SHARED READING P-12

1. SHARED READING P-12

2. 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 at school? • Knowledge of instructional elements • High expectations of all students

3. 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

4. LITERACY ELEMENTS SPEAKING & LISTENING OBSERVATION & ASSESSMENT • Read Aloud • Shared Reading • Guided Reading • Independent Reading • Write Aloud • Shared Writing • Guided Writing • Independent Writing

5. GRADUAL RELEASE OF RESPONSIBILITY Role of the teacher MODELLING 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 SHARING The teacher continues to demonstrate the literacy focus, encouraging students to contribute ideas and information GUIDING The teacher provides scaffolds for students to use the literacy focus. Teacher provides feedback APPLYING The teacher offers support and encouragement when necessary The student works independently to apply the use of literacy focus DEGREE OF CONTROL Students work with help from the teacher and peers to practise the use of the literacy focus Students contribute ideas and begin to practise the use of the literacy focus in whole class situations The student participates by actively attending to the demonstrations Pearson & Gallagher Role of the student

7. 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.

8. What is Shared Reading? What is its purpose?

9. SHARED READING Description Shared Reading is whole class teaching in a supportive environment, using enlarged print and high quality text. Teachers select text which is appropriate for strategic instruction. Students and teachers share the task of reading a text which might otherwise prove too challenging.

10. 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 15 - 20 minutes

11. 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 of writing.

13. How do we identify an instructional focus? • Prior observations • Assessment tasks • NAPLAN Data • VELS guidelines • Teaching for Reading Strategies document • Reading journals • Running record analysis • Individual reading conference

14. 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 socio-cultural values, attitudes and beliefs are presented in texts. They analyse information, imagery, characterisation, dialogue, point of view, plot and setting. They usestrategiessuch asreading on, using contextual cues, anddrawing on knowledgeof text organisation when interpreting texts containingunfamiliar ideas and information.

15. Modelled Session – Sunday Chutney by Aaron Blabey Making inferences SHARED READING

16. Look for ‘hidden’ clues in the illustration s and text.

17. it helps us make inferences about the character’s feelings and actions

18. People who can explain how the clues help them to infer meaning in a text.

19. Observation 1 • Which classroom indicators were evident?

20. Observation 2 • What was the instructional focus? • Were the classroom indicators evident?

21. How does it look different across year levels?

22. SHARED READING Classroom Indicators- Resources • Many short, enlarged print text selections: • charts – short, factual and narrative • text selections e g. science experiments, 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 or overhead projector.

24. Reference • 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 • Pearson • www.education.vic.gov.au/studentlearning/teachingresources/english/literacy/default.htm

25. Resources • Catching onto Comprehension (Pearson) • NAPLAN and AIM resources • PROBE texts • Skyrider Shared Reading Kit • Time for Kids website- http://www.timeforkids.com/TFK/ • The world wide web!