Sharing about Shared Reading: Part 1

Shared reading can be a powerful collaborative method to help students become proficient readers, and it can be used in all content areas!

Shared Reading is the second in a series of posts about Balanced Literacy elements in the classroom. In my last post, I wrote about Read Aloud with a Purpose, where the teacher reads aloud short pieces of text for a specific teaching purpose. Beside modeling reading behaviors, the teacher also thinks aloud about the text. Shared Reading is the next step; the teacher and class come together to read aloud and discuss text projected on a screen or chart paper. Shared reading is NOT the same as choral reading, which used to be common in classrooms, but now is most often used for fluency and expression practice.

In the gradual release of responsibility model, shared reading falls under “I do, you help” or “We do.” For struggling or reluctant readers, this is a powerful way to help them practice their reading skills without being singled out. The teacher’s voice leads the way, and the students join in. Depending on the text used, shared reading can be a powerful classroom community building opportunity.Screen Shot 2019-03-10 at 8.31.32 PM

The Nuts and Bolts of Shared Reading

  • The text should be chosen in order to teach a specific reading strategy or lesson
  • The text should be enlarged via chart paper, document camera or laptop/projector
  • Students and teachers are reading together from the same piece of enlarged text; students should NOT have their own copy. Students can too easily drop out mentally from the lesson if looking at the text on their desks.
  • The text should be tracked by the teacher or the student, using either a pointer (if text is on a screen or chart paper) or with a pencil or finger (if under a doc camera).
  • The teacher’s voice support needs to be heard; this helps make the text accessible to all readers.
  • During and/or after the shared reading, the teacher and students can discuss the text and/or the reading strategy being used.

Also, the same piece of text can be used all week long for different teaching purposes. For example, on the first day students can respond to the text; the second day, a specific comprehension strategy can be discussed, and on another day, unfamiliar vocabulary can be addressed. The text is read aloud each day by teacher and students to assist with fluency skills.  Check out the sample week long plan below and click HERE for a blank copy!

Shared Reading.ppt

Texts to use in Shared Reading

  • Poems and song lyrics: These types of text are perfect for not only fluency practice, but for many lessons on theme, style, vocabulary and inferences. (Stay tuned for my next blog on shared reading lessons using song lyrics!)
  • Content area text from textbooks, journal, articles: Avoid using the entire piece as a shared read; instead, use carefully chosen excerpts to make a teaching point or to focus on a comprehension strategy.
  • Test and assignment directions: How many times do students start on something without bothering to read the directions? By doing a shared read, students cannot avoid these, and through discussion will have a good understanding of what they need to do.
  • Cartoon strips: Depending on the cartoon, many comprehension strategies, such as inferring and context clues can be taught after a shared reading.
  • Content area vocabulary words (each used in a sentence): This helps students understand how the words are actually pronounced and the meaning can be inferred via context clues.

Quotes: There are so many wonderful, meaningful quotes out there and they can foster some fantastic discussions! Using these as a shared read and discussion is a great way to start each day! Below are some of my favorites.

 

 

For students to become proficient readers, they need to participate in shared learning experiences with the teacher. Not all learning should be in isolation. Remember, “Alone we can do so little, together we can do so much.” – Helen Keller

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Image by geralt on Pixabay

In my next post, I will focus more on using song lyrics for shared reading, and all the fun, learning…and singing you and your students can do in your own classroom!

P.S. Just in time for St. Patrick’s Day, here’s a Teachers Pay Teachers freebie for you…a St. Patrick’s Day Roll-a-Math-Word Problem Story!

TpT St. Patrick's Day Math Roll-a-StoryThis is a sample from my full product, Year-Round Math Roll-a-Word Problem Stories! All you need is a pair of dice, and students can have fun rolling for their math operation, character, setting and problem. Students will use both math and writing skills by creating the word problem, solving it and then explaining their method for solving. Students can also create word problems,  exchange with others and solve! 

Click Here to Download!

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Read Aloud…with a Purpose!

Reading aloud in the classroom is not just a one time a day activity, and it is not only for elementary students. Teachers can use short, purposeful read alouds in all grades and all content areas!

The single most important activity for building the background knowledge required for eventual success in reading is reading aloud to children.”

Becoming a Nation of Readers, 1985

Yes, that quote is over 30 years old…but it is STILL true! Reading aloud to kids…by parent, teachers and other adults in their lives is crucial to reading success!

In my post last week, I gave an overview of Balanced Literacy Elements and wrote about the problem of trying to fit all of these into your daily ELA block…but that’s impossible! In order to ensure our students are proficient readers and ready for the high amount of expository reading they will encounter in secondary school, we MUST be teaching and using reading and writing strategies in content areas. This first breakout post will help you understand Read Aloud with a Purpose (RAWAP) and how this can be used in not only the literacy part of your day but in the rest of your day as well!

