Guided reading Coding

systems
What strategies can we use when we come to a word we don’t know?
Make connections with similar Think about what Reread the sentence Read on and then
Purpose of

words would make sense reread the sentence

Session

Remind students of the Comprehension focus for the session

Self-monitoring Predicting Questioning Making connections
Visualizing Inferring Summarizing Synthesizing
Ask questions about the topic of the book to activate prior knowledge.
Prior Knowledge

- How do you feel about reading this text? Why?

& Text Intro

- What do you know about coding?

- Do you think this text may be similar to our previous guided reading text?
- Identify the strategy students think they may use for this text.

Identify the reading strategy or comprehension strategy that students will be working on during the session
Questioning, vocabulary, summarizing
Discuss the text type and make predictions.
Predictions

- Discuss the text type and make predictions (the heading, sub-headings – what content will the text cover?)
- Highlight unknown vocab (comprehend, communicating, binary)
- What kind of text is this? What tells us this?
- What is the text about? How do we know this?
Students: Teacher:
Reading

Skim and scan to self for a few minutes Listens and observes
Group

Reads aloud Monitors fluency

Provides strategy cue support
Gather information to alter next session
 Questioning: here (literal), hidden (inferential) and head (response).
Give students a sticky note to stick on their text near paragraph 1 & 2.
Read paragraph 1 as a group.
Questioning and Self-monitoring - Have you worked with coding?
- What is coding?
- Who can understand coding?
- What is a coding system usually used for?
- What electronics have coding in them?
- Where have you seen coding before?
- Use chrome book to look at coding.

Read paragraph 2 as a group.

- Do we have coding in our bodies?
- What would be our coding program?
- What is binary code?
- Use chrome book to search binary.
- Have you heard of binary code before?
- Do you notice any binary code on the sheet of paper?

Read paragraph 3 as a group.

- What will happen if you click on a music icon?
Visualising

- Can you think of something else that works like that? Example?
- What happens when you connect your cd player to the computer?
- What else might you connect to a computer that will require instructions?

Read paragraph 4, 5 as a group.

- What else might there be coding for in our computers?
- What about our phones?
Self-monitoring

- How many codes do you think might be in a computer?

- Use chrome book to search the amount of codes in a computer.
- What are codes?
- Do you think coding is in every electronic?
- Would it be in other things too?
- Give examples of things we may not think has coding (washing machine, etc).
 Summarise
- In a few works tell the group what you think the text was about
Summarising
- Who do you think the intended audience is?
- Why do you think this?
- What did you think of the text?
- What is a takeaway point?

Independently OR as a group work through anticipation guide (prior) and double entry journal (post) to complete for lit
PRIOR or AFTER
Extension / work

circles.
- This work is to be completed during lit circles sessions and will be discussed in sessions (before or after)
completed

session

- I think the session went really well

Evaluation of

- Students connected with a new text and transferred skills from the previous text
- I reviewed their summarising and we will explicitly look at this next session
lesson

- I want to look at ways for students to work together more instead of being quiet often
- How to make lessons flow – is it using the same text, same concepts, same strategies or same language?

- The session went well

Supervising

- Model specific strategies and exactly what you want students to do – this can be done in the next lesson
feedback

- Look at linking lessons (grammar, other texts)

teacher

- Key words worked and provide your own key words to students so they know what to look for
- Continue with summarising

- Provide more time for collaboration

- Continue to share ideas
feedback

- It was fun to learn new vocabulary

Student

- It was good to help students learn how to write a summary

- Specific feedback about their work
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A coding system is a way of writing or communicating a word, sentence or instruction for

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someone or something else, like a computer, to understand and follow. They can only be
understood by those who comprehend the coding language that it is written in, or those
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who can understand and use a translation key. Coding systems can be a variety of things
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used to make all technological and electronic devices work including computers, laptops
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at it to turn on, play music or open a word document, but you would be yelling for a very I

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long time. Computers don't understand instructions the same way that we do and require
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0 Coding systems allow people to create instructions for the computer to follow. For
example, if you click on the music icon, it will open and play you music, or if you click on
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the start button, an instruction is sent to tell the computer system to turn on. Computers
can only follow instructions that they can receive and identify, so you can't press the on
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the computer on. However, if you connect your CD player to your computer, you could click rl
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on an instruction that would send your music through to the speakers of the CD player.
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lf computers were a text, they would be a procedure. Computers thrive on lists and order. 1
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systems work behind the scenes to send thousands of messages to input keystrokes, close
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anything that you want to see on the computer, or from a connected peripheral device
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