Module FiveShared Reading as the Heartbeat of

all other Instruction

Peace River SouthSeptember 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: JoyIncorporate:DramaArtifactsAnticipationSpecial effectsExcitement

Reading # 2: Skill MasteryFind sight wordsFind alphabet lettersFind rhyming words and other phonological skillsIntroduce print conceptsPlay games!

Reading # 3Display a passage from the book. Together practice:Reading with fluencyReading with expressionPredictingModelingListeningBonding with each other

Reading # 4Talk together about ‘what next’:A new centreThe book choice for next weekRelated books in the libraryTurning it into a projectWriting about similar ideasHow much we know A list of new words

…and that takes us toOral Language Development

Five Key PrinciplesAll About Words (Increasing vocabulary in Prek-2)

By Susan B. Neuman and Tanya S. WrightTeacher’s college Press 2013

Grade One: FN School

A FIRST NATIONS TRIUMPH

Principle #1Children need both explicit and implicit instruction

The largest gains were made by:• Defining words• Acting out words• Using words in meaningful context

Principle TwoBe 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 ThreeWord 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 FourChildren 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 FiveOngoing 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)