Screen Shot 2019-02-25 at 1.46.29 PMRead Aloud with a Purpose is not the same as your scheduled “read aloud-for- pleasure” part of the day.  Of course, this IS always important to do in classrooms, especially primary, as it instills a love of reading and introduces genres and authors to kids.  However, Read Aloud with a Purpose is different; it’s used in short increments several times during the school day.  This time provides an opportunity for teachers to model many different reading behaviors and use of strategies.  In the gradual release of responsibility model, Read Aloud with a Purpose comes at the top…”I do, you watch/listen”.

The key points to this element are as follows:

  • A time for students to observe a proficient reader using a specific reading strategy
  • The teacher should state the name of the reading strategy being modeled, either before or after the read aloud
  • The students must hear the teacher’s thinking as they read through a piece of text
  • Short, strategic pieces of text are used…from any content area.

Here are some examples of how I have used Read Aloud with a Purpose in several content areas.

Ideas for Short, Purposeful Read Alouds…in ELA

Note that for all of these examples, I do NOT read aloud the entire book (If I do, I will wait for my traditional read-aloud time. What I have found is that if you choose books wisely to use for RAWAP, you will cause students to want to read the book on their own! I used to leave my RAWAP book on my whiteboard shelf and for a few days, it was being passed around like crazy! Below are four books I have used for RAWAP in either the classroom, small groups or tutoring.

Image-1-1 2I use The Stranger by Chris Van Allsburg all the time to teach my students about inferring. I would read aloud just a few passages and think aloud about who or what this stranger could be. I pointed out both evidence in the text and talked about how my background knowledge was helping me make some inferences.

Pigeon Needs a Bath by Mo Willems (and all of the other Pigeon books) are wonderful to use when teaching persuasion. I just used it last week with my 3rd-grade tutoring student; I read parts of the book to her and we discussed what words and ideas the pigeon used to persuade. Next, she will use these persuasion ideas in her own persuasive writing project on Antarctica!

Sunset at Camp
My grandparents’ former camp on the Big Dead River Basin in the Upper Peninsula of Michigan

All the Places to Love by Patricia Maclachlan is perfect for teaching students about how words can invoke both feelings and senses. While training teachers on Modeling Writing (also called “Write Aloud), I read aloud the first few pages without showing them the illustrations. We then discussed what visuals they were seeing in their mind, and how the author invoked both feelings and senses by the word choice. I then shared the beautiful illustrations and we discussed further feelings gained from the images.  I then used these ideas to write and think aloud in front of the teachers about the place I loved the most…my grandparents’ camp in Michigan’s Upper Peninsula.

Finally, to help a student learn about the main idea in expository books, chapters, and passages, I used an excellent non-fiction book from Scholastic’s A True Book series Animals Helping with Healing by Ann O. Squire.  I read aloud the first chapter, discussing sentences and details that were clues to determining the main idea. Next, I had the student read the next chapter and try to determine what the main idea was, and which details supported the idea.


You can also read excerpts from chapter books to focus on specific reading and writing strategies! Tuck Everlasting is one of my all-time favorite books, and I loved introducing it to students. I would read aloud the beginning of the book (the “August” paragraphs) for many reasons…to model inferring, predicting, vocabulary in context, or just for the sheer beauty of the words. I also loved to read aloud the beginning of  The Winter Room by Gary Paulsen for all the same purposes.  Here’s a link to a blog discussing favorite opening paragraphs in children’s/young adult novels.

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I discovered a wonderful website, Live.Read.Write by Erika Crowl, who has created something called Story Snippets; wonderful excerpts from children’s books that can be read aloud to help students understand how to show, not just tell. As you read, you need to be thinking aloud about how the words help the reader to understand the feeling without the author stating what it is. Currently, she has Snippets for several emotions: calm (at left), despair, sunshine, wind, and anticipation.

It’s also fun to read aloud the JUST the very first sentences of books to students for a variety of reasons: to help them with writer’s craft, to entice them to read new books for independent reading or to model word choice. Here are some classic first lines from Kim Hart on her website.

Ideas for Short, Purposeful Read Alouds in other content areas

Understanding test or assignment directions:

Directions

Directions 2

Take a look at the two different set of directions above…do you see the benefit of reading and discussing these out loud with students? So many times we just expect that students will magically understand all the words in the directions and what the directions are telling them to do!  I can’t tell you how many times I would hand out an assignment or test to my students, with VERY clear, bulleted directions, only to have several students coming to ask me questions on what do afterward! I finally started adding in secret messages into the directions, such as, “If you are reading these directions, write this sentence under the directions: “I read them!” and you will get five bonus points…” or something similar. It finally dawned on me that it would help if I projected the directions so all could see, then read aloud the directions and model my understanding of what I had to do to be successful in that particular assignment or test area. You could also have the students join you in a shared reading of the directions and a follow-up discussion.

