Intensive Reading Program
Intensive Reading Program Lesson Demonstrations and Strategies
The following videos will demonstrate a range of strategies that can be used with Year 7 reading groups. The strategies include running records, site words (reading), site words (writing), flash cards, literacy games, literacy circles and more. The demos show how to work with just one student, or a small group, and are pitched at the three levels beginning, emerging and extending. Thank you to the teachers for offering to be videotaped for this important project: Mrs Erika Kardasis, Mrs Sayed-Rich and Mrs Goldsmith-Bryant.
Running Record 'Koalas'
The student copes with most of this text, so she will attempt the next Stage with 'The Best Teacher' text. However, the teacher makes note of which words the student does struggle with. The teacher could then use the mini whiteboard to workshop the areas of difficulty for the student. For example, word beginning letters and sounds (gr) or middle sounds (ou) or ending sounds (nd) (tion) or single or plural words.
Running Record 'The Best Teacher' Stage 2
This demonstrates how to conduct a running record with a student whose reading age is at Stage 2. The teacher does need to be able to see the text that the student is reading. Note that during the running record, if a student mispronounces a word, the teacher will write down the correct word, then write the mispronunciation above the word. The teacher takes the opportunity to workshop words that are giving the student difficulty, i.e. breaking the word down into syllables. The teacher could also pause to demonstrate the difference between long and short vowel sounds, ie 'gave', or past and present tense. In the running record, if the teacher assisted with pronunciation, that is indicated by the letter 'T' placed after the word, or 'SC' if the student self corrected. The teacher could also assist the student to look for words within words, ie 'eight' in 'weight'.
Running Record Best Teacher
Reading Sight Words, Year 4
Following the running record, the teacher is then able to estimate which year sight words that the student could manage. The student is given a list of appropriate stage sight words. The teacher uses an identical list of words and indicates with a tick if the student can pronounce the word, or writes down the mispronunciation. This reveals which stage sight words the student can manage. If the student makes more than ten mistakes, put that list away, and go to a lower year list. Note, the teacher DOES NOT tell the student that they are reading Year 3 or Year 4 words! (This may embarrass the student).
Reading Site Words
Writing Sight Words
Here, the student uses a texta to write on a blank piece of paper. The teacher explains that they will read out a list of words and the student will be hearing the words and writing them down. The student uses a texta because this is much faster than writing with a pencil or a pen. Also, the student needs to use a different colour for different year sight words attempted. Note, the teacher reads through the list of words reasonably quickly. The teacher may not read through the list sequentially, but may select a variety of words from the list. The teacher then writes down the words that they selected for that student. If you start with Year 4 words, and the student cannot manage, then go to a lower level year, but get the student to write with a different coloured texta.
Writing Site words
Workshopping Vocabulary and Re-Reading Words
Here the teacher workshops particular words that gave the student or students difficulty during the running record, the writing or reading of sight words. The teacher could begin by asking students to remember the words that they had difficulty with. Then ask the student to write those words down. The student can write on the mini whiteboard, or in their scrapbook. The scrapbook will have a 'practice' page and a 'perfect' page. Support the student to correct their spelling errors, by allowing them to look at the text which contained the difficult words. The teacher has the student read those words out loud, and assists with pronunciation. Note that the teacher demonstrates the shape of the mouth and placement of the tongue when pronouncing particular words. After a few practices, the student is given the same text that they read for the running record. This way, the student has the opportunity to read those words in the context of a sentence. The teacher performs a second running record, noting any improvements or new difficulties. There is the opportunity to have the student repeat the difficult words a number of times, write them down, break them into syllables before re reading the text a third time.
Workshopping vocab and re reading words
Beginning Sounds Flashcards
From the running record, particular needs of individual students should have revealed themselves to the teacher. There is a wide variety of vocabulary strategies and games which can support student's individual needs. This set of flash cards isolates the beginning sounds of words. The teacher explains to the student that she will be shown a card with an image, and the word is written beneath it, with the beginning letter/s removed. The student is required to look at the image, read the words and say the completed word.
Beginning Sounds Flashcards
Testing Understanding of the Text
Just a sample of some questions to ask the student following the running record: did they understand what they were reading? There are also more vocab building exercises.
Testing understanding of the text
Writing Year 6 Sight Words
After approximately 20 words, you can see the student can only spell one word correctly.
This activity was followed by a reading year 5 sight words activity.
Writing Year 6 Words
Boggle is a fun vocab game, which is used to break up the intensity of some of the reading strategies.
Flash Cards and Ending Sounds
Flash cards and ending sounds
This is a Focus on Reading teaching idea, which can work for the emerging and extended groups of students. The students are given particular roles in the group, which explore different aspects of a text.
Year 4 Sight Words with a group and Magnetic Board Vocabularly Building
There is a range of vocab building and discussion following the writing of the sight words.
Magnetic Board Vocab building
Focus on Reading Strategies
Here is a demonstration of a range of teaching ideas that support FoR: Literacy Circles, Weaving a Web of Learning and the Super Six Strategies: Questioning, Predicting, Visualising, Making Connections, Summarising and Monitoring