Logging up reading mileage
Teacher Stewart Tagg
| Year
|
Level
|
Duration
|
| 9-10
|
4
|
Flexible
|
| Achievement objective being assessed
|
Learning outcomes
|
| Personal Reading (passively, through class expectations for a reading programme) Note: The supporting achievement objectives provide the assessment tasks necessary to assess whether personal reading objectives are being met.
|
Select and enjoy their own range of contemporary and historical texts, display a knowledge of different genre and their particular content and identify literary aspects of chosen texts.
|
| Processes
|
| Thinking Critically
|
Discuss and convey meanings in their chosen texts, exploring relevant experiences and other points of view.
|
| Supporting achievement objective
|
Learning outcomes
|
| Close Reading
|
Discuss language, meaning, ideas in their chosen texts, relating their understanding to experiences, purposes, audience, and other texts.
|
| Transactional Writing
|
Write explanations and express personal points of views derived from their chosen texts and present their writing in a range of authentic contexts, sequencing ideas logically.
|
| Poetic Writing
|
Write on a variety of topics based on their chosen texts and shape, edit, and rework texts to express ideas and experiences imaginatively.
|
| Presenting
|
Use visual and verbal features to communicate ideas or information based on their chosen texts through different media.
|
Teacher background reading
Teaching and learning activities
Learning task 1
Learning task 2
Learning task 3
Assessment
Give students plenty of room to move with respect to the style of assessment assignment due for their personal reading programme. The balance must be found between ALL strands. A choice in assignments is always appreciated by students and all strands can offer worthwhile assessment.
Some possible approaches to assessment may be:
- A focus strand per term (ie. Written focus for assessment during term one, moving onto visual focus in term two...).
- A focus strand per reading assignment. Give students the choice of focus strand for their assessment activities but expect that by the end of the programme they will have covered a specified number of focus strand assessment tasks.
The key is variety of choice for the student.
Choice of Personal Reading Assignments
(just a few starter ideas - mix'n'match to suit!)
Resources
Electronic
Print
- Carter, Garry. (1990). Ideas for Developing Comprehension. Auckland: Waiatarua Publishing.
- Bendall, M., Coogan, P. and Greenwood, R. (1995). Reading. Auckland: Longman Paul.
Other
- Your school library as well as your local one (ever thought about organising a class trip to your local library?).
