Classroom Observation Reading Comprehension

Plotting Effective Teaching of Reading What would it look like?

Comprehension
Text and non text focus Discuss the cover and pictures throughout book.
o Citing the specific text – Relate the pictures to experiences the students
author/purpose have had.
o Make connections text to text Relate to other texts that have been read.
(intertextual) Discuss the author‟s purpose for writing this
o Directing student back to text story. Link with other stories written by the same
o Activating prior knowledge of author.
that text-remember when we The text is relevant to the students.
did… Draw parallels to other texts, characters, plot,
o Relevant genre, using Venn diagrams
o What is our purpose for reading Promote interaction with the text.
this text? Word map vocabulary. “Golden” sentences.
Make predictions of what it is about, what might
happen etc.
Vocabulary questions (Teacher) Teacher has pre read the text and introduces new
o What clues does the text vocabulary. List words.
give you about this word? Target specific questions to particular students.
o Can you think of another word Use correct language eg synonyms
(synonyms)? Predict the meaning of a word and then confirm
o Is there something about part of using dictionary.
the word that gives you a clue? Use pictures as clues.
o Can you make up your own New words should be “past the ear and past the
definition from the text? Does it tongue”
make sense? Open ended questions.
o Have you seen/used this word in Teacher knows what language feature they want
another way? to focus on and gets students to find examples in
o Good vocabulary questions the text.
should link to checking for Use vocabulary in context.
evidence? Look at context / content use of vocabulary.
o Judicious use of dictionary Teacher gives feedback / feedforward when
students are working on vocabulary.
Students contribute to discussion
Say the word – “You say that word”, “What
would make sense”, “Can you compare it back”,
Think about the word”.
Vocabulary elaboration (Teacher) Build word bank of synonyms.
o Synonyms – restate things in Write sentence with a gap – “Can you think of
another way another word?”
o Word families – word derivation “Can you see a word inside that word?”
o Cultural knowledge of where the “What do you know about that word?”
word has come from “Where have you used that word before?”
Use of a glossary (Journals often have them)
Link to students‟ culture.
What are the key or concept words to hang text
on?
Invite discussion about words eg. In Maori we
say……. Etc.

©Tamaki Achievement Pathway 2007

Plotting Effective Teaching of Reading What would it look like?
Comprehension
Extended talk (Teacher/ Student) Students relate or compare experiences.
o Discussing nuances of meaning Students talk and question each other and teacher.
o Links to incorporation Don‟t get hung up on time and use the „teachable
o Relevant reference to prior moment‟.
experiences Teacher shares their personal experiences.
o Incorporates the „teachable Teacher values talk.
moment‟ Refer back to text, other text or experience to link
o Encouraging student to student talk understanding.
and bringing ideas back to main Encourage reflection – sharing circle, group
group response, reporting back.
o Examples are clearly linked back Use I/ we think…… statements.
Encourage asking questions, sharing ideas and
justifying ideas.
Checking and Evaluation (Teacher, Finding proof. “Find the sentence that tells us
Student) that”.
o Show me in the text Discuss fact or opinion, author‟s version etc.
o Were we right when we made that Encourage students to check own prior
prediction? knowledge against the text.
o Why do you think that? Reflect on the focus, learning intention, success
o Where is the evidence (More than criteria.
just text, an inference is made from Ask open ended questions to justify.
own experience)? PMI with justification
o Have we achieved our purpose for
reading this?
Incorporation by Teacher (use of Teacher checks own assumptions about vocab (eg
student’s linguistic, cultural resources) stove / oven)
o Relates to children‟s experiences Encourage good relationships - teacher prepared
– similarities and differences to listen and encourage students to take risks and
o Understands the linguistic ownership.
differences in languages Ensure teacher and students are “on the same
o Links to family titles e.g. uncle, page”.
auntie (cultural inclusiveness in Talk about words.
families/relationships) Understand students‟ “lingo”.
o Connections can include pop
culture
o Doesn‟t make assumptions
Prompt awareness (of strategy use) Teacher encourages active reflection /
o What strategies have we used? participation.
o Reminders about previously used Narrow focus / strategy – returning to it
strategies throughout lesson.
o Where might we find help? Teacher models or explains the process of finding
o What the purpose of the lesson is? help using re-running, syllabification, using
o Reminders about conventions of context, using dictionary, questioning etc.
text
Highly informative feedback Learning Intentions are visible, specific and
o Related to the learning intention referred to often.
o Specific to the task / learning Success Criteria – what are we focusing on? Did
o Emphasising what is important you achieve this? What is the next thing we need
o Feed forward specific not general to do? What do we do next time?
o Evaluative against success criteria Students take ownership.
(progress towards meeting learning Students help with forward planning.
intention) Self evaluation – What didn‟t you get? What do
we do next time?

©Tamaki Achievement Pathway 2007