Purposeful Mat Time – how to get the most out of
a Big Book: Louise Dempsey
Teaching balanced
reading programme – slide:
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can be used
in any area
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important to
“Think allowed”
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Purpose –
Learning intention, what are they practising and why (age appropriate)
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Purpose =
hook
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Independent
= teacher’s voice in your head
A balanced reading
programme:
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lots of
reading to students
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Shared
reading = umbrella
20 minute session:
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chn slowly
disengaging
Teacher as the
facilitator:
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Think,
pair, share
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stop and
tell your partner
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Think –
allow at least 5 sec
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Pair –
could have a thinking partner/buddy.
Pair students: low-mid, mid-high.
Change every 3-4 weeks.
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ESOL = make
a group of 3, difficult chn= make group of 3
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Thinking
pairs get used to working together – can work at different times of the day.
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Quality of
conversation tends to be higher in thinking pairs.
Promoting quality
discussion:
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Alison
Davis book
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wait time
(5 sec to think)
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questioning
– very few pen questions are asked.
Quality of discussion blossomed with open questions.
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Alternatives
to questions – you can “tell”, explain your thinking of how you know. Don’t ask too many questions.
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Have
discussions rather than question answer, question answer.
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Closed
questions are good to check knowledge, open questions promote discussion
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Open
questions grow thinking, promote listening to others
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Alternatives
to questions – have up in the class for students to see and use.
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Allow a silence
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1/3 me
talking, 2/3 students talking
Throstle:
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using what
you know about words to read words
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modelling
chunking/analogy
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Marie Clay
model – from Effective Literacy Practice in Years 1 – 4
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Slide – pic
of does it sound right? look right? etc
Good readers think
before they read:
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What do I already know?
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What do I expect when I read this text?
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Thinking
about prior knowledge, switch on my brain, do some thinking before reading
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train kids
to be thinkers before they read
Comprehension
strategies:
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bring in all
strategies during shared book time, not just with higher ability students
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use puppets
to don the “wrong” things, making mistakes etc.
Students can tell the puppet what to do
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cover words
to work out what should be there (cloze)
Shared reading –
possible structure for the week:
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Day 1:
Comprehension focus: Activate prior knowledge, new vocab, key messages,
prediction
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Day 2/3:
(zooming in) word study, strategies, punctuation, concepts about print
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Day 4:
(zooming out) deeper comprehension, questioning, making connection, inferring
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Day 5:
responding to the text, links to writing, dramatise, map out story, retelling,
re-ordering, make a big book, fun with text
Comprehension focus:
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introducing
vocab – can give words in isolation gives chn a chance to practice strategies
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use vocab
to help with prediction of story
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pics from
story, talk about them, order the pics
Sentence starters:
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I predict that…
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The pictures make me think that…
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From what I have read so far, I predict that…
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having a
visual of questions is helpful
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check your
prediction – were we right?
Zooming in:
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what do you
notice about this sentence?
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keep it
open
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writing it
up helps chn see it, rather than using the book
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How many
words can you think of that rhyme with … (helps with reading and writing)
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Make a class
list
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synonyms
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word
building – creep, creeping, creeper, crept, creepy, etc
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cloze
activity – write up sentence. How many
different sentences can we make? Do they
make sense?
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Don’t kill the text, only stop 2-3 times to zoom
in.
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sentence
hangman: taken from book.
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Kinestic
punctuation – look at punctuation, do action – only a page or two of text. Can be used during editing (writing).
Zooming out:
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retell with
pics with pictures, props
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leave out
for kids to use (could video)
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make up
bags for props to go with big books
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beginning,
middle, end – introduce complication for narratives
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have
thought and speech bubbles – what do you think ______ is thinking now? Chn talk about the characters.
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Graphic
organsiers: T chart (thoughts and
questions)
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describe
character – use pic of character, inside/outside of characters (inference for
inside)
Independent activities:
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art
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book making
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letter
writing
Maximum 10-15 mins spent on shared reading
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