Whole Class Shared Reading - PowerPoint Presentation

Whole Class Shared Reading Shared reading is an instructional approach in which the teacher explicitly models the strategies and skills of proficient readers .

What is Whole Class Shared Reading? Shared Reading is an interactive reading experience that occurs when students join in or share the reading of a big book or other enlarged text while guided and supported by an ‘expert’. The text is read with fluency and expression and the reader models how we read, the process and the strategies we use. The text should be big enough for everyone to read rather than everyone having their own books…this keeps them focused on what you want to teach!

What are some of the benefits? Children can access texts that they might not be able to read independently All feel successful as they read as part of a group and ‘feel’ like readers Helps children see the connection between print and oral language, background knowledge and new information Focuses on and helps develop concepts about print and phonemic connections Helps in teaching frequently used vocabulary Helps develop a sense of story and increases comprehension It provides struggling readers with necessary support.

How to do shared reading Welcome the children to their shared reading lesson . Review the last shared reading lesson you shared. OR Ask them about other stories or books you have read together and what they thought about them.

Introduce the new book Introduce the new book. Ask the children to remind you of the things to look for in the ‘getting to know your new book’ stage. ( Title, Author, Illustrator, predict what it might be about from the title and the pictures)

Green Pages The green pages which follow are examples of what you would do with your class.

Who is E? Moody Bloom

Discus any similar experiences or knowledge the children might already have on that topic. Introduce the story by discussing the title, cover, and author/illustrator. Ask the students to make predictions regarding what they think the story might be about and what genre the story is.

How do you do Shared reading? Read the story aloud to the students using appropriate inflection and tone. Pause and ask the students to make predictions. Ask brief questions to determine students' comprehension level . Set a clear goal for the purpose of the lesson. Conclude the reading by reserving time for reactions and comments. Ask questions about the story and relate the story to the students' similar experiences. Ask the children to retell the story in their own words.

Who is E? Tim sat with his head in his hands. Was someone trying to trick him or blackmail him? If only he knew who was sending him the messages. It had started two days ago. He had been sitting in his bedroom playing on his new computer. He clicked to check his Internet mailbox. There had been a single message waiting ... Worried about your maths exam? I can help. Watch this space! E. Worried he certainly was. His dad was a genius. Maths was no problem for him, and he couldn’t understand why it would be a problem for Tim. Tim’s sister didn’t find maths a problem either. “You need to work hard like Beth,” Dad said. Beth never worked. She was just brilliant. Dad suggested that Tim should have private maths lessons. What would Cal say if he went to extra maths lessons?

Who is E? Tim sat with his head in his hands. Was someone trying to trick him or blackmail him? If only he knew who was sending him the messages. It had started two days ago. He had been sitting in his bedroom playing on his new computer. He clicked to check his Internet mailbox. There had been a single message waiting ... Worried about your maths exam? I can help. Watch this space! E. Worried he certainly was. His dad was a genius . Maths was no problem for him, and he couldn’t understand why it would be a problem for Tim. Tim’s sister didn’t find maths a problem either. “You need to work hard like Beth,” Dad said. Beth never worked. She was just brilliant . Dad suggested that Tim should have private maths lessons. What would Cal say if he went to extra maths lessons?

Re-read the story using a different reading format ensuring maximum pupil engagement . i.e. Choral reading, read and echo, sentence about… Set a task for pupil’s to concentrate on during the reading. i.e. Punctuation Figures of speech Nouns Verbs Comprehension

Hand out the worksheets for pupils to fill in. The children can read in a group and discuss how to fill in the missing punctuation. Then read through once more letting pupil’s check to see if they were correct. Set a comprehension strategy for focus during the next reading. If the text is part of a longer story give the pupils a preview of the next instalment.

Hand out The hand out for our example lesson is looking at punctuation. The passage that they have already read twice, have many of the punctuation marks replaced by a square. These can be filled in individually or in small groups or pairs.

