Week 5 trial

Monday 25th of September 

Reflection:
Still building the boys' confidence to speak and giving them a lot of reassurance.

Tuesday 26th of September 



Friday 29th of September
Reflection:
I allowed the boys to lead the session and interrupted as minimal as I could.
The boys were very focused and they know how to use each card and are all becoming more confident in contributing to each part of the story to develop their understanding.

Week 4 trial!

Reflection:
The boys' confidence seems to be increasing and more engagement as more are participating in discussions of the text.
I will trial using School Journals next week as the length of the e-books and the vocabulary in the audio books at this stage seems to be challenging for the boys so discussions continue for a long time. Also, I'd like to try and vary my resources so that the boys can be exposed to both digital and non-digital texts.
Hypothesis:
I predict that using the School Journals will help the boys put the stories into context and support them to participate more during our guided reading sessions.

Target student intervention 2: Intensive reading mileage and reinforcement!

One of my target students joined my class in Term 2 this year with limited English vocabulary and knowledge. He is able to communicate orally with others, however, reading and writing skills/ knowledge is very minimal. I needed an intervention to help my student to read and write so after my first conference with the child's mum in Term 2, we started practising high frequency words every day at home and I also introduced 'Starfall' (audio book website) to my student as initially he wasn't able to sound out any of the words independently. We started with the 'Learn to read' section and then this term we moved from the 'Learn to read' section to 'I'm reading' section as I wanted my student to feel some success that we are moving forward and making improvements in our reading.
Student is now able to sound out most of the high frequency words without audio or support.
I will continue to monitor closely the students' responses during Reciprocal Reading sessions and will test student again in the last week of the term.

Part one of intervention: Practise with audio book.

Part two of intervention: Practise with teacher.

Part three: Record reading independently using a digital platform.

Week 4 trial!

Reflection:
A friend suggested to me over the weekend that perhaps the boys could have a shared glossary of new vocabulary that they come across as we read together.

Where to next after week 3 of trial?

Reciprocal Reading is also called Co-operative Reading.
As explained on TKI ESOL online.
This led me to read Teaching reading approaches and strategies


Hypothesis:
I'm going to try RIQ and Developing high level questions.
My prediction is that these strategies will help my students to become more confident in sharing their ideas and ask questions that develops their understanding, which will in turn improve their ability to make connections and inferences with what they have read.

Teacher modelling session!

Today, I modeled for my boys' reading group how questions, ideas, thoughts can be shared during our guided reading session using Reciprocal Reading.
I didn't film this session because I wanted the boys to feel comfortable about asking any questions that they may have about Reciprocal Reading.
The session went well and I hope that this session has helped them to feel more confident in sharing their ideas next week.

How do I guide, facilitate an engaging reading session?

Reflection of week 3 trial:
Students are still unfamiliar with using the prompt cards...
Reflective questions:

1. Are the prompt cards too difficult to follow/ understand?
2. Have I given enough examples?
3. Am I talking too much? Is that why the students are not talking?
4. Is there too much peer pressure within the grouping? Do students get along with each other? Are they likely to communicate with each other?
5. Are there any other obstacles?

Where to next...

• Take a step back and more scaffolding of prompt cards and strategies are needed for students to gain the confidence to take risks in asking questions in order to develop their critical thinking skills.
• Teacher modelling of each prompt card before, during and after a reading session. 
• Teacher to engage students through questioning, strange example, contextualise learning so that students can make connections with text.
• Use a range of teaching resources, not limiting to online e-books. For example, school journals as most texts are culturally appealing and sensitive for the boys in my class.

Trial week 3 part 2

13th of September
Continuing to encourage students to contribute and lead with their prompt cards.
Using e-books from Get Epic is really engaging as it has illustrations or photos for students to discuss.
I have noticed that this group is still very teacher directed, but a few of the students are displaying more and more confidence in sharing their ideas during reciprocal reading.
I have asked the students to set up a Glossary to record down vocabulary that they are unsure of...this hopefully increases the students' bank of words and increases their understanding of text.

Week 3

11th of September
Still quite students driven, but some students are more responding more.
Trailing a record of new vocabulary to ensure understanding of text and continue to guide and ask questions to encourage thinking about text.

Labelling my Inquiry into practice!

I will be using the following labels to clearly categorise my Inquiry journey.

LEvidence,LScan,LTrend,LHypothesise,LResearch,LReflect,CPlan,CTry,CInnovate,CImplement,CReflect,SPublish,SCoteach,SModel,SFback,SReflect

LEvidence	Learn - Gather Evidence	CPlan	Create - Make a plan	SPublish	Share - Publish
LScan	Learn - Scan	CTry	Create - Try new things	SCoteach	Share - Co-teach
LTrend	Learn - Identify Trends	CInnovate	Create - Innovate	SModel	Share - Model
LHypothesise	Learn - Hypothesise	CImplement	Create - Implement	SGuide	Share - Guide
LResearch	Learn - Research	CReflect	Create - Reflect	SFback	Share - Feedback
LReflect	Learn - Reflect			SReflect	Share - Reflect

Week 2 of trial...

5/9/17

Reflection:
Students are beginning to share more, however a lot of teacher modelling and teacher prompting is still needed. Have one student and teacher leading discussion at the moment and a lot of prompting (to be expected). A lot of scaffolding of vocabulary and teacher modelling of questioning techniques needed, but students are feeling more confident sharing their ideas.

Target group

31st of August



A couple of the boys were starting to feel more confident in asking the group the question on their card. A lot of unfamiliarity with the use of the cards.
Need to introduce the vocabulary on the cards first, such as identify, difficult.

Comparison group - week one

31st of August

This group consists of girls that are reading below their chronological age and needs support to explain their ideas and thinking of text.
Also trialling reciprocal reading with the variation of using online ebooks from Get Epic!