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
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Class Time