Vocabulary in context:

To help students understand how to use context in reading to figure out an unfamiliar vocabulary word, I would choose a piece of text that I knew would have some difficult words. Let’s say I am teaching 5th-grade social studies unit on Explorers (been there, done that!). I plan to assign articles on explorers from Newsela to help with background knowledge on exploration and explorers, as well as reading skills. Before I have them work independently on this, I am going to read an excerpt from an article and think aloud about how I would use clues in the text to figure out the words “fleet”, “mutiny” and “vessels”.  I would also point out the proper name “Patagonia”; I can tell it’s a place, but I’d like to look on a map to help understand the location. Explorers Read Aloud

Textbook page

Textbook Fun!

Education Corner has this to say about textbook reading: “Textbooks can be boring, tedious, and full of detail. Jumping right into a textbook without having a general idea of the central themes and topics can make textbook reading that much more challenging.”  To help make this type of reading less intimidating, you can do a read/think-aloud while previewing a textbook chapter. Read and discuss the titles, the heading, any bold-faced words, picture captions, etc. Model reading aloud any chapter questions BEFORE reading and think aloud about how this will help find the answers while reading.

IMG_1150Math Word Problems: 

This is an area in which I have spent a great deal of time helping not only my tutoring students who struggle in reading or math but also my gifted and talented students! In my own past classrooms, I know I was guilty of just assuming if students could read, they could handle these problems easily.  Just look at the problem to the left; even skilled reading and math students can easily be intimidated by this! An excellent way to help with this is to provide a read/think aloud of a word problem. A teacher can do this in a whole group setting, or a small guided math group setting. The teacher reads the problem aloud, thinking aloud about what exactly needs to be solved, as well as clues given on how to solve it and any unnecessary information thrown into the problem. The teacher should also model annotating the text (highlighting, questions, thoughts). By providing this modeling, it could help many students be less intimidated by word problems! After modeling for my tutoring student, he was able to read, annotate and solve on his own!

There are so many more ways you can read aloud in content areas…just think about how much you expect kids to read silently in math, science, health, electives, etc. Now think about how much their comprehension can improve if you first MODEL proficient reading skills and THINK ALOUD about the strategies you are using. This can make a world of difference!

Let me know in the comment section below other lesson ideas or texts to use for Reading Aloud…with a Purpose! 

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Is Your Classroom Literacy Rich? Part 1: Overview

Getting students absorbed in meaningful, purposeful literacy activities requires a number of significant changes in the classroom – in the physical environment, in the events and activities, and in the nature and quality of the interactions. Noel Jones

By now, your classrooms are all set up, decorated and in full use by your students!  But I have a question to ask you: Is your classroom Literacy-Rich?  During my tenure as a district literacy trainer for Douglas County Schools in Colorado, I trained hundreds of elementary and secondary teachers in a program for best practices in teaching literacy that we called LIFT (Literacy Instructional Framework for Teaching). This program was based on the program, California Early Literacy Learning.

One of the most important components of LIFT was ensuring that teachers, especially those in elementary schools and teaching secondary Language Arts, had a “literacy-rich environment” in their classroom.  Dr. Kimberly Tyson defines this environment as: “a setting that encourages and supports speaking, listening, reading, and writing in a variety of authentic ways – through print & digital media”. During our LIFT training, we focused on the following components of the “LRE”: classroom materials, classroom design/layout and reading and writing through authentic activities.

Classroom Materials: The Classroom Library

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This how NOT to do a classroom library! Sadly it was mine back in the 90’s, a rolling cart with books on both sides. Ugh!

The classroom materials necessary for an LRE include books, books, and more books, as well as other print materials: magazines, comic books, online reading material, as well as print on the walls, writing materials, and displays of student work. During our training sessions, I spent a great deal of time discussing classroom libraries and how best to make them inviting, organized and useful. As an elementary teacher back in 1994, I had never been taught how to set up an effective classroom library, and mine was appalling, as evidenced in this photo.  Yup, that’s it..both sides of the rolling cart filled with books! Inviting…NO! Organized…NO!

At our training sessions, I began by asking our teachers this question:  Is the classroom library inviting, providing a range of quality books at all appropriate levels?  However, it’s not enough to have an inviting classroom library, it needs to be organized! Teachers can use many methods to organize…using bins/baskets separated by popular authors, levels of books, topics, etc. There must also be a clear and easy check-out system.  Check out the photo gallery of some exemplary classroom libraries!  

(Click on each picture in the photo tile below for explanation and credit!)

