Throughout the process of R.I.S.E, I have continued to have a focus on finding the best pedagogy to assist support readers in accessing and recognising the best reading strategies to assist them in progressing in their ability to read.
As a result of R.I.S.E in Term 3, Lucy and I discussed how I can best support these students and created this following goal:
To include a variety of strategies in my teacher lead instruction group in order to assist support students in accessing the reading strategies independently.
As the term progressed and the students developed their ability to read, my support group became a group of 5. I recognised the learning needs of each of the students and found it was best to group them into two separate groups to allow me to closely track their learning. I had a group of 2 who specifically needed instruction to identify the beginning sound of unknown words and I had a group of 3 who needed to gain the confidence to segment and blend words independently. In terms of strategies, the group of 2 were focusing on 'Lips the Fish' and the group of 3 were focusing on the 'Stretchy Snake'. I continuoulsy used this language with them, modelled reading to them, encouraged them to use the strategies and at any chance of extra help, these students would receive extra time to read with a teacher.
In R.I.S.E for Term 4, I continued to evaluate the goal from Term 4 and I asked Lucy to view a Video of Practice to review my Guided Reading session with the support students.
In particular, I wanted to focus on, if my session now had too much teacher talk with my focus on these strategies and how I can further support them in their journey to becoming fluent readers.
Lucy discussed that having the two groups was effective for its purpose and ways that I can further support these students.
It was great to be able to discuss this with Lucy and have an opportunity to hear new ideas and suggestions for what could work best with assisting these readers.
The following goal has been created:
To develop multi sensory strategies to support students to independently attempt to decode unfamiliar words rather than appealing to the teacher.
How will I achieve this?
I expect that as the class changes and students develop, this will be an ongoing goal and focus throughout my career.
I am excited to implement the following strategies to begin this learning journey for myself:
Hands on strategies for students - word window (clear laminate that looks like a window to help students segment and blend', visual cards with reading strategies (so students can pick the card up when they are using the strategy.
Counters for single sounds and digraphs (to allow students to identify how many sounds are in a word before segmenting/blending).
Building a toolkit - to refer to when stuck on an unknown word (for students to consistently use)
I am looking forward to implementing these stratgies into Kindgerarten and seeing the positive impacts it has on their learning. As I am currently in the process of completing PM Benchmarks, it is already exciting to see the effect that the steps to work towards my Term 3 goal have had!
R.I.S.E throughout the year has been a great opportunity to assit me in building on my 'teacher toolkit' and assiting my students to develop in English. Most importantly, it demonstrates how powerful dialogue is in creating change!