1. Something to think about…
‘What great Teachers Do Differently-14 Things that Matters Most’ by Todd Whitaker
#3: When a student misbehaves, great teachers have one goal: to keep that behaviour from happening again.
Every week I will address 1-2 of things thought provoking statements.

2. Reading comprehension
Comprehension rubric to assess comprehension
Comprehension continuum
See your Running record assessment folder – next steps.
Teach “Fix up” Strategies
I have compiled the comprehension next steps...will send it to you

3. Monitor your Comprehension
Remember, reading is all about thinking!
Smart readers monitor or check to make sure they understand what they are reading.
When you realize you don’t understand what you just read or you’re confused, STOP and:
go back a bit and reread it.
go back a bit and reread it more slowly.
read it aloud.
read on to look for clues.
reread it and visualize what you just read.
ask yourself: “What is the author trying to tell me?
talk to someone

4. Fix-up Strategies
When a word is difficult to read and or to understand:
Try sounding it out.
Check the part of the word that you know.
Look at the prefix, suffix and root word.
Does it look like another word you’ve seen or heard?
Skip it and read on to look for clues.
Try another word that makes sense.
Reread the sentence to see if the word you figured out makes sense.
Talk to someone

5. Class 4: Today’s Agenda: Running Record Practice Recap last week
Share your book
How do we learn to read and write?
The HOW of teaching reading and writing
Gradual Release of Responsibility Model
Overview of Comprehensive Literacy/Balanced Literacy
First component of BL/CL: Read Aloud
Show CASI
Show 5 finger
Guest teacher info package

6. Running record practice

7. Share your book
Remember a “foci” is based on curriculum expectations. Reading Comprehension Strategies: (Reading 1.3, 1.5, 1.6, ) Writing (Writing ) Critical thinking (Reading 1.7, 1.8, 1.9, 2.1, 2.2, 2.3, 2.4)
In groups of 4, you will have 10 minutes (5 minutes each) to briefly talk about your book and how you would use it to help you teach reading and writing.

8. How do we learn to READ and WRITE?
Before we talk about teaching reading and writing, let’s consider this…

9. Look learning to read and write like learning how to ride a bike.
Turn and talk. How did you learn how to ride a bike?
First you watch how it’s done…someone shows you…
Then mom or dad might hold the seat while you ride
Then mom or dad might run beside you while you ride
A child will learn to speak on his own…it is a natural process…and will happen…
Reading and writing is not natural…just like in learning to ride a bike, learning to read is process it requires someone to teach you.
Then you let go and their off…
For me it was learning how to use the lady bug. Show me and talk, we do it together and talk, let me muck around (you still there), leave me alone and check in.

10. (adapted from Wilhelm, 2001, p.6)
Optimal learning occurs in the zone of proximal development.

11. Jigsaw activity In groups of 4, put together the
framework for Effective Instruction
keeping in mind the gradual release
of responsibility model.
Go through each once they put it together.

12. HOW do we teach reading?
There are a few terms out there...You will hear:
Balanced Literacy
Comprehensive Literacy
Critical Literacy
Scaffolding is the key to literacy instruction.
We now apply the principles of the gradual release of responsibility model to reading instruction. This is called BL or CL
Balanced Literacy: Based on gradual release there is a balance of modeled, shared, guided and independent. Was very structured you go from one to another to next
Comprehensive Literacy: virtually the same as BL but different name. based on gradual release
Now the thinking is Critical Literacy in that our ultimate goal is for kids to become critical thinkers and how you do that is thru a balanced approach but is not a restrictive as BL or CL. Sometimes you just do a Shared reading with no connection to the read aloud.

13. What does Scaffolding mean?
Think of a scaffold...what does it do? So how do we scaffold reading instruction?
It’s a temporary fixture that is used to

14. Instructional Reading Strategies
High
Read-aloud
Reading to
Model:
I do, you watch
Shared Reading
Reading with
Teach:
I do, you help
Teacher Support
Guided Reading
Reading with
Coach:
You do, I help
Let’s look at some of the instructional strategies that will
Many of you were wondering how to teach reading, well here it is…
Going to talk about Reading instruction. When we talk about Writing will go over
Reading by
Practise:
You do, I watch
Independent Reading
Low

15. Instructional Reading Strategies
High
Read-aloud
Reading to
Model:
I do, you watch
Shared Reading
Reading with
Teach:
I do, you help
Teacher Support
Guided Reading
Reading with
Coach:
You do, I help
Reading by
Practise:
You do, I watch
Independent Reading
Low

16. “As we read aloud with children, we help them experience all the strategies of effective reading. We do the print-work, the phrasing, and the punctuating for children, deciding who is talking to whom and what their intonation will be, so that children’s minds are more able to anticipate, infer, connect, question and monitor for sense.”
(Calkins, 2001)

17. Prior to Read Aloud:
Determine a focus: Strategy to be modeled (Comprehension strategy Or the “Big Idea” (Higher order thinking skill)
Select appropriate text. “Compelling text is a must for engaging students in thinking about their thinking.” Maria Nichols 2206
Pre-determine *3 places for think-alouds/ questions based on the focus. *Use Post-its!
Acetate: RA planning

18. Let’s look at Read Aloud in action!
As you watch, make note of what I did before, during and after the reading.
What did I do Before...During...After

19. Before Reading Build Interest Activate prior knowledge/ learning
The teacher prepares the class by setting the stage for understanding the text:
Build Interest
Activate prior knowledge/ learning
Introduce title, author, illustrator
Invite students to make predictions
State the focus
Introduce new vocabulary

20. During Reading
The teacher models strategies using a think-aloud process.
Demonstrate various characteristics of a fluent reader.
Questions to promote higher level thinking.
Listens to student responses.
Observe and assess students’ grasp of strategy

21. Thinking Aloud Provides . . . A framework for thinking
A format for responding
A common language for talking about books

22. Thinking Aloud Leads to . . .
Opportunities for thinking through texts together so children can learn to articulate their thinking for themselves
Opportunities for construction of meaning, reflection, and insight…to think more deeply about what they might already know - getting to the “heart” of the story…the “big idea”.

