Teach Middle East Magazine Jan-Feb 2018 Issue 3 Volume 5 - Page 16

Sharing Good Practice ENHANCING GUIDED READING BY UTILISING THE DAILY 3 STRATEGIES BY SAIQA ZAHOOR T he Daily Three, is a student driven management structure designed to fully engage students in reading. It’s a framework of creating explicit instructional reading routines, modeling appropriate and inappropriate reading behaviour and building the student’s stamina. Daily Three consists of three literacy tasks that teach students independence to enhance reading skills at the beginning stage. Establishing Reading Behaviours Teaching students appropriate and inappropriate readin g behaviour by modeling should be the first step until all students are trained. It should then become part of everyday practice. Teachers should praise the appropriate and confront inappropriate behaviour. Modeling, role play and preparing I-charts with students, is a great visual aid for showing appropriate and inappropriate behavior. Three Ways to Read a Book In the kindergarten setting, the teacher should model and train students in the three ways of reading a book, these are; "Reading the pictures", "Reading the Words" and also "Retelling a familiar Story". Simply teaching students the 3 ways of reading a book include: A.Self-Reading This embodies the language, routines, expectations, and behaviours on which all the other components of Daily 3 are based. Children need to read a book that is appropriate to their level. If they are attempting to read books that are too difficult, this often results in pretend reading and it is not helping them progress. Reading picture books is a fine choice for beginning readers. Read to self, involves the following four elements: • Read the whole time B. Read to Someone This is designed to support fluency practice, to allow students to read with someone else, for support, with a similar strategy or sometimes because it is fun for them. There are two ways to read to someone; reading the same book together while taking turns or reading two separate “just right” books. Partners read to each other, if the reader pauses, partner coaches or gives time to think and re-read. It provides the reader with a small gift of time, which is often enough to describe a picture or decode for themselves. EEKK- (Elbow to Elbow-Knee to Knee whilst sitting with partner) • Whisper voice • Check for understanding • Read the whole time • Stay on spot C. Listening to Reading This helps to improve fluency, vocabulary, and language acquisition for English language learners. It can also be a focusing and calming activity for students. When a student chooses "Listen to Reading" they grab all the materials they will need for that choice which includes IPads, Interactive White Boards and Audiobooks. After listening to the story, the teacher asks questions to check their understanding. Steps for listening to read are: • Get out materials • Listen to the whole story • Follow along with pictures and/or words • Stay in one spot. • Listen quietly. • Get started quickly • Put materials away neatly Guided reading group with teacher Once all the daily three reading routines are implemented and students stay on task, allowing teachers plenty of time to work with a group and checking for comprehension, accuracy, fluency and vocabulary of the students. Whilst doing comprehension activities, students should be actively involved by using cooperative learning strategies. The teacher can also check and assess students reading for understanding, let the students reread the book if they are not understanding it or can use partner work to coach. • Stay in one spot I have been a kindergarten teacher for 15 years and am currently teaching at Al Yasat Private School. I have a degree in education from Islamabad University, Pakistan. I believe that early years are the most important years in a child’s physical, social, emotional and intellectual development and that each child is different and should be catered for individually. • Read quietly • Get started right away 14 | Jan - Feb 2018 | | Class Time