1. Our Mission: To provide a foundation which motivates and prepares individuals to be college and career ready.

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

3. 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.

4. Heritage’s Journey

5. 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

6. 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.

7. Instructional framework

8. See It (SET The Purpose)

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

10. See It Pt. 2 (MODELING)

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

12. 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)

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

14. Key behaviors

15. Practice It (MODELING)

16. Supporting Teachers Through the Process

17. 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).

18. ELA Guidance Document

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

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

21. 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?

22. 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

23. 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

24. 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

25. Instructional Framework

26. 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)
( minutes daily)
Student Samples

27. Ticket out the door

28. Thank you