23. After the Read Aloud
Provide a response to deepen student understanding based on the focus (turn and talk, small group discussion, written responses, graphic organizers etc.)
Restate focus to consolidate learning

24. Reflecting on the Read Aloud Next steps
The teacher
May decide to revisit the same text with a different purpose.
May decide to revisit the same focus with a different text.
May plan on connecting the RA focus to the Shared Reading lesson.

25. Shared Reading

26. Instructional Reading Strategies
High
Read-aloud
Reading to
Model:
I do, you watch
Shared Reading
Reading with
Teach:
I do, you help
Teacher Support
Guided Reading
Reading with
Coach:
You do, I help
Let’s look at some of the instructional strategies that will
Many of you were wondering how to teach reading, well here it is…
Going to talk about Reading instruction. When we talk about Writing will go over
Reading by
Practise:
You do, I watch
Independent Reading
Low

27. “In shared reading, skills are learned in the context of meaningful familiar text. The children are actually engaged with the text and reading. They are tackling the text with a problem solving attitude and learning or using skills: they are not practising skills in isolation. An important purpose of shared reading is the explicit demonstration of reading strategies and the articulation of what those strategies are.” (Hornsby, 2000)

28. What does it look like? Approx. 30 minutes (including response)
Done in large or small groups
Involves explicit teaching of reading strategies and word solving
Text is viewed by all
May be a big book, chart paper, overhead transparency
Is interactive
Text may be revisited over many days

29. Planning the Shared Reading Lesson
Determine teaching focus
Decide on grouping (whole class, small group)
Select appropriate short text that addresses teaching focus to be taught. *Text should be at the instructional level for most of the class
Select format (for all to see)- big book, overhead transparency, chart, LCD projector, Smart board
Plan each lesson to include:
teaching focus
brief notes re instruction
Hand out SR Teacher planning sheet…I’m going to go through the process from planning to the end.
Mandated that ESL, LLD and Spec Ed kids be present for SR.

30. Before the Shared Reading Lesson
Engagement/Introduction:
Build interest
Activate prior knowledge, experience and learning
Focus:
State the focus of the lesson at the beginning and relevant context for the new learning
Hand out Planning checklist

31. During the Shared Reading Lesson
Reading the text:
Model phrased and fluent reading (behaviours of proficient readers)
Model accountable talk
Use 2-3 think alouds to demonstrate strategy to be taught
Have students follow the text as you read
Encourage students to join in as they are able
Promote active engagement with the text
Build time for talk into the lesson
Assess students’ grasp of strategy:
Observe student participations in reading and discussion
Listen to student responses

32. After the Shared Reading Lesson
Practice:
Restate the lesson focus acknowledging student evidence
Provide response activity to reinforce the lesson focus and deepen student understanding (turn and talk, role play, written responses, graphic organizers…)*You may need to differentiate the response.

33. Following the Shared Reading Lesson
Reinforce/Encourage use of strategy during IR
Ensure that shared reading text is easily accessible after reading
May revisit the same text over a series of lessons with different purposes (reinforce strategies, textual elements, conventions, connections to other texts etc.)
Provide time after independent reading for students to share how/where they used strategy taught in shared reading
Reflect on the lesson and plan next steps for students

34. POSSIBLE SHARED READING -TEACHING FOCI
TEXT LEVEL (SEMANTICS):
Comprehension Strategies
Text Features:
Forms (Narrative, Recount, Procedure etc.)
Formats (letter, recipe, article, etc.)
Graphic Aids:
Maps
Charts
Graphs
Illustrations
Diagrams
Photos
Time lines
Labels
Arrows
Captions
Titles
Subtitles
Headings
Subheadings
Speech Bubbles
Organizational Tools:
Table of Contents
Glossary
Index
Writing elements:
Organization
Idea
Voice
Presentation
Point of View
Critical thinking issues
SENTENCE LEVEL (SYNTAX)
Grammar
Punctuation
Word Choice
Sentence Fluency
WORD LEVEL (GRAPHAPHONICS)
Decoding Strategies
Phonics
Word Study (Spelling)
Foci in Shared reading is more extensive because the text can be viewed by all and is more interactive.

35. How does Shared Reading fit in to the Gradual Release of Responsibility model?
Example Focus: Teaching Questioning.
1. Read Aloud: Mr. Peabody’s Apples to model questioning
2. Read Aloud: “The Stranger” by Chris Van Alsburg to further practise strategy. This time after each stopping place, turn and talk. What questions do you have?

36. More scaffolding…
3. Shared reading. Use Big Book. “Strega Nonna” by Tomi dePaola. Read together and record questions on post-its (with them). Response: Hand out books. In groups of two, read together and record questions. Hand in. Assess to see if they are “getting” it.
4. If so, ready for independent work. If not, another go.

37. Shared Reading in action!

38. Next week’s readings
Assignment #1 due next week! Hand out: Introduction to the Daily 5 (pg “The Daily 5-Fostering Independence in the Elementary Grades” by Gail Boushey and Joan Moser) MCD: Guided reading Lesson pgs (Effective Instruction in Reading, K-3) MCD: Independent Reading Lesson pgs (Effective Instruction in Reading, K-3)