Professional Documents
Culture Documents
(Images To Be Added) : Mā Te Pouako Teacher's Notes Template
(Images To Be Added) : Mā Te Pouako Teacher's Notes Template
te
Pouako
Teacher’s
Notes
Template
[Images
to
be
added]
[New
page]
Shared
reading
involves
multiple
readings
of
a
text.
The
first
reading
is
about
enjoyment,
responding
to
the
storyline,
and
thinking
about
the
theme.
When
the
first
reading
of
a
text
has
been
with
the
whole
class,
subsequent
readings
may
be
with
groups
of
students
who
have
similar
learning
needs.
Shared
reading
is
a
particularly
valuable
small-‐group
approach
for
beginning
readers
and
English
language
learners.
For
beginning
readers,
shared
reading
helps
develop
some
confidence
with
books,
begins
to
build
a
sense
of
story,
and
to
attend
to
print
by
introducing
or
reinforcing
concepts;
including
reading
from
left
to
right,
return
sweep,
and
one-‐to-‐one
word
matching.
§ Guided
Reading
For
guided
reading,
the
teacher
works
with
a
small
group
of
students
who
each
have
their
own
copy
of
the
book.
The
teacher
selects
and
introduces
the
book
and
the
students
read
the
text
themselves,
building
their
reading
processing
systems,
developing
their
comprehension,
and
thinking
critically
about
what
they
are
reading.
In
a
guided
reading
session,
the
teacher
introduces
the
text,
the
group
reads
or
rereads
the
text
and
discusses
aspects
with
the
teacher,
the
teacher
concludes
the
session
by
reviewing
the
learning,
and
the
students
may
engage
in
follow-‐up
activities
to
support
and
reinforce
the
purpose
for
the
reading.
§ Independent
Reading
When
students
are
familiar
with
the
text
in
the
books,
they
can
read
and
enjoy
the
stories
independently.
For
students
who
are
at
a
level
where
they
are
developing
and
refining
their
own
reading
processing
systems.
This
means
drawing
on
multiple
sources
of
information
to
make
meaning
–
prior
knowledge,
visual
information,
information
about
meaning,
and
structural
(syntactic)
information.
[to
be
updated]
http://nzcurriculum.tki.org.nz/Teaching-‐as-‐inquiry
Statements
on
-‐ Te
Marautanga
-‐ Te
Aho
Arataki
-‐ NCEA
Not
sure
about
the
need
to
add
content
about
the
above
three
here