SHARED READINGP-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 at 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

• Shared Reading

• Guided Reading

• Independent Reading

SPEAKING & LISTENING

OBSERVATION&

ASSESSMENT

• Write Aloud

• Shared Writing

• Guided Writing

• Independent Writing

GRADUAL RELEASE OF RESPONSIBILITY

MODELLINGThe 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 student participates by

actively attending to the demonstrations

SHARINGThe teacher continues

to demonstrate the literacy focus,

encouraging students to contribute ideas

and information

Students contribute ideas and begin to

practise the use of the literacy focus in

whole class situations

GUIDINGThe teacher provides scaffolds for students

to use the literacy focus. Teacher

provides feedback

Students work with help from the teacher and peers to practise the use of the literacy

focus

APPLYINGThe teacher offers

support and encouragement when

necessary

The student works independently to apply the use of

literacy focus

Role of the teacher

Role of the student

Pearson & Gallagher

DEG

REE

OF

CO

NTR

OL

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 which is appropriate for 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 15 - 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 of writing.

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

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 use strategies such as reading on, using contextual cues, and drawing on knowledge of text organisation when interpreting texts containing unfamiliar ideas and information.

VELS LEVEL 4 Reading Statement

SHARED READING

Modelled Session – Sunday Chutney by Aaron BlabeyMaking inferences

Look for ‘hidden’ clues in the

illustration s and text.

it helps us make inferences about the character’s

feelings and actions

People who can explain how the clues help them to infer meaning

in a text.

Observation 1

• Which classroom indicators were evident?

Observation 2

• What was the instructional focus?

• Were the classroom indicators evident?

How does it look different across year

levels?

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.

• 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

Reference

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!