Shared Reading

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EL DIARIO DE ANA FRANK

luonut clarissa ortellado

dementia

luonut hei yi fu

COMMUNICATIVE PROFICIENCY

luonut Verbena Wilburg

The Cognitive Academic Language Learning Approach(CALLA)

luonut Jose Juan Morales Renteria

Shared Reading

How it works

Students informed of assessment throughout lessons

Text can be used for days depending on complexity

Group and paired up readings, followed by reflection for students to practice new reading strategies

Teacher reads text with students joining in, or students read passages orally or silently with support from the teacher

Material

Must be visible to students (e.g. on a projector)

Short enough for students to examine critically (e.g. short stories, excerpts, newspaper articles, poetry, etc.)

At, or slightly above student level

Teaching Points

• strategies to support comprehension • critical-literacy skills • text features • phrasing, fluency, and intonation • word-solving strategies • reading and writing connections • questioning the text • personal responses

Process

After Reading

Link to writer's craft in preparation for future writing lessons

Make connections between new behaviours and strategies and students' independent reading

Have students respond to text through discussions and making connections to prior learning, personal experience, community and the world

During Reading

Then,

Teach and model important reading behaviours and strategies (e.g. rereading, making connections, inferring, summarizing)

Return to analyze relevant portions of text

Initially,

Stop reading and have students confirm/correct predictions

Read text with class

Before Reading

Review old reading strategies and other prior knowledge

Students make predictions based on genre, author, title, and topic of text

Introduce text

State purpose and benefits of lesson