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Teaching Approaches/Assessment: Difference between revisions
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Readers working in Intial Teacher Education (ITE), or students engaged on ITE course may find it useful to read the [[Assessment Overview]], which is targeted at ITE providers. | Readers working in Intial Teacher Education (ITE), or students engaged on ITE course may find it useful to read the [[Assessment Overview]], which is targeted at ITE providers. | ||
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In shared and guided reading sessions we can model for pupils how fluent readers monitor their understanding and use strategies to clarify their own understanding. These may range from semantic strategies to work out a troublesome word to sophisticated reflections on whether the meaning is deliberately obscure (as in a mystery) or perhaps challenging the author/text because the reader thinks they are incorrect. Such teacher modelling is an important part of the learning opportunities within reading sessions.}}. For further guidance on Improving Reading, refer to the document [[Improving Reading - Research Summary]]. | In shared and guided reading sessions we can model for pupils how fluent readers monitor their understanding and use strategies to clarify their own understanding. These may range from semantic strategies to work out a troublesome word to sophisticated reflections on whether the meaning is deliberately obscure (as in a mystery) or perhaps challenging the author/text because the reader thinks they are incorrect. Such teacher modelling is an important part of the learning opportunities within reading sessions.}}. For further guidance on Improving Reading, refer to the document [[Improving Reading - Research Summary]]. | ||
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