Who is E? Tim sat with his head in his hands. Was someone trying to trick him or blackmail him  If only he knew who was sending him the messages. It had started two days ago. He had been sitting in his bedroom playing on his new computer. He clicked to check his Internet mailbox. There had been a single message waiting  Worried about your maths exam  I can help. Watch this space  E  Worried he certainly was. His dad was a genius. Maths was no problem for him, and he couldn  t understand why it would be a problem for Tim. Tim’s sister didn’t find maths a problem either.  You need to work hard like Beth , Dad said. Beth never worked. She was just brilliant. Dad suggested that Tim should have private maths lessons. What would Cal say if he went to extra maths lessons 

Comprehension Strategy Predicting Who do you think E. is? What do you think will happen to Tim? Note comments so that changes to predictions can be compared as the story progresses.

What I think will happen before reading What I think will happen after reading part of the story What I have found out what really happens The evidence for this is: Why have I changed my mind?

Who is E? Tim sat with his head in his hands. Was someone trying to trick him or blackmail him ? If only he knew who was sending him the messages. It had started two days ago. He had been sitting in his bedroom playing on his new computer. He clicked to check his Internet mailbox. There had been a single message waiting ….. Worried about your maths exam ? I can help. Watch this space ! E . Worried he certainly was. His dad was a genius. Maths was no problem for him, and he couldn ’ t understand why it would be a problem for Tim. Tim’s sister didn’t find maths a problem either. “ You need to work hard like Beth , ” Dad said. Beth never worked. She was just brilliant. Dad suggested that Tim should have private maths lessons. What would Cal say if he went to extra maths lessons ?

A sneaky Peek! If this is part of an ongoing series, then read over the next passage before the end of the lesson. This sets the scene for the next lesson and gives pupils time to make personal connections in preparation.

Another Message Wednesday passed by without anything unusual happening. If it wasn’t for that email message, Tim would have thought that he had imagined the whole thing. “Who could it be ?” his brain yelled. It couldn’t be his maths teacher, Mr Egan. He never offered to help anyone in St Matthew’s School. What about his friends? The only friend whose name began with ‘E’ was Edgar McPherson and Edgar’s maths was even worse than his own. So that wasn’t the solution. So Tim wasn’t really sure what to expect when he logged on again that evening. Another message was waiting ... Room 16 at 10:30 Come alone. You won’t regret it. E. His heart began to pound. Who was going to be in Room Sixteen, and why did they want to see him? Should he go, or shouldn’t he? What action should he take? The morning dragged slowly. The hands of Tim’s watch seemed to move much slower than usual. But eventually, the bell rang. “ Tim,” his teacher called out, “would you stay behind to do some corrections please?” “ But Miss....,” he began.

What can we teach? Punctuation Adverbs Adjectives Sequencing and repetition Phonemic patterns People in plots Vocabulary Synonyms Contractions Figures of speech

Literacy focus What would you have as the focus for the next passage of text?

Another Message Wednesday passed by without anything unusual happening. If it wasn’t for that email message, Tim would have thought that he had imagined the whole thing. “Who could it be ?” his brain yelled. It couldn’t be his maths teacher, Mr Egan. He never offered to help anyone in St Matthew’s School. What about his friends? The only friend whose name began with ‘E’ was Edgar McPherson and Edgar’s maths was even worse than his own. So that wasn’t the solution. So Tim wasn’t really sure what to expect when he logged on again that evening. Another message was waiting ... Room 16 at 10:30 Come alone. You won’t regret it. E. His heart began to pound. Who was going to be in Room Sixteen, and why did they want to see him? Should he go, or shouldn’t he? What action should he take? The morning dragged slowly. The hands of Tim’s watch seemed to move much slower than usual. But eventually, the bell rang. “ Tim,” his teacher called out, “would you stay behind to do some corrections please?” “ But Miss....,” he began.

