Observation - Kath Corby

Observation Reflection - Kath

6/8/15

Dates of snapshots:

28.7.15 / 5.8.15 @ 11am

Focus of snapshots:

Guided reading and writing integrated structure (change to practice)

Snapshots based on:

Framework for Best Practice - Guided Reading (draft)

Discussion points:

• Motivation for change from teaching reading and writing; the need to see all writers (the focus had been on seeing as many writers as possible but it often was only the lower and higher ability students).  This approach ensures that over an hour 5 groups are seen (and all students have a session with the teacher facilitating reading and writing).
• ‘Knowing the learner’ is a key central focus of lessons; the ability to focus on the ‘actual’ needs of each student / group.  Through discussion it was clear that the use of key documents (National Standards / Literacy Progressions) is starting to emerge.
• Response to text: the reading of a guided reading text is followed up with a writing response ie. procedural text of how to get ready for a day at school after reading ‘My Dog’.
• Stations; stations are based on key skills needed by students.  The include an element of choice within the station ie. different options for students to do.

Possible next steps for teacher:

• Refine the lead into the writing (explanation with a balance of student and teacher talk)
• Teacher strategies for engagement ie. teacher talk, visuals, modeling books etc so students are able to reframe what they are learning and how this learning will be demonstrated (learning intentions and success criteria).

Jessie - thank you for the opportunity to come and watch your guided reading / writing lessons.  Your ability to take a new approach, evaluate it and add it to your repertoire of tools as a teacher is something to be commended.

Kath.