whole group shared reading participant...
TRANSCRIPT
Tulsa Publ ic Schools
Balanced Literacy Init iat ive
Whole Group
Shared Reading
Participant Packet
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State
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guidance and
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Planning for a
Shared Reading Lesson
Questions to Ask:
-Am I going to model a new reading skill or strategy?
-Do I need to revisit and build upon a previously taught
skill or strategy?
-Do I need to reteach a skill or strategy?
K-2 Strategies
Directionality
One-to-one matching
Locating known words
and letters
Application of a phonics
skill
Predict and confirm
Self-correction strategies
Visualization
Vocabulary strategies
Making connections
Setting a purpose
Text features
3-6 Strategies
Fix-up strategies
Predict and confirm
Self-correction strategies
Visualization
Vocabulary strategies
Making connections
Setting a purpose
Text features
Asking questions
Determining text
importance
Graphic organizers
CharNews
C
Se
Trts/Postspaper
Song LClass Se
Text
Languag
Th
Sen
elec
Text Forter Big Overhe
Lyrics Tets Po
Charact
Text Typ
Text Struct
Conten
ge and Lite
hemes and
Word Stu
Illustratio
ntence Com
ctin
rmats Books
ead/WhTextboooetry Ch
teristics
pes
ture
nt
erary Form
d Ideas
udy
ons
mplexity
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Graphhiteboaoks harts
s
ms
he T
s rd
Text
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Advantages
What are
some
advantages
of whole
group
instruction?
How can it
benefit all
students?
Effective ways of engaging students in a shared reading of text: • Choral reading‐Students read aloud in unison. • Echo reading‐Teacher reads; students echo. • Reader’s theater‐Students read parts in a play. • Paired Reading‐Students read to each other in pairs. • Read Around‐Teacher assigns sections for students to read
and students have a chance to practice before it’s their turn to read aloud.
• Whisper Reading‐Students read aloud in a whisper voice to avoid distracting other students, but the teacher can hear individual students as s/he circulates around the room.
Effective Whole Group Instruction
Avoid using: Round Robin Reading, Combat Reading, Popsicle/Popcorn Reading, or Following an Audio CD
Direct instruction of
skills
Requires a sequence of
supports
Tea
Prep
Duri _ _ _ T
_ _ _ Afte _
acher: _______
paration:
____ Books chose ____ Evidence of p ing Read Aloud:
____ Purpose is com
____ Reading of tex
____ Teacher uses
Teacher models co
____ Using T ____ Unders
Using c
___ p ___ m ___ m ___ vi
____ Students are a
___ pair‐shar ___ thumbs‐
____ Anchor charts____ Established p
er Reading:
____ Students disc
____________
n are appropriate f
pre‐planning
mmunicated
xt demonstrates fl
prosody to engage
mprehension throu
Text Features standing new voca
comprehension str
reviewing text making predictions making connectionsisualizing
actively participati
re ___ up ___
s remind students orocedures for parti
uss the text in its e
Ba
_____________
for students
uent reading
e students in text
ugh think alouds o
bulary
rategies to underst
___ drawing in ___ generatin
s ___ clarifying
ng in meaningful d
whole group _ ______________
of protocols for disicipation are evide
entirety
Tulsa Publi
alanced Lite
____________
r questioning:
and text:
nferences/conclusig questions understanding
discussion of texts
_________
scussions. nt.
ic Schools – Oc
eracy Walk
___ Date
Read Aloud
ions
Notes:
ctober 2012
kthrough To
e:___________
ool
____
Tulsa Public Schools – October 2012
Writing
Mini Lesson: Teacher Centered
____ Intended learning statements and connections are linked to previous learning. ____ Explicit demonstrations (modeling), think alouds, or explanations communicate clear expectations and information to improve writing skills. ____ Focused on supporting student understanding of elements and strategies of specific writing genres (narrative, expository, descriptive, argumentative). ____ Active student involvement including questioning and accountable talk. ____ Links to students’ independent work and students attempt to apply skills taught in mini‐lessons during small group and independent work. ____ Includes the study of mentor texts and student work. Develops and uses rubrics with students. ____ Teacher and students engage in shared writing to produce a writing sample collaboratively. ____ Anchor charts with visuals are created with students; students use these resources during independent, collaborative, and small group work. Writing Conferences: Teacher Centered Teacher confers with individual students by: ____ Prompting and asking questions that encourage students to talk about their writing processes and to determine what to teach next or what to reinforce. ____Guiding students to reflect on their writing and set goals for next steps, including writing techniques to employ in order to reach those goals. ____Providing guided practice as students try new writing strategies.
