1. Saskatchewan Reads for Middle Years
Modelled Reading Module utilizes “Regina Public Schools Reads for Middle Years: Big Ideas of Reading” document
This professional development module for teachers uses Regina Public Schools document as its anchor.
Provide a handout of “Regina Public Schools Reads for Middle Years: Big Ideas of Reading”:
Document page numbers are referenced on slides

2. Saskatchewan Reads Background
A support for teachers in meeting the provincial outcome “80% of students will be reading at grade level by 2020.”
The work of the Provincial Learning Team
teachers, administrators, directors and First Nations authorities
A research-based companion document to the ELA curriculum

3. Big Ideas of Reading
What are your beliefs about learning to read and teaching reading?
Turn and talk
Share out
Proceed to slide 6 if staff has completed any of the other modules

4. Big Ideas of Reading
Skim the section “Overarching Principles” from Saskatchewan Reads (p. 2-3)
Check the bullets that concur with your beliefs about learning to read and teaching reading
Which statements were new?
Share out

5. Goals of Proficient Reading
Read page 4
Proficient readers incorporate all three goals when reading
Engaged readers
Comprehension
Fluency

6. Gradual Release of Responsibility
Page 6 and 7
- Not necessarily a linear process but responsive to student neeed
Pg. 6

7. Gradual Release of Responsibility
Teacher models making connections to whole class
Teacher and students practice making connections together
Teacher works with students who require support for making connections
Students practice making connections with independent reading selections
Page 6 and 7
Sample strategy: Making Connections
The teacher must purposefully plan, model, and explicitly teach reading strategies
The teacher makes visible the reading process by using “think alouds” with short texts that may be revisited for multiple purposes

8. Modelled Reading
TASK: Thumbs up if you agree with the following statements:
Modelled reading is….
Simply reading a story aloud with no intentional purpose.
Verbalizing thinking and explaining what proficient readers do as they process text.
Brief and purposeful.
Confined to English Language Arts instruction.

9. Modelled Reading TABLE TASK: Review the table on pg. 9
Discuss ‘KNEW’ (what you already knew)
Discuss ‘NEW’ (what you learned)

10. Modelled Reading Choosing Passages from Texts Purpose
Inclusive and culturally responsive
Strong examples of teaching focus/strategy
Align with students’ individual needs based on formative assessment and curriculum expectations
Purpose
To model B-D-A reading strategies, fluency, effective reading behaviors
To develop motivation, appreciation, content/genre/structure knowledge, oral language, vocabulary
Page 8
B-D-A: before reading, during reading, after reading
Pg. 8

11. Video
“Students benefit when they see how we select texts to read, hear us read fluently, observe us struggle to figure out words and meanings, hear us reread and slow down for clarification, and listen as we think aloud and grapple with challenging concepts.” (Routman, 2014, p.22)
The following video demonstrates and explains the “think-aloud” strategy during modelled reading: Think Aloud Demonstration and Explanation
Explanation and demonstration of think aloud: (6:02) – ends with a segue to shared reading

12. Management and Assessment
Sample Schedule
Assessment
Record keeping

13. Sample Schedule Language Arts minutes per week:
Grades 1-5: 560 minutes
Grade 6: 510 minutes
Grades 7-8: 300 minutes
Time
Group #
9:10-9:30
Whole Group Instruction: mini-lesson (modelled and shared reading)
9:30-9:50
Guided Reading
Reading/Writing
Reading
9:50-10:10
Writing

14. Assessment
Formative assessment of a student’s application of the skills and strategies explicitly demonstrated in a modelled read can be assessed through teacher observations, conversations with students, and student products.
Pg. 9

15. Sample Record Keeping Conversations Observations Products
Having a tool of observation or conversations helps increase the validity of your professional judgement and help you to determine a student’s ability to apply the skills and strategies taught.

16. Sample Resources Nelson Literacy Reading Power
Sample Nelson Literacy 7 Modelled reading lesson plan from binder.
Sample Reading Power modelled reading lesson (Lesson 2 for Connecting)

17. Reflection Questions
What evidence do I have that modelled reading is making a difference in student learning outcomes? (conversation, observation and products)
How do I collect evidence that students are applying the skills and strategies demonstrated in modelled reading?
Pg. 9