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https://app.seesaw.me/pages/shared_activity?share_token=xMBW6HEiTDSsO7NwIBgr9g&prompt_id=prompt.85da9b01-dea5-438d-944b-712ce89e648c

Here is an activity I use in my class for students of all abilities. This is also a good example of using EdTech to simplify an activity for learners requiring extra help in understanding sequencing. Students use visuals and choose cards to place in the correct order. Then they take a picture using the class iPad and upload this to their Seesaw journals, and record themselves telling the sequence. This activity might also be beneficial for Special Ed/ELL learners with challenges in writing as it is has a strong visual element. With Seesaw activities, there is also an option for teachers to record verbal instructions.

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1. Choose 3 picture cards and arrange them in 1st, 2nd and 3rd order. 1. Tap the :plus: button. 2. Take a :photo: of the cards 3. Tap :rec: and talk about your cards using the words: first, second and third. 4. Tap :pause: when you have finished. 4.

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The visualizing activities detailed in this link would provide for an art-based learning center (students design a book cover based on the title) and a collaborative, fun game in the second activity. In the second activity, I would ask the stronger readers in the group to read the prompt cards, with weaker readers in the group listening and drawing according to the prompts.

The two activities here are good examples of activities that are accessible to all levels or learners and are collaborative in nature.

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Having listened to many children read as a classroom teacher, they can be fluent readers yet not understand nor be able to tell you anything about what they've just read. Explicitly te aching reading comprehension strategies can help young children develop an awareness of the tools they can utilise as readers to improve their understanding of different texts.

As an Early Years teacher, I've always found the strategy - visualising, one of the easiest to teach. Most young children are already using this comprehension strategy as they read, we're just making them aware of what they are doing, labeling it and allowing them to practice it in an intentional way.

I've designed two different hands-on visualising activities that can be used for a whole class to introduce or reinforce the reading comprehension strategy.

Young children need to understand why it's important to use comprehension strategies like visualising in helping them build an understanding of a text.

It can also be an important tool to help students understand that we all have our own unique way of seeing, influenced by our own experiences and prior knowledge - that there is no right or wrong. The way I might connect to a text could be different from another person's because of our prior understanding and personal experiences.

The first activity is a relatively simple one.

It utilises a child's prior experiences and encourages them to make connections to texts, other media and themselves.

Using just a title of a story, I provided my students with these blank frames (template supplied) and then gave them the title only. One title we used was 'A Day At The Beach'.

Together we brainstormed what we might see if we went to the beach then I gave my class about ten minutes to draw what they expected to see in the story, the picture they saw in their heads when they heard the title.

As you would expect, their pictures contained some of the same elements like sand and water but depending on their personal experiences some children included icecream while others had surf boards and sharks!

After sharing our work with a gallery walk around our classroom we then repeated the exercise with another title from our list.

The next activity is even more fun and can be done more than once. Again it draws children's attention to how visualising works.

This time using three clues to build a richer picture in their minds to work out what an item is.

Using these clue cards, and there's 32 different ones to choose from, and our template, read your students one clue then ask them to draw what they think it is in the first box on the left side of the page.

Allow about 5-10 minutes depending on the age of your students then ask a few people to share what they think the item is.

Then read the class the second clue and ask them to draw what they think the item is in the next empty frame.

Do they still think it's the same thing or have they changed their minds?

Read the third and final clue and allow them enough time to draw again before asking some people to share what they think it is now.

You can then reveal what the item was and hand each student the picture card to stick in next to their work in the final empty frame.

In a 45-50 minute lesson, you can do two cards this way.

You can purchase our Reading Comprehension Strategies - Visualising unit here.

This is a digital product, no physical item will be posted to you.

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TEACHING READING COMPREHENSION SKILLS - VISUALISING

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Having listened to many children read as a classroom teacher, they can be fluent readers yet not understand nor be able to tell you anything about what they've just read. Explicitly te aching reading comprehension strategies can help young children develop an awareness of the tools they can utilise as readers to improve their understanding of different texts.

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Independent or Group Reading - Same-Ability Groups

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Independent or Group Reading - Same-Ability Groups

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INDEPENDENT: Books are levelled according to the reader. Students may access levelled books using RAZ-KIDS or use books from the school library. The teacher can rotate between groups, focusing on those students that need reading support.

