After our last PLG we were asked to describe and explain the changes of tweaks that we have made in our practice along the way. This blog post will outline some of the tweaks and changes that I have made along with another observation that I have had from my coach from RPI and what changes I made from that observation.
I have continued to work on tweaking and changing this to fit in with my students. We have spent a lot of time during guided reading sessions talking about how we can make this work effectively. I have listened to what my students have shared and changed up how we use this so that all of the students are feeling successful. One key thing I have added in is a reflection for the students to fill in as a group and rate how well they have done with this for the week. From there we have had group discussions around how we can make this work more effectively in the classroom. I have also continued on with either a picture prompt or would you rather question at the beginning of guided reading sessions so that we can go over ground rules for talk and getting the whole group involved.
I have continued to shape and develop these tasks each week for after guided reading. I have now incorporated the vocabulary tasks into the response to text task. With the spotlight task I used to have the students do this collaboratively but was finding that some of the students were reluctant to share in a larger group so I have made this an independent activity for each of the students to complete before coming to guided reading sessions. This then allows the students to think about it before we come together as a group and ask questions if they need clarification. After reading the students then work together to find the meaning of each of these words from the text.
Observations
As part of RPI we have been asked to have our coach come and observe lessons and provide feedback on what we can focus on in our practice to make guided reading sessions better. From one of my observations I found that there were a few students who would sit back and allow the other students in the group to answer all the questions. They were focused during these sessions they just didn't have the confidence to share with the rest of the group. One of the key things Toni and I talked about was gifting these students some of the questions as they are reading so that they have had time to frame their answer and are not just put on the spot. One change that I have made it writing down some of the key questions for these students to have in front of them while they are reading to see if that can help with confidence in sharing with the rest of the group. This as been working with some of the students but I will continue to do this so that all of the students feel confident to share in the group.
Next steps
I will continue to implement these changes to my practice and monitor some of the things that are working and some parts of this that might need continued change throughout the rest of this term and into term 4.
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