Language in Abundance

When I think about the barriers in roadblocks in reading are:Image result for roadblocks image

Phonological knowledge is not all about the strategies of how to decode it's about the involvement in reading and the quality of oral language during reading.

How can we create high cognitive and behaviourally engagement in reading?

Exchanging in Elaborative response / elaborative gifting not about asking what you already know, not just asking questions.


How am I going to do this?...


A video of what the three-level guide works.


Why do we Think, Pair, Share - metagonition.
talking together - chain linking, modeling chain linking sentence, 
Conversation not someone talking to you, it's about connectedness and you learn alot.
Using the three level guide to moving from learner to teacher to 'us'

Mixedabilityy vs abiltity grouping. 


Level One
Literal (reading ‘on’ the lines – factual statements from the text).

Level Two
Interpretation (reading ‘between’ the lines – ideas that are suggested by the text)

Level Three
Application (reading ‘beyond’ the lines – linking ideas that are suggested and your own understanding of the topic).


Comments

  1. Dorothy5 June 2018 at 08:50

    Thanks for these timely reminders and the resources you have shared to support this.

    ReplyDelete

Post a Comment

Popular posts from this blog

Inquiry Causal Chain 2023

Image
My Causal Chain summarises how the different elements of my Inquiry connect together to work towards l ifting student achievement in reading through strengthening parent partnerships and teacher capability. The keywords that spring out are: learner achievement, learner engagement, parent partnerships, and teacher capability. The big next move is the implementation of these initiatives and measuring the impact they are having on student achievement.
Read more

Inquiry Summary - Burst and Bubbles 2022

Image
My child loves reading, but writing is so much harder for them. I can teach reading, but not writing. They are just not interested in writing  If they don’t know a word should I tell them or do I let them guess? Kia ora, Great to be back here to share my 2022 Inquiry. whānau voice is asking us to partner alongside to help them support their child in writing,  The data collected from earlier this year, EASTle, Overall Teacher Judgements, Gap Analysis in School Talk, Our school-wide data, and tracking attitude and confidence show there is a dip in progress and learners are not making the expected rate of shift or are below standard in writing. I saw this as an opportunity to strengthen relationships and educate whanau on how to help their child at home.  I led a parent writing workshop to upskill them on how we use the LP and to engage their child in writing. We unpacked writing samples to notice what is happening to their child. At Whānau day learners shared their writing success and ne
Read more

STOP - REFLECT - REFINE & TAKE ACTION

Image
Time to dig deeper in my analysis and ask myself... "what happens in the classroom when I apply my learning" Dimension 4.    What is adaptive expertise? Adaptive expertise is about being self-aware, having agency over your ability to make a difference, and striving for the best outcomes for your students. Engaging in effective professional conversations can support you to. This video has made me look at my own practise and looking at the agency and urgency I have developed in making a difference. After having many conversations around 'Am I really making a difference". I am now able to dig deeper into my inquiry.   When reviewing Helen Timperly's research on the spiral of Inquiry I am at the checking phase now. So I am thinking about which learners are still struggling and facing some of the barriers in reading I have found.  I am wondering if my deliberate tools and strategies created and using are successfu
Read more