MPJJ reading independently.
Introducing a reading strategy
Observation of the lesson.
Study group: 2014
Form: 3rd green
Date: Sep 10th, 2014
Strategy: Analyzing
Book: A trip to the rainforest.
This is a list of the activities observed:
- Activating prior knowledge about the topic.
- Providing information about the topic.
- Analyzing the cover.
- Reading aloud.
- Analyzing characters.
- Commenting on the text and illustrations.
- Checking prior knowledge.
- Answering questions
Conclusion:
Students never lost interest on the lesson. Teacher's interventions were very appropriate and guided students well. In general, students made a great effort to express their ideas in English and succeeded. Their attitude towards the lesson was very positive and they could do a great analysis of the text. We are sure students will be able to apply the strategy presented during the guided reading session.
Study group: 2014
Form: 3rd green
Date: Sep 10th, 2014
Strategy: Analyzing
Book: A trip to the rainforest.
This is a list of the activities observed:
- Before reading:
- Activating prior knowledge about the topic.
- Providing information about the topic.
- Analyzing the cover.
- While reading (up to page 23):
- Reading aloud.
- Analyzing characters.
- Commenting on the text and illustrations.
- Checking prior knowledge.
- Answering questions
- After reading:
In groups, students analyze:
- Characters & Setting
- Problem
- Resolution - Predicting
Each group shares its analysis wit the rest.
After that, students go on reading.
Comments:
Children seem to be really engaged with the topic.
They could mention some facts about the rainforest before reading. The poster was a good resource to trigger off the activity. The teacher added some interesting information about the vegetation in the rainforest and the amount of rain. Suggestion: Check that the information you provide coincides with the information that appears in the text, or discuss the differences and encourage research.
Then, the teacher told students they were going to analyze the story. She wrote on the board:
- Information we know
- Cover
"We will start analyzing the cover", the teacher said.
Students had a look at the pictures on the cover and commented on that. After some discussion, they started reading the story. Suggestion: Not only the pictures on the cover are good to access the text, but also the title. Many times, the back cover provides useful information too.
After the characters were introduced, the teacher wrote the word "characters" to the list of things that students were expected to analyze.
- Information we know
- Cover
- Characters
Suggestion: writting the list of things students are expected to do at the very beginning can help both teacher and students. Letting students know what they are expected to do help them to focus their attention and to achieve the aim. At the same time it serves as a guide of the plan for the teacher.
- Information we know
Analyzing:
- Cover
- Characters & Setting
- Problem
- Resolution (Predicting)
Students never lost interest on the lesson. Teacher's interventions were very appropriate and guided students well. In general, students made a great effort to express their ideas in English and succeeded. Their attitude towards the lesson was very positive and they could do a great analysis of the text. We are sure students will be able to apply the strategy presented during the guided reading session.
November 2013
Reading & Writing Assessment
We asked students to read and write CVC words in isolation.Words for reading: tap - bed - pin - dog - bus
Words for writing: pan - ten - tin - hot - mug
Reading
Writing
Study Group 2016
These students started the programme in K5 in the year 2013 and will finish it in 2016.
Our intention is to assess their reading skills regularly and evaluate their progress.
We will also draw conclusions on the effectiveness of the programme and its impact on independent reading and writing.
For obvious reasons the students will be referred as follows:
1 MFG
2 MPJJ
3 VR
4 MF
5 BC
6 MD
7 LY
8 PH
9 OC
10 SG
11 JM
12 FSO
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