RPI Guided Reading & Comprehension

(&Comprehension)

It's been great to jump into another cohort for today's session. I've managed to gather some ideas to try and roll out in the classroom and developed a hefty "to-do list"

Background

Previously, we have looked at pillars 1 & 2 in depth. Today, we're looking at the third pillar. "Teach Learners to Think and Question".

Like Naomi, we need to get on the Soapbox and protect Reading Comprehension to give our students the opportunity to work with the teacher with an intentional purpose.

We can utilise Kahoot etc, to enhance and assess knowledge.

Strategic Actions... We are building towards reading independence. The aim is to get them to be reading agentically.

Guided Reading: Planning to meet a group of learners "where they are at" to give direct instruction.

The grey space at the bottom gives the teacher actions.

From Preparation to Reflection.

Adopting a before, during and after approach. The Model is a great bullet-point breakdown of all the elements in a guided reading lesson.

This fleshes out a great model of what it might look like in our workbook.

At the instructional level.

**Find a way to include a Word Wall**

What is it we want them to notice?

Be careful not to get sidetracked by "stories" rather than the focus of the lesson.

I definitely tend to lean towards Approach 2. 

They are both acceptable, but we need to be careful to be utilising both.

Observing for Responsive Teaching.

Because of the digital wold that we live in, our students do really need to be getting used to reading aloud. Not many jobs will not involve this in some capacity.

Key focus is to take an opportunity to observe how they are reading.

Learning Matters, from Rosinsky - Listening to Reading Recording sheet.

This looks great for gathering really relevant information, similar to a running record.

(Watching a Teacher model annotation)

Nell Duke: taking the World by storm. Great read!

Not expecting the full form, but utilising the annotation at the top.

Part II: Observing learners to support fluent, phrased and expressive reading.

Research on the impact of fluency on comprehension. We want them to read efficiently in their heads, but we need to know that they actually are fluently reading. The way that they are reading aloud is probably the way that they are reading in their head.

Use routine opportunities to have a look at these elements of their reading.

Research tells us that these elements have an impact on comprehension.

The more we use the language around fluency, with the learners, the more we can start to get some shift.

When it's posted on their blog, it creates a record over time. If they're not confident in sharing, then they can enter it into a "Turn it in" sheet.

Could just get the learners to look at one element, rather than all four. If you can fix the top one, then the others can follow.

Here is a link to the observations I made.

The ‘After Observing Reading’ Teaching Process.

If we want discussion, then we need to be asking open questions.

This links to Talk Moves in Maths.

In the beginning we're going to need to be more deliberate and signal "We're now going to have a discussion". It may feel inauthentic but helps scaffold.

Once our learners have had a chance to discuss the author’s purpose, we move into #6 on the guided reading framework, the chance to make a teaching point or two.

Link to Modelling Book

Tech tip! - When trying to return a line within a cell, use command + return

This should be within literacy, rather than separate,

Even proficient readers need systematic and regular opportunities to take apart multisyllabic words and relate morphemes (smallest meaningful unit of words) to meaning. This should take no more than two or three minutes using a whiteboard (digital), chart paper, or card/magnetic letters. Have students write some of the words that you have written on the whiteboard (from or related to the text) and work with a partner to divide them into syllables. Give students cards to segment/reassemble into the prefix, root/base, and suffix Make word webs or chains (e.g. converse, conversation, convert, conversion) This might be a specific ‘word work’ session, in writing, in ‘spelling’. It is needs-based, looking at what we saw during our observations earlier, as well as being systematic so that our learners are well-rounded. When fits in the wider programme. We will be looking at this in more detail on day 6 when we focus on vocabulary, so don’t worry too much about this at the moment, just know that this is one place where it will fit.

Activating background and prior knowledge.

"I do, We do, You do"

Neurodiverse students often need 3x exposure than neurotypical learners

Anticipation guide - can use before them coming to you.

KWL - Do before and after reading

Preparatory text - use with a digital or video text. Sometimes a pre-video could frontload the learning for kids.

There's a reading to help solidify understanding.

Independent Practice

Emphasis is on "consolidation".

Evidence of teaching points and get them to practice that.

Where is the text in all of this?

Learners have been taught over time, to use these organisers. They are slowly released to students.

Using a video to start the week on Monday, for them to view before seeing them.

On the right, the With the Teacher activities.

These should be rolling over fortnightly, building on vocabulary.

Unpacking the design around these.

Unpacking and rehearsing the vocab.

From slide 1, the Learning Intention is explicit and clearly linked.

Pulling It All Together

So what?

Idea's to try:

**chunky challenge**

using morphology to add prefixes and suffixes to create different words.

Can be a great way to get parents involved too. Perhaps we could use this in our Mahi Kaika books?

Start utilizing the Multimodal Text Set Database.

I really need a space to group teach within the learning environment.

Learning Matters, from Rosinsky - Listening to Reading Recording sheet.

This looks great for gathering really relevant information, similar to a running record. Make this a regular follow-up task.

I need to get my Teacher workbook humming so it can feed into having a digital modelling book.

Find a way to incorporate a word wall within the learning space. 

Paradigm shifts:

I've been trying to cover too much in the teacher session and creating too much pressure as well as probably missing the mark.

Utilizing the Framework for guided reading to structure a teaching session.

Bigger picture... who would benefit our kura from undertaking the RPI? We need to harness the opportunity for best practice in action, by targetted professional development where it is really needed.