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4 Essentials for a Reading Program

At this time of year we are receiving enquiries from schools who are thinking about implementing SharpReading school-wide in the new year. These discussions always revolve around what are the essentials that need to be in place for an effective school-wide reading program and how do we provide them. Here is a summary of our thoughts on the topic ... 4 essentials that we think need to be addressed.By 'Reading Program' we are not referring to a specific, commercially designed silver bullet; a...

September 16, 2020

We need a new approach - "52% of 15 year-olds only read if they have to!"

Christine Braid, Professional Learning and Development Facilitator in Literacy Education, Massey University, has just published a new article (21 Aug, 2020) entitled 'Young New Zealander's are turning off reading in record numbers - we need a new approach to teaching literacy.'  New data suggests that this is an urgent problem. According to a recent report from the Education Ministry’s chief education science adviser, 52% of 15-year-olds now say they read only if they ...

September 3, 2020

Tell me again...What are StoryBytes and InfoBytes?

StoryBytes and InfoBytes have been around for a few years now but I still get queries about what they are and the thinking behind the design. This all started with my own frustration as a teacher, trying to find 'effective’ fiction and non fiction material for guided reading lessons. As a teacher trainer working in a multitude of schools, I saw other teachers struggling to engage students with text that was too long or just not interesting enough. So I decided to write my o...

May 29, 2019

CREATING - Coming up with new ideas

This can be the really fun part of follow-up reading activities. A good story, that has been properly processed and understood, should have created a vivid impression on the imagination of the reader. To invite the reader to grapple further with the ideas in the text; to create new possibilities and solve existing problems in response to what they have encountered not only heightens the reading experience but initiates complex thinking activity with obvious implications for the life-long learner...

March 6, 2019

ANALYSING - Organising the Information

NARRATIVE TEXT      When the reader takes apart a story that they have read, looks at it through their own eyes and then puts it back together again, they take ownership for the information and the ideas. Examples from our resources ask the reader to GRAPH the rising and falling tension in the story or the feelings of a character, to draw a STORY MAP plotting where the action has taken place and create a STORY WEB to identify the structure of the story. ...

March 28, 2018

APPLYING - Using the information in another way

LEVEL 3 of BLOOM'S TAXONOMY     One example of a Level 3 Bloom’s Taxonomy activity is to get the student to take the information they have read in a non-fiction text and transform it or rework it in another way. Personalising facts into a story like the one above forces mental processing far beyond mere recall (Level 1) or being able to demonstrate understanding (Level 2). “The baby hoatzin chick was nervous. He didn’t know about tree snakes but he sensed danger fr...

March 13, 2018

UNDERSTANDING - Have you got it?

The second level of Bloom’s Taxonomy (Understanding) requires the reader to show that they can interpret the literal message they have read.Here are two activities that are particularly appropriate for non-fiction text.1. Draw a Picture of ...Creating a graphic representation of a concept or action in a text (a picture, diagram or map) can only be achieved if meaning has been constructed first. If that has not happened then the readers lack of understanding is exp...

March 4, 2018

REMEMBERING - What are the facts?

LEVEL 1 of BLOOM'S TAXONOMY     This is the most basic level of processing information; answering ‘right there’ literal comprehension questions, requiring the reader to remember a fact or be able to revisit the text and find it. In days gone by readers were rarely asked to venture beyond this level of challenge which developed a  ‘hunt and destroy’ mentality in the reader and the complaint that “I don’t like reading because it makes my wrist hurt” from having to...

January 23, 2018

What Should Follow-Up Reading Activities Look Like?

During my time in the classroom I have spend a huge amount of time thinking aIn the middle and upper primary school, follow-up activities are an organisational necessity if you want to be able to spend time doing the real work - guided reading with small ability groups. Here is my list of follow-up shoulds and a shouldn’t that have stuck with me over the years. Follow-up Activities...1. SHOULD be preceded by guided reading of the textAn instructional programme that requires students to read a ...

January 17, 2018

The Case against Follow-Up Reading Activities

As you probably know,  I am in fact an advocate for the use of follow-up activities in the classroom reading programme - I have spent much time and energy devising them - BUT there is a strong case put forward by teachers and educationalists which has to be recognised. Many will condemn ‘worksheets’ as busy work, and it is true that the kids can easily get the wrong message about what reading is actually about. The problem is (as always) not with the tool but with the applica...

January 10, 2018

Getting them to think WHILE they are reading

What has struck me again and again during the whirlwind of workshops in the last few months has been that no matter where we go or who the audience is, whether it be mainstream classes in NZ,  students from diverse cultures in International schools in Hong Kong, Chinese children struggling with English as a second language or aboriginal students in outback Australia, the challenge is always the same - to get them thinking AS THEY ARE READING. When this happens the lights go on, student...

December 14, 2017

Assessment - a great way to derail your Term 1 Reading Programme

One of my biggest concerns is the trend for Term 1 to become the assessment term. No one seems to have any time anymore to do any teaching because we are all gathering data. Don't get me wrong, I am a firm believer in data driven, evidence based teaching. But, I can well remember my own efforts in my Year 5 classroom trying to find time for 27 running record type assessments in the first 3 weeks, always looking to squeeze in one more assessment and putting the rest of the class on auto...

February 27, 2017 Posts 1-12 of 12 | Page
 

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