Module Five Shared Reading as the Heartbeat of all other Instruction Peace River South September 2015

Shared Reading: Two Types The Classroom Literacy Heartbeat (Chapter 6: Joyful Literacy Interventions)

Research Base: Shared Reading NELP Report – one of the top five most impactful strategies “intense in frequency and interactive in style” McGee and Morrow – finger point reading results in “higher levels of print and phonemic awareness” Vacca & Vacca – they learn what an “expert” reader does with a book while it is read Johnson & Keier – “a gateway to guided and independent reading”

1. Shared Reading as an Instructional Tool During the Day Morning message Anchor charts Centre instructions Classroom signs Word finding Writing activities Games Word sorts Comprehension activities Searching for information Technology games Pocket chart activities Alphabet fun Play/art/building activities with labels

2. Shared Reading for Joy and Skill Integration ‘Book of the Week’ Four Readings Reading # 1: Joy Incorporate: Drama Artifacts Anticipation Special effects Excitement Reading # 2: Skill Mastery Find sight words Find alphabet letters Find rhyming words and other phonological skills Introduce print concepts Play games!

Reading # 3 Display a passage from the book. Together practice: Reading with fluency Reading with expression Predicting Modeling Listening Bonding with each other Reading # 4 Talk together about ‘what next’: A new centre The book choice for next week Related books in the library Turning it into a project Writing about similar ideas How much we know A list of new words

…and that takes us to Oral Language Development Five Key Principles All About Words (Increasing vocabulary in Prek-2) By Susan B. Neuman and Tanya S. Wright Teacher’s college Press 2013

Grade One: FN School

A FIRST NATIONS TRIUMPH

Principle #1 Children need both explicit and implicit instruction The largest gains were made by: Defining words Acting out words Using words in meaningful context

Principle Two Be intentional in word selection. The largest gains were made by: Focus on high utility words (lucky/fortunate) Focus on words with high sophistication (keep going/continue) Words used in meaningful context Use of content-related words (compare/contrast/predict/observe – inquiry)

Principle Three Word meaning built through knowledge networks The largest gains were made by: Learning words in clusters (oar, rowboat, paddling) Using playful activities (Body Parts: Are glasses part of the body – require explanations – why/why not?) Words presented in context

Principle Four Children need repeated exposure to gain vocabulary. 24 repetitions resulted in 80% success! (2011) The largest gains were made by use of: Repeated readings Rich explanations of new words including defining, using synonyms, illustrations and re- using words in other contexts Categories and semantic clusters to encourage using words in meaningful contexts Multi-media combined with books

Principle Five Ongoing Pro D is essential for teachers to accelerate children’s oral vocabulary development The largest gains were made by teachers knowing how to: Identify key words that need to be taught Define words in a child-friendly way Contextualize words in meaningful formats Review words to ensure sustainability Monitor children’s progress

In Summary “Oral Language development is foundational for learning to read. It is the entry point to concepts and therefore comprehension. We cannot leave it to chance.” (Neuman, 2013)