# data[].attributes.headline
Audio recording of reading using tablets

# data[].attributes.subject
Audio recording of reading using tablets

# data[].attributes.body
Get children to record themselves and listen back. Are they fluent? Are they reading with expression?

# data[].attributes.body
Building fluency
Independence
Cooperation
Build expression

# data[].attributes.headline
Would you read another book by the same author? Why? Why not?

# data[].attributes.subject
Would you read another book by the same author? Why? Why not?

# data[].attributes.headline
Would you like to be a character in the story? Explain your answ

# data[].attributes.subject
Would you like to be a character in the story? Explain your answ

# data[].attributes.body
Create a survey to assess parents reading skills and if they can help their child with reading at home. Home reading tasks can then be more targeted to the assistance that is accessible to the child.

# data[].attributes.body
Ss record themselves reading a book.
Ss can take a picture of the book and discuss aspects of the story; character development, beginning-middle- end.
Ss can create a different ending.
Parents enjoy listening to their child read.
During library time, Ss sit and read a book while they record their voice

# data[].attributes.body
Draw a picture of your favourite part/character and extension write why.

# data[].attributes.body
Child chooses a book of choice to read and discuss (retell in own words) with a partner what the story was about

# data[].attributes.headline
What's your favourite part of a book and why?

# data[].attributes.subject
What's your favourite part of a book and why?

# data[].attributes.headline
Independently checking spellings from homework

# data[].attributes.subject
Independently checking spellings from homework

# data[].attributes.body
As Lizzy from RWI pointed out, it's really important that children correct and practice spellings themselves. This is a fairly easy, low-maintenance activity that children can do themselves

# data[].attributes.body
Read to Self
Read to buddy
Word Choice
Listening Center
Work on Writing
Read to Teacher

# data[].attributes.body
Strategies for independently choosing a book that is suitable for their level. E.g. Scan a random page in a book if there are more than 5 words you cannot read/understand then this book is not suitable

# data[].attributes.body
Provide the children with a template (Twinkl) and children write a review about the book.

# data[].attributes.headline
Read to the end of a page and ask children to predict what they think might happen next

# data[].attributes.subject
Read to the end of a page and ask children to predict what they think might happen next

# data[].attributes.body
Group can use the dice to answer questions in their text.

# data[].attributes.body
*Look, think, cover, check*
Give various spelling words based on child's ability. Write down word and then create a sentence  using the word.

# data[].attributes.headline
Students can play different games with spelling words in the unit we are learning

# data[].attributes.subject
Students can play different games with spelling words in the unit we are learning

# data[].attributes.body
Children could use this time to make linguistic links between school language (English) and home languages. This might include translating the Central Ideas and lines of inquiries; translating key vocabulary from the unit

# data[].attributes.body
1. Children would be paired and write questions about the text they have read for other students to answer.
2. Poetry: guided reading time would specifically  focus on poetry and discuss different kinds of poem / learn poems (High ability, independent readers).
3. Book reviews: students would write a short review from the books they have chosen from the library for other students to look at. We built up a book review wall.
4. Drama games: this could be teacher or assistant lead. The activities encourage oral expression and link closely to reading with expression.

# data[].attributes.body
Poems that connect to the unit.
Fluency builders
Buddy reading

# data[].attributes.body
Use first week of each term to listen to every child read 1:1. Allows you to assess their reading level and check what stage they should be reading. Could use assistant to help with this. (AHK)

# data[].attributes.body
Suggestion that children choose one book and teacher chooses a project X/Treetops book at correct level to go home. Not best to leave that up to the children as they always want to take a higher stage. (AHK)

# data[].attributes.body
Use the RWI reading and writing activities to support your guided reading sessions even if you are not using the RWI books.
The grey books are equivalent to ORT stage 9 so every class has children still at that level. (AHK

# data[].attributes.body
Have the assistant read with different groups over a period of time. It is useful for you to get the opportunity to listen to every group. Very important for you to know where your 'lowest' readers are. (AHK)

# data[].attributes.body
Use tablets for children to listen to stories, allows them to develop vocabulary and also hear stories being read with expression. (AH

# data[].attributes.body
https://drive.google.com/a/askeris.no/file/d/0Bx_sVQrkOnOlZ2U2WmRRVnUzSXM/view (EA)

# data[].attributes.body
children read silently. Get a child to come up to me to read for meaning. Try to work out if they have understanding of what they've read. Children read from 1.00 to 1.15. (EA)

# data[].attributes.body
As children are reading at home, we should see evidence of this in reading journals. In Grade 4, children can't take a new book out of the library without showing some evidence. I use this page "80 things to do with a reading journal" to give children different ways to respond to text (JT)

# data[].attributes.attachment_link.readable_text
Reading_Journal_activities.doc - Google Drive

Loading…

# data[].attributes.body
Quick crosswords contain lots of language work - spelling, synonyms, idioms, and more. With access to online dictionaries and thesauri, this could be a challenge for more able pupils. (JT)

# data[].attributes.headline
Focus #1: using tablets for dictionary and thesaurus work

# data[].attributes.subject
Focus #1: using tablets for dictionary and thesaurus work

# data[].attributes.body
This is something that could be used to broaden children's vocabulary by learning synonyms and antonyms. This could be in the context of inquiry work, or just general vocabulary expansion (JT)

# data[].attributes.body
Children should be reading independently at home every night. Do we need 45 minutes of mostly independent reading time in school?What else could they be doing in their library time? (JT)

# data[].attributes.body
How can we best use the assistants we have in class during Guided Reading? (While reading with less able readers is an option, remember that extra support is already well established; what other inquiry-supporting, language-enriching work could they be doing with groups? (JT)

# data[].attributes.body
What meaningful independent activities can children be doing in Guided Reading sessions? Think about consider use of laptops/tablets. (JT)