After leaving the classroom and moving into offices as either a literacy, GT or RtI specialist, I managed to hang on to some sort of classroom libraries: (notice the Laura Ingalls Wilder shrine on the right!)

Classroom Materials: Words All Over the Place!

“A printrich environment is one in which “children interact with many forms of print, including signs, labeled centers, wall stories, word displays, labeled murals, bulletin boards, charts, poems, and other printed materials” (Kadlic and Lesiak, 2003).

What goes on your classroom walls is important as well!  I never learned about an LRE in my teacher prep training, but I attempted it in my 5th/6th-grade classroom…sometimes to excess! Some of my displays probably overwhelmed my students…evidence below:

All grade levels need to have a great deal of print on the walls that assist students with (depending on the grade level) the alphabet, sight words, phonics concepts, writing and content vocabulary.  Of course, you can buy commercial posters, make some online, or print on chart paper. But more ownership comes when these materials are created with the help of the students through Interactive Writing (sometimes also called Shared Writing). Check out the interactive writing that students can continue to refer to during the school year…(these were all taken in Douglas County School District classrooms during my literacy training years, 2006-2009). More on interactive writing, including how to use it with older students, and in content areas, in a future blog!

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I even tried to maintain a print-rich environment in and right outside of my offices once I left the classroom! This was a display in the hall outside my door for our upcoming all-school Star Wars Day my GT students were planning!

And don’t forget Word Walls!  There are so many ways to create word walls: on the wall (of course) personal word walls, or electronic word walls. Content area classrooms in secondary schools should have them too and so should art, music, and PE teachers!  More on Word Walls in a future blog!399

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A Personal Word Wall that I had one of my tutoring students create on Padlet for her self-selected words in her book. We then use this wall for various activities to help her not only learn the words but retain them.

(Click on each picture in the photo tile above for explanation and credit!)

Classroom Design and Layout

“The room arrangement should encourage repeated opportunities to interact with literacy materials and activities to practice skills that students are learning.” (Gunn, Simmons, & Kameenui, 1995)

Another question teachers need to ask themselves is:  Does the room arrangement support all literacy activities of the instructional framework? How your room is set-up can affect how successful your literacy activities are!  What area will allow for a large enough classroom library, where students can both read and browse for books? Where will content print be hung so that students can use as a reference? And most importantly, where is your whole class meeting area?  This is something that I never had in my 90’s intermediate classroom; again, I had never been taught or told to have one! But in my classroom visits, I saw the power of this space, not only in primary classrooms but also in intermediate! These areas are used for read-aloud, shared reading, interactive writing, interactive editing (all topics coming soon to this blog!) and mini-lessons. And of course, they can be used for class meetings as well.  You also need an area for your small group instruction work. Check out some ways teachers have designed their whole-class meeting and small group instruction areas!

(Click on each picture in the photo tile below for explanation and credit!)

Authentic Literacy

Children who are successful at becoming literate view reading and writing as authentic activities from which they get information and pleasure, and by which they communicate with others. – Richard Allington, Classrooms That Work

Finally, a literacy-rich environment needs to include authentic literacy activities, not ones created by publishing companies (disclaimer: nothing wrong with using these occasionally, but authentic stuff creates better readers/writers!). NWEA states that: “Authentic learning occurs when activities or projects offer students an opportunity to directly apply their knowledge or skills to real-world situations.”  So what are examples of authentic literacy activities?  Here are a few ideas in the slideshow below: daily class or personal news, novel character texts (I used http://ios.foxsash.com/), real text from tutoring student to parent using a vocabulary word, thank you notes, a character “Fakebook” page using Classtools.net, or this Google Doc template, and an Instagram template! For more ideas, check out my Pinterest board on the Literacy-Rich Environment for even more!

And that’s a wrap for this week! I would like to thank the following teachers for sharing photos of their classrooms!

  • Kelly Broecker, 5th grade, Gold Rush Elementary in Parker, CO
  • Sarah Rumsey, 3rd grade, Aspen Crossing Elementary in Aurora, CO
  • Renee Hartwig-Ott, 2nd grade, Westgate Elementary School in Lakewood, CO
  • Carol McRae, 6th-grade writing, Sagewood Middle School, Parker, CO
  • Abby Schmitz, 2nd grade, Ruth Hill, Lincoln NE
  • Leslie Schlag, Pre-School, Cherokee Trails Elementary, Parker, CO
  • Angela Davis, Kindergarten, Saddle Ranch Elementary, Highlands Ranch, CO
  • The many K-12 Douglas County School District teachers who attended my literacy training sessions (LIFT) from 2006-2009!

Click on the links below for more information and details about each of the aspects of a literacy-rich classroom!

Word Walls
Classroom Libraries
Print-Rich Walls
Classroom Design and Layout
Authentic Literacy