Self-Selected Reading Block and Shared Reading

Let’s look at our books /56 Overview/Summary 20/ Teacher Read Aloud Children Read Conferences Sharing/Making the block multi-level 34, A Typical Week 37-40

Why? Increases the odds that students choose to read once they are able. Increases competence in skimming, scanning, sampling, selecting appropriate and interesting books. Increases competence in sharing interests and excitement about reading Increases fluency in application of skills learned in guided reading and words block.

Some Core Activities Read-Alouds(10-15 minutes) DEAR time Mini-lessons/focused discussions Reader conferences Reader’s Chair (sharing) (5 minutes) (15-20 minutes)

Read-Alouds DO’s – Read aloud daily from a wide variety of topics and genres – Teach students how to listen to stories. – Set purposes for listening. – Link the texts to the students’ experiences. – Make the book available after the read-aloud. – Use books to support concepts of print DON’Ts – Read stories you don’t enjoy yourself. – Discourage questions and comments. – Read too fast. – Insist on consensus or correct interpretation.

DEAR Time DO – Have students select several books before beginning. – Begin with short time and slowly increase. – Share your excitement about something you’re reading and encourage others to do likewise. DON’T – Make the activity dependent upon good behavior. – Limit reading to books or fiction. Vary how they read, what they read and where they read “on their own”.

What are Priorities for SWD? Increase opportunity for interaction. Increase access to books. Improve ability to relate story to prior knowledge and experiences.

Make it Accessible! Power Point (and other multimedia) Books TarHeel Reader My Own Bookshelf

Reader’s conference DO – Keep records on what authors, topics, text types students like. – Suggest similar/related readings. – Guide, but don’t legislate, choice and response. – Miscue-analysis periodically. DON’T – Make this experience a book report forum. – Insist on a particular form of the activity. – Restrict type of text that can be shared.

Some Important Mini-Lessons Skimming, scanning, sampling, selecting. If it doesn’t fit, don’t wear it. Ways to help peers when sharing a book. Rule of thumb.

Reader’s Chair DO – Have a few children take a turn every day. – Explore sources of reluctance in some children. – Model various possible responses. – Model sincere questions and appropriate praise. DON’T – Make this experience a book report forum. – Insist on a particular form of the activity. – Restrict type of text that can be shared.

Multiple Ways to Read and Write Reading – From memory, pictures, words, combinations – Predictable text + familiar experiences – Icons + familiar experiences Writing – By dictating, scribbling, drawing, AAC symbols, letters, ear-spelling, words, combinations

What can they do without a teacher? Read a book on CD, in a slide carousel, in a talking word processor, or other adapted formats. Listen to a peer read aloud to them. Read with a peer (chorally, in turns, silently…) Write in a journal or dictate to someone else. Work in a peer group on: – Long-term projects – Multimedia projects – Writing projects

WHAT ELSE?? Write with peer(s). Surf the “net”. Read aloud via AAC device to others. Anything that you have prepared for independent access Your turn: – What else?

Developing Fluency Good Instruction Listening to models of other fluent readers Lots of opportunities to practice reading easy text every day. Text that is at an appropriate language level – need to understand the meaning of most of the words and have some familiarity with the topic.

What if they aren’t “readers” yet? Read to them! “The single most important activity for building these understandings and skills essential for reading success appears to be reading aloud to children” (p.33) IRA & NAEYC Position Paper on Early Literacy (1998)

Shared Reading “ The interaction that occurs when a child and adult look at or read a book together.” - Ezell & Justice, 2005

Why Shared Reading? Builds & promotes use of oral language concepts: – Phonology – Vocabulary – Syntax – Morphology – Pragmatics Offers an authentic context to foster expressive communication

A free CAR training is available at (Language is the Key)

During Reading Activity Dialogic Reading (or CROWD in the CAR) (Whitehurst & Lonigan)

Standard Reading vs. Dialogic Reading Standard ReadingDialogic Reading Story centeredChild centered Adult reads Interactive Child listensFollows child’s interest Adult asks questions Child is an active participant

While reading the storybook, the adult-child interaction develops into a conversation, a ‘dialog’, about the book. Focus of conversation: – Teach new vocabulary – Improve verbal fluency – Introduce the principle components of story grammar (main character, action, outcome) – Develop narrative (retelling, answering questions) skills Introduce strategies – Predictions – Cause/effect – Main idea

Dialogic Reading: CROWD-HS CROWD-HS: – Completion prompts She tasted Baby Bear’s porridge. It was just ______. Goldilocks saw a house. Without asking she went _____. – Recall Prompts Can you remember whose porridge was too hot? – Open-ended prompts Tell me about the times Goldilocks took or used something that didn’t belong to her. – Wh-prompts What broke? Who came to visit What is the “Big idea” in the story? (main idea)

CROWD-HS contd. Distancing prompts – Would you be scared to be caught by the Three Bears? Home prompt – Can you think of a time someone broke or took one of your toys with out asking? School Prompt – At school, how do you take care of things at school?

Create Books for Older Students Use popular song lyrics as texts – Create song books with single pages for each song, or – Create storybooks with individual lines of lyrics on each page & illustrations (magazine pics) Trade Books – National Geographic-Windows on Literacy big books – Picture Books for older readers Use magazine articles to create texts – Select articles on topics of interest – Generate sentences to reflect text in article – Read article to student and student selects from sentences for the new text. Start-to-Finish® Literacy Starter Kits Tar Heel Reader – Read others or write your own

AAC Users-Create Communication Boards That Support Connections Students need a way to communicate during storybook reading to support the development of receptive language and expressive communication. What would a child without disabilities say while reading that book with an adult? How can we capture the core of these comments in our vocabulary selection?

AAC Users Use core and fringe (specific) vocabulary and model use of vocabulary using AAC Model the use of AAC while asking questions and making comments Model concepts of print Use repeated lines, props, puppets to encourage interaction

Communication Boards to Support Shared Reading Traditionally boards have highlighted labeling or describing what is in the book Traditionally generic boards have included phrase-based comments Trying to move toward vocabulary that supports students in making a connection with the book Trying to create generic boards based on core vocabulary concepts Literacy in AAC Gainesville,FL 6/24-29, 2007

Example Messages on a Traditional Generic Board: “Turn the page, please” “Read it again!” “I can’t see” “I like that story. / I don’t like that story” “Let’s read” “That’s scary/funny/silly!” “Wait!” “Why did he do that?” Literacy in AAC Gainesville,FL 6/24-29, 2007

During Reading

Post reading

AIMMMM for Literacy Access: independent Interaction: blessings, peers, reader’s chair, conferences Models: read-alouds in a wide variety of materials Materials: appropriate, interesting, numerous (20:1), various Minutes: 10 of silent reading, 30 total Motivation: intrinsic, NOT extrinsic