Structure of a session
From Usefulwiki
Contents |
Structure of a session
Note : It is really hard when a child forgets the books. If it happens regularly a letter needs to go home to remind the parent of the days BRP runs.
Each session lasts 15 minutes and the timing is important. You need to keep up a fairly brisk pace.I used a 5 minute egg timer when I first started to keep me on target.
Book 1:
Timing - 5 mins max His choice from book bag
• It should be up to him to choose which bit to read. “Is there a bit you really like? Can you find it and start to read from there?”
• Let him read it. Don’t interrupt/ intervene. Let him make mistakes. (Remember we are moving towards self-correction. He can’t ever do that if you do all the work.)
• Allow several seconds silence while he tries to work out a word. Don’t be afraid to pause & give him thinking time. (This can be hard when the child is used to being given words, they may become distressed or angry.)
• Encourage him to try. “Never say I can’t read it always say I’ll try.”
• Ask the child what strategies they can use to work out a word.
• Make notes to remind yourself of bit where he has worked out a word or done well in another way.
• Stop after 5 mins max. (use a watch at first to be sure) It doesn’t matter how little he’s read. One page is fine.
Give specific praise at the end of this phase based on your notes. “I really liked it when you...” If there are mistakes either find something to praise: “ You got the right sound at the beginning of that word. Can you work out what else it might be?” or ignore it. Remember the child has read this passage before. If they got a word this time that they struggled on the first time they read it that is the perfect thing to pick out for praise. This section is all about confidence building, giving specific praise and helping the child to feel positive about themselves as a reader. Try not to say “no”. Use alternatives such as “Does that sound right/make sense/look right?” It’s about the child feeling comfortable & positive about books & reading that is important here. He should feel relaxed and at ease.
Book 2:
Timing - 3-5 mins
The recently introduced book, your choice, the last session’s new book. Should be in the book bag. This is the one for the running record every 3rd session.
He should have looked at this once with you & read some of it at home. If not work on the bit you have read together again.
If he has read it let him choose a bit he enjoyed.
Don’t interrupt until he has had a go at a passage.
Make notes to remind you what to praise
Give specific praise at the end
This section lasts 3-5 mins (3ish on running record days)
You may need to do a running record every 4th session instead, if he’s not getting enough home support.
Book 3:
Timing - 5 mins. The new book, your choice, the next, best book for this child.
• Hand the book over straight away. The child needs to feel ownership of the book.
• Say “I chose this book for you because...I know you like cats/ dogs/funny stories /whatever”
• Sum up the book (see the books section for examples)
• Get him to look through the book at the pictures.
• Encourage him to talk about the plot as he looks by asking questions.
• Try to embed any hard words, names etc. as you look
- Rehearse repetitive language
- This video explains the process:
If google video is blocked in your school you can see it on TeacherTube.
• If there is time get him to read first page or two.
• Stop after 5 mins.
• Negotiate with the child which book they are willing to give you back.
• Make a note in the home/school diary which books the child has in their bag, and which passage from the new book he needs to have read by the next session.
Remember:
• It’s not about getting through books. You may only ever read a few pages of some books.
• Give specific praise
• Allow him to make mistakes~ that’s how he’ll learn not to be afraid to try.
• Keep your hands off the book. Get him to cover letters with him own fingers. Get him to point to words. he needs to feel in control.
• The session lasts 15 minutes. The pace is important. Try not to over-run.
• Choose the next book from his strengths not weaknesses.
• The child may become attached to a familiar book and become reluctant to part with it. In this case I usually find it is better to let the child hang on to the book, even though it may not be providing enough challenge to be used in the scheme. They'll let go of it as their confidence increases. In the meantime it will do no harm to have 4, or even 5, books instead of 3 in the bag. Just be glad the child is forming emotional attachments with books. That's often the first sign of them becoming a fully fledged reader!
