READING

Observation of Reading Year Three Term Two 2018

Observation of Reading Year 1 Term 2 2017

Curriculum Area: Reading	Date: Tuesday 23rd May 2017
Observer: Cameron Anderson	Role: Tutor Teacher
Lesson Focus: Whole Class – Big Book – Shared Reading Children all come to the mat and are focussed on the big book (T-shirts). Modelled reading the story to the children and encouraged them to read along with you and finished sentences. Good questioning around each page of the story. Asking questions to prompt the children and prepare them to read the page. All children engaged in reading along. Continually prompted the children to put their hand up. “I’m looking for someone who puts their hand up”. Discussion with children about their families (making connections with the text). Ask some quieter children questions to involve them in discussions rather than just the children who put up their hands. Good monitoring of the whole class as one or two children’s focus went onto other things around the room. Instructions for Must Do’s and Can Do’s Was firm with a child who kept calling out and told them to stop interrupting and to put up their hand. Explained must do activities. Good writing activity to encourage children to learn the wonder words by writing them down in different colours in spaces provided. Redirected one child’s focus back to instructions who wasn’t listening to instructions. Spoke to two boys who about talking on the mat. The quickly refocussed. Explained the rest of the must do’s and can do’s and then handed out activity to each child to start independent work. First group to the jellybean table.Good monitoring of the class before starting with group. Asked one child if they were on task and then moved another child closer so they could be monitored easier. Reading Group – Guided Reading Shared the book “Look at Me” with the group. Shared the story with the children and discussed parts of it with the story with the children. Asked questions to build children’s understanding. Started the story by reading the title. Stopped the class “Are you listening?” …”we are listening” and gave new instructions to the class about quietening down. Spoke to the leader about being quieter and setting a good example. Asked questions to make connections with the text as the group read the story. Stopped the group after making a guess (shoes) about the word boots and got them to look at the initial letter. Children then got word correct with some prompting. Asked questions about the punctuation and how did they know they had to read louder at the end of the text? The children said it was because there was an exclamation mark (needed a little bit of prompting for the name). At the conclusion of the story the children were asked questions about recalling the clothing that the pig put on during the story. Children then went and put their reading folders away and started their must do and can do activities. A new child was struggling with understanding the rainbow printing activity so paired them up with a child to explain it to them. All children working on set tasks and activities. Good monitoring of a couple of children who were slow to get started on their activity after their group finished.
Environment: I love all the great artwork you have up around the room. It’s so bright and an exciting place for children to learn. The published writing wall is always changing and I like the up to date published work. The Autumn stories are wonderful.
Ideas for next time: –        Keep working on refocusing some of the children when they are working independently. You are doing a good job of this but I feel it’s going to be an ongoing task for you with some of the children in your class. –        Good sharing of books with your groups and asking them questions throughout lessons. Keep working on this and developing questioning. It’s always difficult with time restraints to see all of your groups.

               Observation of Reading Year 0 Term 2 2017

Curriculum Area: Reading	Date: 9/05/2017
Observer: Dani Clarke	Role: Beginning Teacher
Begin with Big book: “Smile!” Said Dad. What can you see on the front of the book (think in your head) TPS what they see, students share with the class. What is the exclamation mark? What does it mean, tell the person beside you (TPS). Mr A reads book to class and asks questions relating to story. Introduce Must Do and Can Dos Must Dos: Read with the teacher, activity. Can Dos: Puzzles, Big Books, Clay (Make something from Big Book), Whiteboards, iPads. Mr A introduces the must do activity they need to complete, which is a sheet about the big book.  Works with first group of 8 students (Minions) Mr A signs off notebooks. Students put reading folders on the floor. Mr A introduces the title, talks about what the story is about, goes through the book with the students.Mr A reads along with students and points out some wonder words e.g. I. Students read on their own. End of the lesson Mr A asks students what their favourite piece of clothing is. Group 2 has 5 students (Monsters). Mr A introduces the story title and discusses what the story is about. He then shows the pictures and talks about what is happening on each page. Students read along with Mr A. Conclusion of group lesson Mr A asks a question from the story ‘What did they make’ Students answer question individually.Group 3 has 4 students (Lions). First time on red books, introduces the title to students and what is happening in the story. Mr A reads long with the group. Next two students read together and two follow along then they swap they continue to read on their own without Mr A. Mr A asks students if they have a pet.Group 2 has two students (Penguins). Introduces the story to students talks about each page. Mr A reads with group and they continue. Mr A prompts group and they lead.Mr A has a group on green of two students that he will read with in the afternoon. It is not a big issue if this group does not read every day as they are very far advanced compared to their peers. To finish students clean up, work together and sit on the mat ready for the next instruction.

Observation of Reading Year 0 Term 3 2016

Curriculum Area: Reading	Date: 6th September 2016
Observer: Dani Clarke	Role: Beginning Teacher
Reading for room 3 is done collaboratively with room 2.Room 2 joins room 3 for instructions. The must do and can dos are explained to the classrooms together. Must dos include: Browsing box, wonder words (writing a certain amount of works) show wonder words to a partner. Can dos: play-dough making something from big book, reading to self, ipads, Kids pix drawing spiders from big book, reading a book to a partner. After these are shared the room split into two. One half goes with Mrs B to do Phonics and the other half does big book with Mr A. Shared reading (Big book): Mr A explains they are all reading the book together. Ask students how they know that word is ‘run’. Putting words and sounds they know together to try and work it out. Think, pair share, “what word do you think it might be, tell the person beside you”. Discuss punctuation also. After the big book students then go onto their reading must do, can dos. Guided reading: Students sit around the jellybean table; students give Mr A reading notebooks for him to check and sign. Students are given the book, looking at the picture on the cover, ask questions such is what is happening in the picture? talk to the person beside them what they can see in the picture. They then tell their partner where the helicopter might be going.  Walt is then introduced. WALT: use different ways to work out a word you don’t know. Mr A asks students What are ways to do this? Students reply with some good answers. Read on and then go back, sound out the words and look for the first letter.  Encourage students to have a go at sounding out words. Students are reminded to keep following with their eyes and some with their fingers. Some students can read faster than others let them read this by themselves, then come back together on the next page. To conclude the lesson, ask questions to the students such as what were the characters of the story. Again use think Pair share with each other.
Helpful hints from observations:– The conclusion of group lesson use Think pair share when asking final questions relating to books. -More ideas for must do can dos, using play dough, drawing pictures of characters from big book.