Wednesday, 15 May 2013

Blooms - Oldie but a goodie

Hello friends,
When I first started teaching over a decade ago, one of the buzz words around at the time was Bloom's Taxonomy. I can't say I have heard it much lately but for this terms Daily 5 / Sustained Reading slot, my team decided to revisit it. We incorporated it into the Read to Self / Read to Buddy component of the reading block. First though, I'll recap on how last term went.
Our focus was as follows:
 Once we started of course, another goal came to light which was extending stamina (on-task focised reading) for a fixed period.
We monitored the Read to self (5min) as follows:

After listening to our buddies read, we discussed what it means to read fluently, and set this as the purpose for our Read to Buddy time:
Here are the anchor charts we used to give our buddy feedback (star) and feed-forward (wish or next step):

They worked a treat. Now in Term 2 we wished to extend into comprehension checkpoints, so our Bloom's Comprehension Fans were born.
First our stamina goals extended to 10 minutes Read to Self:

Next, the Read to Buddy time was split 3/2 minutes. Read to your buddy for 3min and discuss for 2minutes (up to 3 questions from the Bloom's Fans).
And the buddy still gave  feedback on fluency (out of 10) and on the ability of the reader to provide full answers.

As with last term, we will again reflect on the patterns that emerge after a fortnight of reading.
used in Term 1  &
used in Term 2 are available here:
Teachers Pay Teachers - Reading at One Teachers Journey
Teachers Notebook
Help Me Learn (NZ)
And a BIG thank-you to...

Thank you for visiting. Would love to read about how you switch things up during sustained reading time in your classroom. Leave a link to your blog post below.

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