Teaching a Small Group

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    1: Learning to Crack the Code with Groups

    You have a beginners book, students with similar ability who may know how to read a few words, a spelling or phonics programme that you want to deliver but are unsure how to teach reading in a group.
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    2: Mastering The Code with Groups

    Students can read simple repeated sentence patterns, know ‘simple’ words like ‘a, and, the, this…’ and know most of the alphabet sounds (not to be confused with the names of the letters) and are beginning to use word shapes and meaning to help unlock unknown words. Can read up to 50 common words and attempts to sound out words by themselves
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    3: Understanding Sentence Comprehension with Groups

    Students who read fast but can’t recall what they have read, let alone answer questions, need a different way to think and approach reading. Here we show you ‘The 3 Steps’ routine which focuses heavily on understanding what you read as you read.  This Stage 3 video, introduces the first ‘phrasal trigger’ - a sentence starter that forces the use of a comprehension strategy and is a vital start to accurate comprehension.
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    3a: Mastering Sentence Comprehension with Groups

    When is a student ready to move beyond 'sentence level comprehension'?  Here the teacher is required to monitor and record comprehension quality to assess and gauge when the students are ready to move on. Here students are encouraged to be more consistent and precise as they use this retell strategy.
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    4: Developing Comprehension Magic with Groups

    If the magic of reading is to disappear into the world of the writer and be totally absorbed by what we read, then we need to teach students how to do this. Here we introduce and show the use of the visualisation and prior knowledge strategies. These strategies are the first two of five, which, when combined together, will allow deep processing and the discovery of greater depths to reading.
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    4a: Mastering Comprehension Magic with Groups

    Mastering comprehension magic relies on some well known strategies.  Of course the skill is to use them effortlessly as you are reading if you are to disappear into the world of the writer. Here we add 3 more strategies and then put them all together.
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    5a: Analysing a Story with Groups

    Here a group of students use a story structure – a story web - to make stories (fictional text) memorable.  Students are made aware of the fact that we can use a story web to read, learn and remember information about the complex plots and developments within a story.
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    5b: Analysing Non Fiction with Groups

    Students need to learn how to recall information about people, places and the world around them as they read. Here they are taught to use a strategy ‘Headings and Trigger Words" to make non-fiction text memorable; to up-skill and journey into the world of critical thinking and reading to learn.
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    Assessment: How to test your students reading comprehension

    Testing the level of a beginner reader can be tricky.  We start our testing when students have decoding competency. Our Informal Prose Inventories  (IPI) include a decoding aspect but also focus on the assessment of recall and comprehension to establish a Reading Age.
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    The Parents Make a Difference

    Jacquie, a teacher working in a Hong Kong international school, talks about her success with our training programme and how she used what she had learned to train parents.
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    TMTT – a part of New Zealand Education

    Teach Me To Teach, in conjunction with SharpReading, is proud to be recognised among New Zealand's educational experts. The TMTT team and SharpReading wishes to thank Education New Zealand for being included in this video.