Transcript Shared Reading P-12

SHARED READING
P-12
Effective Reading Instruction
Teachers must have:
• Knowledge of reading curriculum
• Knowledge about learners- What do they do and
what do they know, at home and school?
• Knowledge of instructional elements
• High expectations of all students
Reading Curriculum
• The reading process
• Comprehension strategies
• Vocabulary: affected by world knowledge
• Fluency: expression, phrasing, rate
• Decoding
• Response to reading
• Text selection: just right texts for Independent Reading
LITERACY ELEMENTS
• Read Aloud
SPEAKING &
LISTENING
• Write Aloud
• Shared Reading
• Shared Writing
• Guided Reading
• Guided Writing
• Independent Reading
OBSERVATION
&
ASSESSMENT
• Independent Writing
GRADUAL RELEASE OF RESPONSIBILITY
DEGREE OF CONTROL
Role of the
teacher
MODELLING
SHARING
GUIDING
APPLYING
The teacher
demonstrates and
explains the literacy
focus being taught.
This is achieved by
thinking aloud the
mental processes and
modelling the reading,
writing, speaking and
listening
The teacher continues
to demonstrate the
literacy focus,
encouraging students
to contribute ideas
and information
The teacher provides
scaffolds for students
to use the literacy
focus. Teacher
provides feedback
The teacher offers
support and
encouragement when
necessary
The student
participates by
actively attending to
the demonstrations
Role of the
student
Students contribute
ideas and begin to
practise the use of the
literacy focus in
whole class situations
Students work with
help from the teacher
and peers to practise
the use of the literacy
focus
The student works
independently to
apply the use of
literacy focus
5
Pearson & Gallagher
PAIRED VERBAL FLUENCY
• Work in pairs
• Person A tells Person B everything s/he knows about
the topic for about a minute, while number two listens
carefully.
• After the minute is up, Person B tells Person A
everything s/he knows about the topic without repeating
any ideas for 45 seconds
• This will be repeated for another two rounds, with a
shorter amount of time allocated to each round(30
seconds and 15 seconds)
• Finally Person B will briefly paraphrase the
conversation with the rest of the group.
What is Shared Reading?
What is its purpose?
SHARED READING
Description
Shared Reading is whole class teaching in a
supportive environment, using enlarged print and
high quality text.
Teachers select text well suited to strategic
instruction.
Students and teachers share the task of reading a
text which might otherwise prove too challenging.
SHARED READING
Classroom Indicators- Instruction
• Clear instructional focus e.g.
- Text features and structures
- Problem-solving
- Re-reading and self monitoring
- Finding
evidence
• Demonstration of how the reading process works
• Teaching for effective use of reading strategies
• High level questioning
• Where appropriate, teachers schedule opportunities to
promote familiarity and memorisation through repeated
readings
• Daily instruction – 20 minutes
SHARED READING
Classroom Indicators- Instruction (Continued)
• Using enlarged text students discover what is relevant
to becoming a reader – challenging and deepening
thinking, questioning, self monitoring, self correcting,
sampling, confirming
• Using enlarged text to enrich literacy experiences e.g.
varying the way texts are presented to clearly
emphasise enjoyment
• Using enlarged text to analyse different text types and
styles
SHARED READING
Classroom Indicators- Resources
• Many short, enlarged print text selections
• charts – short factual and narrative
• text selections e g. science experiment, newspaper
reports, magazines and current affairs websites
• songs, chants, poems and rhymes
• big books – all text types
• Enlarged texts and charts well displayed in easily
accessible storage
• Interactive whiteboard, data projector & overhead
projector
How do we identify an instructional focus?
• Prior observations
• Assessment Tasks
• NAPLAN Data
• VELS
• Teaching for Reading Strategies
VELS LEVEL 4
Reading Statement
At Level 4, students read, interpret and respond to a wide range of literary,
everyday and media texts in print and in multimodal formats. They analyse these
texts and support interpretations with evidence drawn from the text. They describe
how texts are constructed for particular purposes and audiences, and identify how
sociocultural values, attitudes and beliefs are presented in texts. They analyse
information, imagery, characterisation, dialogue, point of view, plot and setting.
They use strategies such as reading on, using contextual cues, and drawing on
knowledge of text organisation when interpreting texts containing unfamiliar ideas
and information.
Modelled Session
SHARED READING
Observation 1
• What was the instructional focus?
• Were the classroom indicators evident?
Observation 2
•
What was the instructional focus?
• Were the classroom indicators evident?
How does it look
different across year
levels?
Reference
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Breakthrough
Fullan Hill and Crevola]
Teaching for Comprehending and Fluency
Fountas and Pinnell
Western Australia First Steps Second Edition
Effective Literacy Practice 1-4 and 5-8
NZ Ministry of Education
Victorian Essential Learning Standards
DEECD
Becoming Literate CLAY
3 level Guide
Pearson
www.education.vic.gov.au/studentlearning/teachingresources/english/literacy/default.htm
Resources
• Catching onto Comprehension- Pearson
• NAPLAN resources
• AIM resources
• PROBE texts
• Skyrider Shared Reading Kit
• Pearson
• Time for Kids website- http://www.timeforkids.com/TFK/