Join literacy consultant Debra Crouch in this part 1 of the Shared Reading Webinar Series. Here she focuses on the intention behind the Shared Reading Approach, the purpose of Shared Reading in rich thinking and talking curriculum, the role of repeated readings, what to consider when choosing texts for engaging and thoughtful Shared Reading and how to design lessons to develop comprehension, reading behaviors, foundational skills, and strategies.
In this part 2 of the Shared Reading Webinar Series Debra focuses on the kinds of instruction that occurs once the text has become familiar to students, what happens after reading the shared reading book, what opportunities for learning the book offers, extending oral language and comprehension through discussions and exploring how words work and how to determine the appropriate teaching points.
Shared Reading Webinar Part 3: Extending Shared Reading for Emergent and Early Readers Through Writing, Using Lift Off to Literacy™ (Video 3 of 3)
Watch as Debra focuses on extending Shared Reading for Emergent and Early Readers. In this final part of the Shared Reading Webinar Series, she discusses how to bridge reading and writing instruction using Shared Reading texts, what happens after we read the shared reading book, what opportunities for learning through writing the book offers, how we can support students to apply foundational skills through writing and how we can determine appropriate teaching points within shared and modeled writing?
Any Volunteers to Read an Engineering Textbook?
Re-evaluating Text in the Classroom
We are still in an interesting place in our field when it comes to student assessment and this culture of accountability. Whether we want to admit it or not, there have been some significant changes to our teaching practices. Decisions are being made, top-down, bottom-up, and even sideways, as everyone searches for the magic pill for what is best for children and teachers.
Unfortunately, these shifts, although well-intentioned, have siphoned out the FUN in some of our literacy teaching and learning practices. Yes, F-U-N! FUN! It’s time for an intervention! Bring the fun back! Some of the teaching practices in our elementary schools look like middle and high school classrooms which can cause some of our early learners to sometimes not respond positively to reading and writing.
Books should be relevant and engaging
Sometimes, we, educators, are the first contact in exposing our readers to the idea of what it means to be ‘a reader’. We are the initial hook to get our readers excited, engaged and motivated about reading and writing. The next hook is the text that they are presented with to read independently, or shared, or with guidance. Our books should be relevant and engaging to support a reader’s motivation, and their identity as a reader. A variety of texts can help readers identify who they are as a reader. For example, they will begin to identify what genres they enjoy, who is their favorite author? Illustrator? and what do they appreciate about the author’s style of writing that they would like to use in their own writing?
That is why Flying Start to Literacy™ has a rich collection of texts that readers will enjoy! You will notice that in this series readers will be exposed to fiction and nonfiction texts that spark their interest in many different areas. Additionally, readers strengthen their oral language and talk deeply about the text such as Amazing Salamanders and Salamander Surprise or Clean Energy and Surviving the Earthquake. You can already hear your readers excited voices as they talk about slippery salamanders and rumbling earthquakes!
So as stated earlier, BRING THE FUN BACK with great books! Once readers see reading as a pleasurable and engaging activity they will read often authentically. Thus, readers will strengthen their literacy processing system and their abilities to talk deeply and write deeply about the text.
Text selection plays an important role in supporting student engagement and motivation.
With your colleagues, have an in-house audit of your text collections. Then rate them with your own rubric to identify the level of fun your text ignites. Try not to focus on what text are your favorite, and get input from your readers. Take informal anecdotal notes on your readers’ level of enthusiasm during interactive read alouds, shared reading, small group reading, and independent reading. Reflect on your collective data and plan accordingly.
- Text is meaningful We have to explicitly teach them to come to print with the position that this text is meaningful and I, as the reader, need to interact with the text. David E. Rumelhart, a psychologist, developed the Interactive Reading model, which highlights the importance of readers integrating meaning, semantics, syntax (structure) and the visual information as they process text.
Going Beyond the Checkmarks and Other Conventions of Running Records to Understand Students' Reading Behaviors.
You know how when you play the telephone game, you start with one message and by the time you get to the last person, the message changed dramatically from the original message. Well, that is what has happened with running records. Running records are an observation tool that has dramatically morphed into an assessment tool. Marie Clay created running records to be used as an observational tool to get a snapshot of how students process text. Clay's book An Observation Survey of Early Literacy Achievement (2000) emphasizes that the qualitative data, the analysis of the running record (MSV) is equally as important as the quantitative data (accuracy rate, text level, etc.) to inform instructional decision-making.
In order to support our readers in strengthening their literacy processing system, we have to take note of what sources of information our readers are using and neglecting. It's the MSV part of the running record that, let's confess, sometimes gets neglected.
'M' for meaning.
Is the reader using or neglecting meaning?
Does the student's response make sense?
'S' for structure.
Is the reader using or neglecting the structure of English?
Does the student's response sound right?
And lastly, 'V' is for visual, the print.
What visual information is the student attending to or neglecting?
Does the student's response look right?
Additionally, we take note of other reading behaviors, such as, is the student monitoring and self-correcting, are they searching for information to help them at point of difficulty or do they skip over the word, appeal to the teacher, and so forth.
Once we've analyzed our running records we now have juicy and informative qualitative and quantitative data on our readers to guide our instructional decisions. We get to know our readers beyond the text level and have more information to ensure our small group teaching is precise, concise and tailored to students' specific needs. That is why our Flying Start to Literacy™ resource includes a running record (with MSV :) ) for every text pair in the collection. It's a tool included to support teachers and students as they work together to strengthen each student's literacy processing system.
Running records is a tool used to observe student reading behaviors to guide instructional decision-making.
Have a running record analysis party with your colleagues and discuss your readers beyond the text level and focus on MSV, the student's reading behaviors.
Join literacy consultant Debra Crouch as she shares a big book with a San Diego Kindergarten class. This introductory session focuses on meaning and cognition of Which Pet is Best?
Watch how Debra models her thinking about how the book works.
Most conversation happens as whole-group discussion until the turn-and-talk at the end of the book.
This follow-up reading's focus is on deepening meaning of the book. Debra again models her thinking and invites students to turn-and-talk several times during their second reading of Which Pet is Best?
Students join in reading the text aloud with the teacher as they choose.
Debra uses a pointer to track the print by moving fluidly under the text, as all students in the class have a one-to-one match established.
In this installment with Debra Crouch, she and her students revisit the text to focus on vocabulary —specifically, describing words. Students discuss numerous describing words in the book.
With each word discussed, Debra reads the sentence on the page to establish meaning, discusses the meaning of the vocabulary word, and then rereads the sentence to put the word back into context. Students join in reading the text aloud with her as they choose.
Before the video begins, Debra had students draw and write a response to the book: write about a pet you think is best. After collecting the students’ writing, Debra examined their writing to determine an appropriate teaching focus for word study.
Debra determined that the word study focus would be to encourage students to ask themselves, “Does the word look right?” after they write a word. Several children had or could have used the word “because” in their writing. So this became the example word for their new strategy.