Once you have completed the ‘Reading the text’ section of the course, take the short quiz to see how well you have absorbed the material. If you miss any questions, go back and watch the video to ensure you fully understand the material.
Time to test the knowledge you’ve gained in Part 4. (click each question to reveal the answer)
Silent reading ensures that all students problem solve the text; reading aloud or whisper reading which can be heard by others, enables some students to “read along” rather than solve independently.
The teacher listens to reading and make notes about students’ problem solving.
Observations should include strategies used by students to solve, strategies attempted during solving and strategies neglected by the reader. Observations should also include aspects of the reading including phrasing, fluency, attention to punctuation, use of prosodic elements to demonstrate meaning (pitch, tone, stress and volume of the voice), topics of interest to students, participation rates, comprehension levels and self-monitoring behaviours.
The more specific the observations, the more informing when planning for ongoing instruction. Specific observations such as, “Some word by word reading around new vocabulary, but fluent elsewhere” is more informing than, “Sometimes stilted” which does not provide information about why the student is sometimes stilted and does not inform about how the remaining reading sounds.
Students apply word solving comprehension strategies to the reading of the text.
Students should sit in a circular formation, facing inwards.
An inward facing formation promotes and encourages group discussion.
Guided reading occurs across all year levels. As students advance in their reading, they must be supported to apply their skills and knowledge to increasingly more difficult texts and with less prior knowledge of contexts in some instances.
Well done! That’s the end of the quiz and hopefully you’re following along well.
