Saskatchewan Reads for Middle Years 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”: https://saskatchewanreadsforadmin.wordpress.com/connecting-sk-reads-to-other-subjects/sk-reads-self-assessment/middle-yearshigh-school/ Document page numbers are referenced on slides Shared Reading Module utilizes “Regina Public Schools Reads for Middle Years: Big Ideas of Reading” document

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

Big Ideas of Reading What are your beliefs about learning to read and teaching reading? Turn and talk Share out If staff has already done one of the other modules, proceed to Slide 6.

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

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

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

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 Teacher invites students to share in the demonstration of cognitive strategies for comprehending and responding. - To build confidence in the development of the skill

Shared Reading TASK: Thumbs up if you agree with the following statements: Shared reading is…. Reading aloud with a text that is only visible to the teacher. Helping students apply strategies in authentic reading experiences. One student reading at a time while other students follow along (round-robin reading). Sharing teacher thought processes while demonstrating a skill or strategy.

Shared Reading TABLE TASK: Review the table on pg. 11 Discuss ‘KNEW’ (what you already knew) Discuss ‘NEW’ (what you learned)

Shared Reading Choosing Texts Purpose Inclusive and culturally responsive Strong examples of teaching focus/strategy Reflective of formative assessment and curriculum expectations Various forms and genres Purpose To teach B-D-A reading strategies, cues and conventions To engage students in conversation, supported reading, exposure to a variety of texts To move students towards independent reading Page 10 B-D-A: before reading, during reading, after reading Pg. 10

Video “The shared approach provides access to words, to knowledge, to information that will change a life.” (Allen, 2018) The following video demonstrates shared reading lesson that also includes the teacher modelling and thinking aloud: Intermediate Shared Reading Video: https://www.youtube.com/watch?v=By2EhiWtlGM&t=112s (entire video is 24:17 but sufficient to show the first 6 minutes; begins with modelled, leading into shared) Quotation: Dr. Janet Allen – Education World: http://www.educationworld.com/a_curr/profdev/profdev083.shtml

Management and Assessment Sample Schedule Assessment Record keeping

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

Assessment Formative assessment of a student’s application of the skills and strategies explicitly demonstrated in a shared read can be assessed through teacher observations, conversations with students, and student products. Teachers utilize checklists and/or anecdotal records to record observations and conversations on students’ use of strategies Pg. 11

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.

Sample Resources Nelson Literacy Reading Power Sample Nelson Literacy 7 shared reading lesson plan from binder (also a lesson in teacher resource and student book) Sample Reading Power “guided practice” reading lesson inviting students to share their connections

Reflection Questions How do I activate and build upon students’ prior knowledge and experiences? How will I monitor students’ level of engagement? Pg. 10