Day 5: Planning a Reading Programme
Phew - what a full day! This day was about how all the bits come together in a reading programme. The most impactful part for me was how it linked the previous days together so it came together as a plan to cover the big ticket items like grouping of learners, independent activities, word work, shared reading, paired reading, independent reading, reading to.
Grouping of learners is an important aspect to consider. We have covered this earlier. Teachers need to work with mixed groupings of learners and have them as fluid groups so they can target needs as well as reading level/ability.
In all this needs to systematic, non-negotiable components of the reading programme so teachers know what they need to timetable in. Great examples of timetables were provided for participants.
And of course this is where the class site comes into its own with the visibility for learners of the mahi for the week/day and all resources available. If the class site is functioning and learners have been taught how to access instructional material then the teacher is freed up for face-to-face group work - something they all say they are short of time for.
Day 6: Vocabulary and Decoding
Today's Reading Practice Intensive (RPI) focus was on vocabulary and decoding. Dorothy Burt started the day with information about vocabulary acquisition and the amount of words children need to hear as a toddler to be a successful reader as well as an effective communicator and writer.
Explicit, robust learning opportunities with vocabulary needs to be part of a reading programme. Exposure to rich vocabulary along with skills for cracking unknown words was explored today. Activities that are interactive were presented as "pick up and go" for participants to use. This is really helpful for teachers so they don't have to sort through the myriad sites or programmes that are purported widely. Decoding strategies as a progression were also presented for teachers to use.
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