Tulsa Publ ic Schools

Balanced Literacy Init iat ive

Whole Group

Shared Reading

Participant Packet

 

   

 

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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

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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  

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actively participati

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whole group _  ______________

of protocols for disicipation are evide

entirety 

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and text:   

nferences/conclusig questions understanding 

discussion of texts

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Read Aloud

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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 _____________________________________

_____________________________________________________________________________