Writing Process: Student Centered
____ Students prepare to write by talking, brainstorming, drawing, reading, creating a list, researching, or using a graphic organizer. ____ Students independently engage in writing or confer with writing partners and/or teacher. ____ Students use a variety of class‐developed resources, including anchor charts, rubrics, word walls, student work exemplars, and editing checklists. ____ Students make revisions to writing based on feedback from the teacher or other students. Changes may include adding details, adding or substituting words or phrases, and deleting and rearranging material. ____Students use editing checklists to correct spelling, punctuation, and grammar as they reread their work and prepare for publication. ____ Students have opportunities to share their work by reading it aloud, making a book, typing the paper, or using digital tools. Displays:
____Anchor charts and rubrics provide clear guidance and expectations for student work. Students use charts and can explain the application to their own learning and writing processes. ____Current student work samples are displayed on walls and/or are accessible and visible. Student work and published author examples illustrate expectations. ____Teacher develops word walls with students throughout the year to extend vocabulary and build students’ knowledge and use of high‐frequency words. Notes:
Tulsa Public Schools – October 2012
Whole Group Shared Reading
Before Reading: ___ Lesson objectives that reflect intentional planning are shared with students in understandable language. ___ The selected text is appropriate for learners and supports lesson objectives. ___ Text is effectively introduced and students are engaged: ___activates background knowledge ___ builds vocabulary and concepts ___ sets a purpose for reading or returning to the text During Reading: ___ Explicit demonstrations (modeling), think alouds, or explanations are provided by the teacher. ___ Fluent reading is modeled and/or practiced. ___ Opportunities are provided for students to interact with one another and to use oral language purposefully: ___ Think‐Pair‐Share ___ Other ________________ ___ Turn and Talk ___ Teacher and students are academically engaged in shared oral reading activities: ___ echo reading ___ partner reading ___ choral reading ___ reader’s theater ___ read around ___ other ________________ ___ Demonstrates what proficient readers think about while reading: ___Comprehension strategies used to support understanding ___ Self‐monitoring – Is my reading making sense? ___ Clarifying strategies (e.g., rereading, context clues, word analysis) ___ Using knowledge of genre and text structure to predict and read with meaning
___ Demonstrates what proficient readers do to process print: ___ Use knowledge of concepts of print (e.g., directionality, voice‐print match, text features) ___ Use sources of information (meaning, visual, syntax) in a reading process ___ Solve words efficiently using knowledge of patterns and generalizations ___ Self‐correct ___ Teacher uses check for understanding or other formative assessment to assess student learning and make adjustments to instruction when necessary.
After Reading: ___ Connections are made to students’ small group and independent work. Notes:
Tulsa Public Schools – October 2012
Video Response
What
evidence do
you see of
scaffolding
that ensures
all students
are
successful?
The House The two boys ran until they came to the driveway. “See, I told you today was good for skipping school,” said Mark. “Mom is never home on Thursday,” He added. Tall hedges hid the house from the road so the pair strolled across the finely landscaped yard. “I never knew your place was so big,” said Pete. “Yeah, but it’s nicer now than it used to be since Dad had the new stone siding put on and added the fireplace.” There were front and back doors and a side door that led to the garage, which was empty except for three parked 10-speed bikes. They went in the side door, Mark explaining that it was always open in case his younger sisters got home earlier than their mother. Pete wanted to see the house so Mark started with the living room. It, like the rest of the downstairs, was newly painted. Mark turned on the stereo, the noise of which worried Pete. “Don’t worry, the nearest house is a quarter mile away,” Mark shouted. Pete felt more comfortable observing that no houses could be seen in any direction beyond the huge yard. The dining room, with all the china, silver, and cut glass, was no place to play so the boys moved into the kitchen where they made sandwiches. Mark said they wouldn’t go to the basement because it had been damp and musty ever since the new plumbing had been installed. “This is where my Dad keeps his famous paintings and his coin collection,” Mark said as they peered into the den. Mark bragged that he could get spending money whenever he needed it since he’d discovered that his Dad kept a lot in the desk drawer. There were three upstairs bedrooms. Mark showed Pete his mother’s closet that was filled with furs and the locked box that held her jewels. His sisters' room was uninteresting except for the color TV that Mark carried to his room. Mark bragged that the bathroom in the hall was his since one had been added to his sisters' room for their use. The big highlight in his room, though, was a leak in the ceiling where the old roof had finally rotted. References: Chris Tovani (2000) Picher and Anderson (1977)
Tulsa Public Schools
Professional Development Evaluation Form
Whole Group Shared Reading
Topic: _____________________________________ Date: ____________________________
Directions: Please indicate the number for each statement below which most accurately reflects your opinion. Also, please complete the statements which follow. Please give us your input so that we may better serve you in the future.
Poor Excellent 1. Objectives of the training were clearly
stated. 1 2 3 4 N/A
2. Objectives of the training were met. 1 2 3 4 N/A
3. Information presented can be applied to my professional practice.
1 2 3 4 N/A
4. Ideas and skills presented will enhance student learning.
1 2 3 4 N/A
5. Presentation was effectively delivered. 1 2 3 4 N/A
6. Materials were appropriate and useful. 1 2 3 4 N/A
7. Time was used effectively. 1 2 3 4 N/A
8. Questions and needs were addressed. 1 2 3 4 N/A
What I will take away from this session is ___________________________________________
_____________________________________________________________________________
I feel I need additional information or training on _____________________________________
_____________________________________________________________________________