Today the St Christopher’s first year crew attended the second day of PD for English, Mathematics and Religion. What an eye opener! It’s an amazing feeling when you realise how far you have come from the beginning of the year. Everything seemed to make more sense as I have had the time to trial a range of strategies in my classroom. I felt prepared for today with my endless list of questions for the experts.
We started the day with the donut game- an opportunity to catch up and chat with other teachers about our biggest challenges and celebrations so far. It was very reassuring to hear that other first year teachers were in the same boat and enjoying their first year just as much as I have been.
“In guided reading, the teacher helps the children to use strategies they already know so that they are able to read an unfamiliar text independently with success.”
(Hornsby, 2000, p.30)
We were super lucky to be able to observe a guided reading session in action. I attended the Year 4 learning walk and was amazed by the learning and teaching experiences being implemented.
What I already knew:
-Text being used links in with other KLAs
-Specific questioning developed to target comprehension
-Engaging/authentic texts are the key
-Enthusiasm- if you are excited about reading you students will follow
-Strategic grouping: ability or mixed
-Short interactions are valuable
-A clear learning intention to be explored
What I wanted to find out:
The most effective structure for a guided reading lesson
How to make observations and notetaking easy- as you go or after a session?
Time management- how??
How long should you spend on a particular text
How will I know if my teaching practise has been effective?
What I have learned after today:
You can do a novel study for stage 3!
I do, you watch: Teacher reads to students as students follow the text. Guided reading is NOT about students taking turns.
Always refer back to ‘good readers…..’
Decoding is key
Re-reading a text is crucial with building the field, confidence and independence
Reading records should be annotated to the syllabus--> informs next session with group
Website: ‘readability’- text selection as there is no need for quantitative selection of texts. Interests of students is key.
MATHEMATICS-A few notes I took on what spoke to me during the mathematics session:
Relevant problems- turn into symbols/maths language
Counting and warm up task does not have to be at the start of a lesson. This should be embedded throughout the teaching and learning sequence
Goals needs to be clear- success criteria- wait till appropriate time in lesson to present the success criteria. Students can explore and measure their progress against the criteria at the end of a lesson.
Language needs to be age friendly!
Rich problems/challenges for students to solve can be a whole lesson if planned authentically (launch task)
Mistakes are to be made! This is when the best learning happens
Differentiation for success is a key element and should be the centre of planning/programming
Important points to remember:
Giving your students a rich array of problem-solving strategies is like giving them a balanced diet.
A limited diet will limit the mathematical growth of your students.
The goal is for students to be confident in using the strategies and recognising which strategy will be most effective.
Good problem-solvers go back and solve the same problem again using a more sophisticated strategy.
The strategies need to be taught and practised in a range of contexts.
RELIGION: A few notes I took on what spoke to me during the Religious Education session:
DIALOGIC TALK is more than just the students talking - listening to the teacher communicate is just as important
Implement RE units within English lessons (especially scripture) High-five Vic because we have achieved this and seen success!
Need to build the field with vocabulary in order to explore critical thinking
Knowledge of syllabus and content knowledge should be broken down to genre
How long should you take with explicit instruction/deconstruction of a text will vary with age of students and the topic being explored
Expose students to a text numerous times in order to explore deeply
Literacy is the vehicle!
I look forward to implementing this knowledge I have been given in my future planning! Time to experiment even further to make sure I am providing the most authentic learning experiences for my Year 6 students!