Who is E? Tim sat with his head in his hands. Was someone trying to trick him or blackmail him  If only he knew who was sending him the messages. It had started two days ago. He had been sitting in his bedroom playing on his new computer. He clicked to check his Internet mailbox. There had been a single message waiting  Worried about your maths exam  I can help. Watch this space  E  Worried he certainly was. His dad was a genius. Maths was no problem for him, and he couldn  t understand why it would be a problem for Tim. Tim’s sister didn’t find maths a problem either.  You need to work hard like Beth , Dad said. Beth never worked. She was just brilliant. Dad suggested that Tim should have private maths lessons. What would Cal say if he went to extra maths lessons 

Who’s in Room 16? Eventually, Tim got free. He raced down the corridor. His watch showed 10:35. At last he reached Room Sixteen. He put his hand on the door knob and glanced around. He turned the knob. Nothing happened. He tried again. He pushed. He pulled. He even kicked the door. But it was firmly locked. Frustration built up inside him. Tim stood, wondering what was going on. That evening, full of confusion, he ran all the way home and upstairs to his bedroom. He clicked on the computer. The menu came up. He clicked again. There was one message waiting. He clicked again to read it. “Hi, Tim! Had a busy day?” It was his sister Beth who had been watching television. “Go away. I’m busy,” mumbled Tim. “Just checking you were all right, little brother,” she said patting him on the head. “Since when?” muttered Tim. A message appeared on the screen. He sat and stared at the message with a strange feeling in the pit of his stomach. Where were you? Room 5 at 11:15 E.

In Room 5 “E ... E ... E. Who are you?” a voice screamed in his sore head. “Stop playing games with me,” he hissed as he kicked a pile of sand. Next morning, eleven fifteen came…..slowly. Tim made an excuse to his teacher and slipped out of the classroom. He hurried to Room Five. He looked around quickly and then he turned the door knob. It creaked as it turned. The room was empty, except for some papers sitting on the desk, which was covered in dust. He looked around the room and walked over to the desk and the papers. There he saw a small note saying. For you. Good luck! E. It was a copy of the Maths exam papers! BANG! The door behind him had slammed shut. He ran to it, turned the knob and pushed. Nothing happened. He could hear voices in the corridor. Suddenly the door flew open, as kids came in. It must have been the wind that had shut the door and in his panic, he had been trying to push the door open, instead of pulling it. Or was it?

Dilemma Without thinking about what he was doing, he picked up the papers and stuffed them down his jumper. Outside, he stopped dead. He had stolen the exam papers. If he wasn’t careful, he would be caught. What should he do? He sat down on the steps to think. A plan began to sort itself out in his head. “Please, Mrs Elder,” he said to the secretary, “could I have a big envelope?” “Who is it for?” she asked. “It is for very important school work,” he said. “Ah, school work. Good,” said Mrs Elder as she handed him an envelope with a smile. He stuffed the papers into it then, as he stepped outside, a thought struck him. Mrs Elder! Her name began with E. She was always helpful. But why him? Tim sat in his next class looking at the envelope which he had left open. One peek wouldn’t matter, would it? “Go on!” a voice in his head was saying. “Don’t do it!” another voice whispered. “You must be truthful.” “STOP IT!” Tim shouted. Everyone, including the teacher, stopped what they were doing and looked at Tim.

Mystery Solved! If only he knew who E was. He or she might be trying to help, but so far they had only caused trouble. Tim realised that cheating might help him now, but what about the next exam and the one after that? Tim decided that there were three things that he needed to do. At the end of the lesson, Tim placed the white envelope, on top of the big brown book cupboard. The second thing was that rather than cheat, he was going to go and ask for help. To Tim’s surprise, Mr Egan had been keen to help. The third thing was that he was not going to look at his emails until after the maths exam had finished. Tim’s exams came and went. He still didn’t think he had passed, but the extra maths tuition was helping him to understand the difficult work. If only he hadn’t wasted so much time, worrying what others would say if he asked for help. When the bad news broke that he had just failed his maths exam, his older sister’s face fell and her mouth dropped open. “You fool!” she shouted. “How could you fail?” And then Tim suddenly realised. Beth was short for Elizabeth.