child started on Tuesday (observation made Thursday). He needed teacher to point to the words for him. (wondering if shy having me observe but this is normal behaviour).

Level 5 Group - When prompting “I like to fly” teacher makes wing motions and the child comes up with “flutter” not fly, a more sophisticated word choice (she is also being observed by another adult – for giftedness). Child movement when came to “I like to fly” text again on next page, could be good to incorporate movement for some of my boys such as M and B? Praised when child self-corrects – “good fixing.”                                            

Writing Observation

There are posters on the wall – “I am” “I can” “I went, I like” for prompting writing as sentence/story starters. Children have a look at a piece of writing as a class and they match it against success criteria. which reinforces SC and also links to staff meeting - giving children an instant go to correct/improve after getting feedback upon their work. 

Teacher asks: What is the first thing we need? Children: Something to say. Teacher: Then what do we do? Children: Count it on our fingers. Lock it in my head.

When modelling, fast words get a smiley face next to them. Looking word versus fast words vs. hearing words is discussed. Children write fast words on carpet with their finger. Once story is modelled, they go back over it with success criteria and highlighter (pink for think, gold for go). 

Children are great at using their stretch machine and sounding out letters. Will ask for advice on picture plan (my students are taking too long) Wondering - do I give a time limit? When one boy showed me his story, I found myself praising his story and picture – a ha moment – when children get started I praise them lots to encourage and settle into work (picture plan part) then children need help so I think my praise may wane while I’m working with children. So could be subconsciously putting an emphasis on the picture.

Teacher marks books as children finish – like you J She suggests for picture plan timing that you put stopwatch on TV, children to do pencil first and colour with jovies once story is finished. I will try this tomorrow. 

Sharing – all children’s books and stories are shared. I have been getting them to share in pairs..  This is usually due to time but it would be great to share as a whole class, celebrating success as a community and valuing each student’s work. Giving them all time to shine J