Welcome back. If you’ve worked on aspects of Part 4 ‘Reading the text’, with your guided reading groups, you should have noticed:
- an overall improvement in active involvement (if you haven’t, don’t give up; make it clear that you expect active involvement and insist upon it… Perhaps use a short term strategy to assist students to self-monitor their involvement. For example, give each student 5 counters and explain that each time a voluntary contribution is made, they can place a counter in the bowl in the centre. It is a requirement that all counters are spent; you can only spend what you have.)
- increased levels of problem solving by all students as greater quantities of text are read independently
- specific examples of problem solving actions attempted and neglected, i.e. what students do, attempt to do, and neglect doing when reading (very useful for informing instruction and follow up lessons)
Professional reflection: Why should students be actively involved? That is, what is the benefit to the student? What is the cost of passive learning? If students are not comfortable contributing during discussions, how do we make them more comfortable in order to overcome this barrier?
How does building story or content/topic knowledge before reading support the reader to build meaning?
Video summary: In Part 5 ‘Clarifying and discussing the text’ (8:17) we look at:
- the role the teacher plays in coaching in response to student needs.
- how the teacher highlights and clarifies challenges within the text.
- a range of strategies used to assist students solve the text.
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