Classroom Texts
Consider the range of texts available in your classroom for free reading episodes, such as U.S.S.R. or F.V.R., does your classroom contain:
- a range of high interest literary and non-literary texts?
- a broad range of text types with varying styles, design features and layouts?
- texts on a range of topics and ideas?
- texts which encourage reading for a variety of purposes, which are suitable for reading and/or browsing which reflect real life reading?
- texts selected around the specific interests of students within the cohort?
For reading stamina, or practice reading, does your classroom contain:
- a range of interesting texts which are accessible, or able to be read easily by students of varying abilities?
- a variety of fiction and nonfiction?
- a mix of seen and unseen texts?
Storing and accessing texts
- Are texts displayed in a manner that makes them visually appealing?
- Are texts easily accessible?
- What measures are in place to ensure text selection is swift and efficient?
- How are reading stamina texts sorted for students of different reading abilities?
Reading Stamina Procedure
Review the chart you have crafted which sets a purpose. Check it reads well, is clear and succinct. This chart should reflect the purpose of practice reading assigned for home.
Review your procedure to ensure it clearly anchors learning, is sequenced accurately and clearly states student and adult responsibilities. After observing students over the early stages, make changes to troubleshoot any challenges which have arisen.
Review the progress of both the whole class, groups of students and individuals. Consider additional supports to assure success for all students. As is the case with all teaching, differentiation may require flexibility and a willingness to adapt or modify routines and procedures to suit the needs of students with special needs.
Continue to review the length of time students are reading. Use your observations to guide your decisions.
Feedback
Consider the behaviours you want to see developed. Think about how you are giving feedback in order to encourage these behaviours to be repeated or fostered. Think about how to support changes to behaviours which will position students better.
That’s all for Part 4!
You’re at the half way mark. Well done! Get a good sense of what you know and what you may need to review by doing the learning reflections at the end of parts 2, 3 and 4.
