The teacher/educator selects texts to match the needs of the group. The children, with specific guidance, are supported to read sections or whole texts independently and usually silently. While children are reading, the teacher works one to one with children to provide individualised support for them to use the skills of: concepts of print phonological awareness phonics vocabulary comprehension fluency visual literacy understandings of literature. Independent Individualised practice supported by Independent Reading is a Reading explicit teaching during the whole practice that can be directly group focus at the start of a reading related to: lesson. the learning intention Provides opportunities for reflection success criteria. at lesson closure. Independent Reading also supports the practise of new When children read independently, and reinforced strategies and they are mindful of the explicit lesson knowledge. The teacher and draw on those skills to help them provides support by conferring practise, read and understand text. with individuals or grouping After independent reading, they share students with like needs for a how those skills assisted their strategy group. reading by giving an example or articulating their new knowledge or learning. Reciprocal A reading practice that develops and May be used with fluent readers Teaching supports comprehension. It scaffolds to develop their comprehension talk between a teacher/educator and skills. group members, or group members A helpful teaching practice talking with each other. because it: Children who participate in this helps children to develop practice are encouraged to read, talk comprehension strategies and think their way through the text. makes explicit what readers Scaffolded talk about a text is guided do predict, clarify, – by four comprehension strategies: question and summarise
The teacher/educator selects texts to match the needs of the group. The children, with specific guidance, are supported to read sections or whole texts independently and usually silently. While children are reading, the teacher works one to one with children to provide individualised support for them to use the skills of: concepts of print phonological awareness phonics vocabulary comprehension fluency visual literacy understandings of literature. Independent Reading Individualised practice supported by explicit teaching during the whole group focus at the start of a reading lesson. Provides opportunities for reflection at lesson closure. When children read independently, they are mindful of the explicit lesson and draw on those skills to help them practise, read and understand text. After independent reading, they share how those skills assisted their reading by giving an example or articulating their new knowledge or learning. Independent Reading is a practice that can be directly related to: the learning intention success criteria. Independent Reading also supports the practise of new and reinforced strategies and knowledge. The teacher provides support by conferring with individuals or grouping students with like needs for a strategy group. Reciprocal Teaching A reading practice that develops and supports comprehension. It scaffolds talk between a teacher/educator and group members, or group members talking with each other. Children who participate in this practice are encouraged to read, talk and think their way through the text. Scaffolded talk about a text is guided by four comprehension strategies: May be used with fluent readers to develop their comprehension skills. A helpful teaching practice because it: helps children to develop comprehension strategies makes explicit what readers do – predict, clarify, question and summarise