Embedded Files
A modelling book essentially consists of planning and formative assessment, and forms a record of every lesson that you can refer back to. It sets out:
- the learning intention
- the focus for the lesson
- exactly what you are going to
- the questions you plan to ask
- the vocabulary and word work
- examples of the graphic organisers
- tracking sheets, where you comment on and note the students’ achievements and next learning steps from that lesson.
As students add Post-it notes to the activities in this book, you gather valuable formative assessment data for each lesson.
Setting up each modelling book
Setting up each modelling book
Create one modelling book for every reading group and one for shared reading.
- Use a large scrapbook so that it will be clearly visible to everyone.
- On the front of the modelling book, attach the goal for the group (see Exhibit 22 and Section 3). The goal is related to progress, within reading levels. The goal includes the level the group is at and where it is going to next. It is time bound and specific.
- Example: We are on reading level 12. We want to be on reading level 15 by week 4 in term 2. We are working on using chunky monkey (chunking words).
- Allow space for the text – at least a double page for each text, sometimes three or four pages depending on the text and reading level. You will work from these pages over a number of days. Make notes and add students’ Post-its each day as you progress through the text.
- At the top of the first page, write the week, title of the text and the word work focus (see Section 3).
- Write the purpose for the text or section, beginning with WAR2D: “We are reading to discover ...” (see more on setting a purpose in Section 3).
- Leave space for the students’ predictions, which they may write on Post-it notes or you may write in the book. Alternatively you may choose just to discuss the predictions.
- Write the questions for each page/section and add some further vocabulary as it arises in the text.
- Some questions will be the practice task they complete as part of the independent reading activity (activity 4 in Section 1). Some suggestions are:
- Find a word with a target sound/ending/blend in your text and write it on your Post-it note. Find a word that is a synonym for ... and write it on your Post-it note.
- Record a question about the text: I wonder ...
- Summarise the problem in the text so far.
- Include the tracking sheets for that week. Fill them in as you read throughout the week.
- To track processing strategies, tick when you notice a student using a particular strategy and make a note of it.
- Example: Tom used re-reading on page 9 to read the word “stove”.
- To track comprehension strategies, use a key, such as a triangle key, to assess how they are going with the focus strategy. Sometimes the students fill this in too (self-assessment).
From "Accelerate Progress with Reading" by Katie Pennicott.
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