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reading books from learner's own cultures

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Decoding with spelling

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we need to continue to be aware of the need to highlight and discuss text features that communicate author's meaning or perspective and intention

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The BSLA programme covers all of the new curriculum outcomes in Phase 1 - from a Year 1 perspective.

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What opportunities do we give them to decode during novel?

How can we shift ownership more during our reading sessions to have a mix of teacher, guided and student led.

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Want to encourage reading aloud more to gauge fluency - building confidence.

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Be sure to allow students have time to do their own self correcting - with guidance.

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BSLA covers all of the progress outcomes effectively - if with follow the approach as it was intended

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Continue to allow time for comprehension within the regular reading session. Celebrate connection making.

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High Frequency words should be being explicitly taught and practised - we need to find the lists that match BSLA accordingly

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Presented thoughtfully and easy to follow

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Higher expectation for the children for the Word Recognition element.

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Prior knowledge and making connections have been integrated.

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exploring texts that speak to the identities, languages and cultures of students

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Linking in writing and cross curricula learning.

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Aligned with BSLA and the children are coming through with these valuable skills.

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Unpacking the vocabulary to develop deeper meaning

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Trying to develop reading stamina to read longer texts

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Quite a wordy document. Becoming more familiar with the curriculum will make working through the planning element easier.

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Ensuring that we cater for all students by managing time to ensure comprehensive coverage.

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Quality and depth.

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identifying whose voice is missing when discussing the voice that is included the text

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We feel that our independent activities are closely related to the sounds of the week or the quality picture book.

To make them independent we find it works best if we keep a general format and change to reflect the new sound.

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Going into the identification and description of language features.

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Indentify and describe visual features - how would this look?

examine the effectiveness

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When do we start implementing this?

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How do you juggle the demands of year 3s and 4s?

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Strong focus on comprehension, summarising and inferring

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Author's purpose - making connections to the AP