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Effective Instructional Strategies in Shared Reading Cheree Turner, Principal Te-Ann Simon, CST Heritage Elementary

Shared Reading (AS DEFINED BY FULTON COUNTY SCHOOLS) The teacher and students read and reread a text several times over a few days. The teacher leads the whole group in reading a complex text (on or above grade level) that is enlarged or duplicated with chart paper, a document camera, or copy for all students. The teacher takes the lead and then gradually pulls back as students master the text. K-2: The purpose of this component is to develop students’ foundational skills such as concepts of print, word-solving strategies, fluency, and using multiple sources of information (MSI). 3-5: The purpose of this component is for students to apply reading strategies in order to comprehend and analyze text as stated in the grade level reading literary and informational standards.

Heritage’s Journey

Learning Targets The participants will: be able to see effective modeling will name the components of modeling (“I Do”) will be introduced to resources to support teachers in designing an effective model during their literacy block

If you were a fly on the wall of the most effective teachers, those whose students appear so curiously independent, focused, and on task, you would learn that they spend a good portion of their day modeling—and that they’re very, very good at it. According to social learning theorist Albert Bandura, “Learning would be exceedingly laborious, not to mention hazardous, if people had to rely solely on the effects of their own actions to inform them what to do. Fortunately, most human behavior is learned observationally through modeling: from observing others one forms an idea of how new behaviors are performed, and on later occasions this coded information serves as a guide for action.”2 It’s important that the teacher know ahead of time what she wants students to know as a result of the modeling, so when students are set out to work on their own they know expectations and requirements. Specifying the desired behaviors before modeling them also makes assessment more constructive and accurate.

Instructional framework

See It (SET The Purpose)

Observable behaviors What are some of the key actions the teacher takes to set the purpose for learning?

See It Pt. 2 (MODELING)

Observable behaviors What are some of the key actions the teacher takes to model the skill effectively?

Key Components to Modeling Preparation (Pre Work) I Do (Explicit Modeling) Unpack the standard to establish clear learning target Flag the text Prepare an anchor chart and post Script the introduction Prepare all materials State the learning target with clear, precise language Teach the skill or strategy with a scripted think-aloud Make connections between new material and students’ existing knowledge Check for Understanding (CFU)

Practice It (SET THE PURPOSE) Standard: SWBAT determine what a character will probably do based on their thoughts, feelings, actions, and desires.

Key behaviors

Practice It (MODELING)

Supporting Teachers Through the Process

A common understanding for Unpacking the standard Fifth Grade GSE Reading Literacy (RL) ELAGSE5RL3: Compare and contrast two or more characters, setting, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).

ELA Guidance Document

Script an Introduction and Think-aloud (Reading Strategy and/or Skill)

Your Turn! In Groups of 3-4, examine the following handouts: ELA Guidance Document Planning Sheet for Modeling Reading Strategy Handout

Guiding questions 1) What’s the easiest component of modeling under the Instructional Task column for your teachers to implement and why? 2) What’s the most difficult component of modeling for your teachers to implement and why?

Additional resource for instructional leaders Coaching Support and Teacher Feedback Standard(s) aligned, teaching anchor charts, support for scripting Standard(s) aligned, teaching anchor charts, support for scripting

Shift In Instruction and Support Focus on the “I Do” of the Gradual Release Model Make It Clear and Making It Matter Model Key Reading Strategy Timed “ I DO” Practice the lesson Differentiate Support

Guided Reading and Literacy Stations Shared Reading Strategy extends into GR groups Strategies differentiated to meet the needs of the learner Literacy station reinforces the reading strategy

Instructional Framework

Component of Balanced Literacy ELA Block Overview Component of Balanced Literacy Standards Texts/Resources Phonics (20 min daily) Foundational iRead phonics decodable readers Blast Read Aloud/Shared Reading (40 min)   Reading Literary and Informational Speaking/Listening Vocabulary Mentor Texts: informational articles picture books/ novels videos/ poems /songs Guided Reading & Literacy Work Stations 60 minutes 3 groups-20 min each 4 groups-15 min each Foundational Standards: sight words phonics fluency reading strategies Comprehension reading literary and informational standards leveled readers phonics decodable readers leveled readers (at instructional level) differentiated/leveled articles and texts phonics decodable readers (below level students) Writing Modeled/ Shared Writing (10-15 minutes daily) Language Mentor Texts to teach: genre/text type craft/ grammar in context Guided/ Independent Writing (conferences) (20 - 25 minutes daily) Student Samples

Ticket out the door

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