Another big day learning about text selection (but not as big as last week's on data).
It is the littlest of things that got my attention today. Dorothy's tip on taking a photo on my phone and being able to paste it straight into a doc was mind-blowing for me! Who knew...and how does one even know this is doable without being shown? Fabulous!
Following up on students reading for enjoyment seems obvious, but I had never thought of conferencing/tracking/accountability. I have used reading logs in the past, mainly home-based, however, I will be putting some thought into this, and integrating this into my reading programme.
Coverage of text types was another aspect that was discussed that I need to track more purposefully, as I'm not sure in my head counts? I also intend to make sure I do paired and shared reading on a more regular cycle.
What I continue to struggle with is the time it takes me to find suitable resources/texts/activities. I spend so much time searching for just the right text/activity/image. We are meant to work smarter, not harder, but this for me is my sticking point as it takes me SUCH a long time to get everything together as I would like it.
Kia ora Sharon
ReplyDeleteGreat to hear that you found Day 3: Text Selection to be less full on than the data day and that you had some positive takeaways. I totally agree that some of Dorothy’s tips seem so straightforward and obvious, but like you say, you really don’t know unless shown. I also find that Dorothy shares many current features and approaches to using the Google apps that may not have been shared before so I love that she keeps us so current :)
With regards reading for enjoyment, you may have seen that there is a strong, more salient push in the “Do” element of the refreshed English curriculum around reading for pleasure. Both the survey, and action from the survey responses, as a targeted part of your reading programme can really promote life-long wide reading habits. The accountability part (and connections to home) are really important for building reading mileage, and all the language and knowledge gains that can be achieved as a recreational reader, beyond the classroom. I’m really keen to chat further about the approaches that you decide on to implement with your class. Consider also connecting with Zana Walker-Yates at Levin Intermediate. Zana is doing some amazing things with building a strong reading community with her learners. I know she would be more than happy to share her passion and approaches in this area.
I also hear you on the challenge of finding suitable texts, resources and activities. I think the RPI will certainly help as we will be pushing lots of ‘reusable’ resourcing your way over the next 6 days. I think that there is also a lot of merit to rewindable ‘units’ that could be the mainstay of your reading programme, at particular curriculum levels and years. For example, I had a multi-purpose unit on natural disasters that included multi-level texts on volcanoes, earthquakes and tsunamis that I connected to earth science and had poetry, fiction and non-fiction texts to taylor the focus on science and reading content; particular comprehension skills and literary features (like figurative language). I refined this unit over a number of years but it became really multi-purpose and I could swap texts in and out when I came across a more recent or “better fit” for the class I had that year. Having your long-term plan in place from the get-go can also be a game changer, where you can be responsive, but still well-planned ahead of time. If you want to chat further let me know.
Looking forward to seeing you for Day 4!
Nga mihi nui
Naomi R.
Literacy Facilitator - Manaiakalani Reading Practice Intensive