RPI - Session 4

Todays Mahi was based around the following model for teaching of guided reading that is based on the work by Fountas & Pinnell, 2017

Introducing text and and purpose

Background, vocabulary and reading purpose key factors in setting students up for success - Prior to the reading. 

Observation

Today we recaped on this, and a number of tools that can be used for this.  A new one for me was the Listening to Reading which appears to be a good alternative to the traditional Running record.  One thing I really liked about this one was the fluency framework which makes it really clear to both teacher and student as to what reading fluently includes.  Often we talk about fluency with our students but don't really break it down to show students exactly what it means or looks like.  This also provides students with the opportunity to reflect themselves and in peers to critique their own reading practice.

We also used this framework to review a couple of our own students reading behaviours that we had preciously recorded.  In my class students are getting good at recording themselves but for the purpose of reviewing thier reading fluency it is something I want to keep exploring - As I trialed a couple of students reading their running record texts into a recording.  Initially with a TA in their proximity, but this is a work in progress.

I normally just stick with my traditional RR's and notes related to each child in groups in my own paper book of what and how they are going. 

Discussion

Part of the discussion here was really interesting as one of the ideas that was shared was that this is actually the point in the lesson that we actually do the discussion on the LI's and SC - rather than right at the beginning, as this provides students with the opportunity to just simply read for enjoyment/pleaseure and interest without being focused on the Specific task/focus of the lesson.  This enables students to get a deeper understanding and enagement with the text rather than being hyper vidilant on the acutal Key tasks for the lesson.

Teaching points 

As always this is where the LI's and SC really come into play and making sure that the learners really connect in with the focus of the lesson.  There was lots of discussion on the modeling book and its role in making the learning rewindable.

There were also some really cool prompts that were shared that could help to target students in their learning.  

Consolidation and independent practice

This was again good to look at other ideas and say how these are structured in a way to support continued learning.  Some of these examples incoporated some of the teaching points above.  I know that lots of this are very evident in my practice 

Todays Takeaways

• Trialling the LtR tool (will probably share this tool with our Phase team) as an alternative to RR's
• Continuing to build capacity of learners to record their reading with the focus on it being an assessment tool for me as their teacher (seperate to their reading and recording for pleasure).
• Trial the modeling book idea (as a digital tool for rewindable learning).