GROUP: In this teacher led activity, students take turns reading a shared text. Although the text chosen is suitable to the group, this should be approached carefully to avoid embarrassing students or causing anxiety to students by calling on them to read to the group. I would ask for volunteer readers for students that feel confident reading aloud in front of their peers

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Guided-Reading Response Cards - Same Ability Groups

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Guided-Reading Response Cards - Same Ability Groups

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Students read a story together (grouped in 2s or 3s) and are given discussion cards for them to use before and after the reading.

Students are grouped on reading ability and the level of questioning varies depending on the ability level. For example, lower level readers might discuss, "What characters can you see on the cover?" with higher level readers using discussion prompts like, "What does the title tell you about the story?"

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This looks different at every level ranging from students with Special Needs/ELL to the strongest readers in the class.

For example, those students needing the most support might be working on individual letter sounds or CVC words, with stronger readers working on CVCV words ranging up to tricky words, contractions etc.

Students will have a variety of different resources and manipulatives to use - for example, letter stamps, letter tiles, magnets, and PlayDoh to form words, through to sentence writing prompts using target words or language.

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Lower level readers might work on First Grade sight words 1-25, with the medium level groups working on the second set of sight words 25-50. Lower level groups might benefit from lots of collaborative, fun games (example, Go Fish, memory games, matching card activities, scavenger hunts) with higher level readers given option to practice reading the sight words and spelling/writing the words.

An EdTech App like Wordwall can also be used to make this suitable for physical or virtual classes. The example linked here gives opportunity for collaborative games in either setting: https://wordwall.net/resource/4920459/1st-grade-dolch-words

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Wordwall - Create better lessons quicker

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Random wheel - Spin the wheel to see which item comes up next.

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Here are my plans for homogeneous group activities using the sample assessment data for a Grade 1 class. The example activities are all for a Reading class in an international school setting (predominantly ESL learners)

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Teacher-led shared reading. In a small group setting, the teacher reads a shared text with the group. Think-pair-share chats within the group are used to encourage critical thinking and discussion. Struggling readers will benefit from being grouped with stronger readers as they can verbalize and listen to the thoughts of their peers.

This group can also act out the story they read making it accessible for both higher and lower ability students and building comprehension for struggling readers. A stronger reader could perhaps take the role of the reader or narrator, with other students playing other characters in the story. This group activity can also be led by the teacher.

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Response to Reading: Same-Ability Groups 

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Response to Reading: Same-Ability Groups 

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As an example activity, students predict what happens next from a presented simple beginning and middle of a story.

Differentiation will be offered as texts ranging in difficulty level will be available for the students to choose from, along with different mediums for students to express their response.

Examples:

Extensive written responses (good for gifted students).
Options for students to draw pictures in place of writing (or both writing and illustrations)
Options for students to record a digital response (for example, using Seesaw to draw pictures, add typed text, or record their voices giving a verbal response).

Special Needs or ELL students could be offered assistive technology to enable them to respond to the same level of reading text as higher ability readers in the group. Examples:

- Text-to-speech software or pre-recorded passages of books to listen to for those that face difficulty reading standard print.

- Graphic Organizers for students to plan and visualize their response before writing.

Reference: https://online.alvernia.edu/articles/5-assistive-technology-tools-that-are-making-a-difference/

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Students use the classroom laptops or iPads to read levelled books on RAZ-KIDS - https://www.raz-kids.com/

All levels of readers are able to access this activity, as levelled books can be assigned by the teacher, and students have free-choice over other books they read. Students can "level-up" once they complete a certain number of books at any level, giving them ownership over their reading progress.

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Students work independently at this EdTech center. Using classroom iPads, students log into their Seesaw journals and record themselves reading the text in a timed assessment.

Note: Special Needs students will be given options to read the text using another medium (e.g. printed/large text), or use text-to-speech software. Differentiated texts will also be offered in this activity, so all students can choose to read the level of text they feel comfortable with.

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1. Open the story passage 2. Tap the :rec: 3. Record yourself for only 1 minute 4. Tap the :check: to submit

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Paired Reading. Students are group into 2s or 3s within their small group and read to each other. The teacher would purposefully pair the students to ensure there is a stronger reader with a weaker reader.

Note: Special Needs students can be partnered with a teacher if suitable, to give individualized support. High achieving students can be utilized and paired with students weaker in reading.

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Here are my plans for heterogeneous group activities using the sample assessment data for a Grade 1 class. The example activities are all for a Reading class in an international school setting (predominantly ESL learners).