This term I continued to work on my English block with my Video of Practice as I chose to focus on my Guided Reading session. As a result of my last Video of Practice on writing, I made a lot of changes to work towards my goal and I have seen great improvements in my students writing. This term my students have developed great strategies to be successful in writing to get out of The Learning Pit, however, it has occurred to me that they are having difficulties in transferring these strategies to reading. I've spoken to my grade partners about it and tried various strategies, so I decided R.I.S.E was the perfect opportunity to get some feedback.
Tiffany and I discussed that the students were engaged in an effective walk through of the book, they demonstrated good sight word knowledge and identifying them in the book increased their confidence. Additionally, I modelled how to use the 'Stretchy Snake' and to read with fluency, setting clear learning intentions for my Guided Reading Group. I found the use of technical language, such as digraph, 'head' and 'here' questions beneficial too as I could see students were familiar with the terminology.
When I met with Tiffany I entered with specific questions that I felt needed to be addressed:
How can I assist students to approach texts independently?
How else can I assist students with using reading strategies?
I addressed these questions with Tiffany and together, we discussed different approaches that I could take towards Guided Reading. Tiffany suggested that similar to the strategies and rewards I use in writing, to use the analogy of The Learning Pit to remind students when they are in the 'pit' and rewarding students who use the strategies to work towards the learning intention. She also suggested that I continue to explicitly model and teach the reading strategies to each group to help them become more confident. For example, focusing on 'The Eagle Eye' and sight words for support students and asking them to attempt to read on their own before reading it as a group, followed by one-on-one reading.
Throughout this process, I developed the following goal:
‘To continue to assist students to use strategies to independently decode words in simple texts’.
Professional Standard Addressed:
1.5.2 Develop teaching activities that incorporate differentiated strategies to meet the specific learning needs of students across the full range of abilities.
To achieve this goal, I will continue to explicitly model reading strategies. In particular, I will introduce The Learning Pit strategies to students for reading to assist them in gaining confidence to follow steps to decode words in texts.
This was a beneficial process, particularly because so much of the feedback and direction to achieve my goal is linked to the strategies I implemented as a result from my R.I.S.E Video of Practice in Term 2. It was great to reflect on my own teaching and have the opportunity to discuss ways to ensure my students are delivered quality teaching experiences. I look forward to implementing these strategies and supporting my students to grow in their reading as I provide them with the tools to use to achieve this.