Kura: Te Kura Kaupapa Māori o Te Ara Hou
Level: Yr 6 (middle school)
Kaiako: Kumeroa Samuels
Managing Reading Groups, Year 6
An example of how a middle-school reading programme is organised with particular focus on the overall learning intention for the class and the management of the reading groups during reading time.
For discussion
For discussion
1. Discuss the different types of group management displayed in this video clip.
2. How do you organise and manage your own reading groups? What are the challenges?
What are the positive outcomes?
3. What types of goals have you set for reading in your akomanga? What activities and tools do
you use to support your goals?
Transcript
[Students]
Reading group management
[Teacher I/V]
The main objective is to prepare them for wharekura or secondary school. So it’s important that they grow and develop their reading to an appropriate level. They need to be familiar with all the different kinds of punctuation – that’s really important – so that they can read fluently and use the correct intonation when they read.
[Teacher to students]
Good morning, Year 6. This morning we are going to be doing our reading activities. Now, you are all sitting in your reading groups. We have Pūkeko here, Kererū, and Rūru. These are your activities. First, Pūkeko you are reading Tīhei Mauri Ora, Rūrū you are using the whiteboard activities and the third group, you are reading Kia Haumaru.
Good. No doubt you’ve all seen this schedule of your activities for today. So, which group is coming to me first? Yes, thank you.
Rūrū what are you doing first? The … good. Just two students at a time using the smartboard, ok? Kererū, what is your group doing? Yes, the computer – but write your poem first. Well done, everyone.
Ok, Te Ata – read this objective please.
I am learning to follow take careful note of punctuation.
What are some examples of punctuation?
What are some examples of punctuation?
Macrons.
Capital letters.
Exclamation marks.
So, while you are reading please take notice of those types of punctuation. Great.
Good, ok where are the group monitors? Come and get the book boxes please. While you others are waiting, please take out your reading books and other bits and pieces. Now, before you begin reading or whatever you have to do, what must you do first?
[Students]
The date, title, author and illustrator.
Good everyone, please start.
[Teacher I/V]
So the students follow the timetable on the board. I organise two different activities for each group. These activities can be swapped around also. Working with the teacher, doing activities, games using the smartboard, and using the computer. So, when I am teaching or talking to a group, the others should be following that timetable.
[Student 1]
I am looking for words in the book, and then I write them down and make a word-find from them.
[Student 2]
First of all we have to read this book. Secondly, we have to write a poem about safety, being safe.
[Student 3]
We are learning words like verbs, nouns and adjectives. You have to put the right word in the right box – like putting ‘kōrero’ in to the verb box and the rest of them into one of these three boxes.
[Teacher I/V]
Te Reo Matatini, Te Whanaketanga Reo and Te Marautanga, Te Reo are really helpful. They are a great resource and should be used, not just left on the shelf. With the help of these books I am able to identify the important concepts I need to teach, which is really helpful.
One of my main focuses is getting them to enjoy reading and understand what they read.
[Teacher to students]
You’re doing well Kererū group. Ok, let’s look at the title – what does ‘haumaru’ mean?
Yes, it might be about hot things, danger. Yes, that’s an important idea here, the word danger …
[Teacher I/V]
Helping them to use punctuation properly, read fluently, and develop their reading skills.
[Teacher to students]
What kind of story is this? It’s about being ….. careful. Ok, Kia Haumaru, kia Tika, kia Tau …