Adam and I met up on Thursday to discuss our Term 2 R.I.S.E sessions. I recorded another Guided Reading session with the same group as last time, who are my lowest readers.
Strengths of lesson:
Reminded studenyts of prior knowledge & familiarity with the text - we read the same book last week
Gave students time to revise text before GR - as advised at last RISE meeting. A "picture walk" helps the students to become more familiar with the text.
Helped low students with decoding based on our reading conferences - segmenting words into sounds to help decode
Drawing attention to visual clues to assist students in inferencing
Positive reinforcement throughout - a low group needs this
An easier book means that question time is lessened - this was my goal from last time.
Upon reflection, I felt that I had met my goal from the last reflection which was increasing questioning time and assisting with quality student responses. Therefore after our R.I.S.E session today, a new goal has been set - helping my lower students to decode difficult words without the other students in the group becoming disengaged.
Adam provided me with some quality ideas for how to meet this goal. As we read the same GR text for a few weeks, I will take note of the unknown words in the first reading and then use these as flashcard revision for the next few weeks. Additionally, I will implement a new routine for the low group - my strongest readers will read the text aloud while the less confident listen and follow along with their fingers. Then I will provide the stronger readers with a quick individual task to complete (that complements the text focus of the week) while the lower readers take their time to read aloud and decode the words. This strategy of 'taking turns' to read will hopefully achieve the goal of keeping all students engaged while words are being decoded.