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Managing Reading Groups, Year 0–1

Kura: Nawton School
Kaiako: Lisa Hopa
Level: Yr 0–1

An example of managing reading groups in a Year 0–1 class.

For discussion

For discussion

1.  What activities are your students engaged in while you work with instructional groups?
2.   How do you support your students to self-manage while working in small groups?
3.   What can you take from this video clip and try with your students?


[Teacher to students]

We are learning the words from our kete kupu 1, right?. Great. I think you all know these words don’t you. 

[Teacher I/V]

My main focus for learning in this lesson is letter and sound identification, being able to write their names, and focusing on the words in the three kete kupu. So they can become fluent with those words. 

[Reciting high frequency words] 

[Teacher I/V]

Sometimes I put a really difficult word in amongst their list – like ‘inanahi’. I say to them, “This is a really difficult word, you will never be able to read this word.” They quickly grasp the very difficult word. Those types of things make them feel like they are doing really well. 

[Reciting high frequency words quickly] 

[Teacher I/V]

Sometimes I organise an activity that is related to the books they are reading. I make up games to develop their initial reading skills – identifying upper and lower case letters, making words …. those types of things.

[Teacher to students]

Capital letter on this side, little letter on this side. If you are not sure you can check using these alphabet cards, ok. 

Some of you will be working on the Ipad. Now, when you are on the Ipad is it ok to play with some of the other games on here?


Yes – please make sure you stick to the right activity – understand?


Right, just a moment. Whaea Lisa is going to open Pātaka, ok. Here are the Māori books you can read – choose one of these ok. Everyone, understand?


[Teacher I/V]

The Ipad is one of the activities. They love using the Ipad, that is one of our reading activities.

It’s important that they all stay on task. They should all be doing reading activities. Sometimes it’s difficult for some children to do that. 

[Student in lesson]

Whaea, Charles-Hari isn’t doing what he is supposed to.

Charles-Hari, keep on task please. 

[Teacher to two students]

Find the ‘a’. 

Some students are still learning to identify upper case letters and to link upper case letters to lower case letters. I made up some cards to help them with that. 

Oi! Is that right?

I’m right.

Read it to me.

Ā, ā

Yes. Write the lower case letter here. Good.

[Teacher I/V]

Ice-block sticks are very precious to me! So that they really understand that there must be a space between words so that the reader can follow their writing easily. 

[Teacher to two students]

Does the ice block stick go here? Yes. it goes between the words, right.

[Teacher I/V]

Those two are really moving forward. They know how to make their own sentences. They both know the high frequency words and have started making their own sentences in their writing. 

For most of the lesson I sit at my table. I really like my table. I can write on it and the students can write on it too. I usually sit at my table during reading and the students rotate around the activities. They come and sit with me for a short time and then go off and do various activities I set for them. When they’ve finished that they go back to the reading activities we have … writing new words, those types of things.

[Teacher to student]

What a fantastic ‘e’. Te Tawha. Great. Give me five. Chaaa!

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