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Balanced Literacy Handbook - Mini-Shared Reading

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Balanced Literacy Handbook - Mini-Shared Reading Powered By Docstoc
					                           Mini-Shared Reading

Balanced Literacy Connection to CORE Curriculum Standards:
Reading Students learn and effectively apply a variety of reading strategies for comprehending,
interpreting and evaluating a wide range of texts including fiction, nonfiction, classic and
contemporary works.

R-R1 Identify characters in a story and retell stories
     PO1 Identify main characters
     PO2 Retell story in sequence
R-R2 Predict elements and events
     PO1 Make predictions
R-R3 Identify facts in nonfiction
     PO1 Identify facts
R-R4 Use phonetic skills
     PO1 Consonant sound/symbol             relationship
R-R5 Comprehend meaning in simple selections
     PO1 Understand print concepts
     PO2 Derive meaning from picture clues
     PO3 Derive meaning from illustrations
     PO4 Derive meaning from print using sound/symbol

Definition:

Mini-Shared Reading is a component in which the teacher introduces predictable books to small
groups of children. Multiple copies of the same title are needed to allow the children to handle
their own copies as they read and explore the text together. These texts may include books with
one line of text and adequate space between words, patterned, predictable books, fiction and non-
fiction, books with supportive illustrations, teacher-made books, or trade books. Mini-Shared
Reading is for children transitioning for Guided Reading. It is not necessary for every child to
be in a Mini-Shared Reading group.

Why?

Mini-Shared Reading familiarizes children, in a small group situation, with predictable books
and engages them in the successful act of reading. Mini-Shared Reading allows children to
experience the text up close in order to develop early reading behaviors. The teacher is able to
make children aware of the three cueing systems and early reading strategies.




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Student Objectives - Students will:
           understand the concept of directional movement
                – reading print left to right
                – reading print left to right with return sweep
                – reading left page before right page
           gain confidence in speaking and sharing ideas
           practice one-to-one matching
           predict elements and events in a story
           gain meaning from illustrations
           develop word recognition:
                – build knowledge of high frequency words
                – locate unknown words
                – locate unknown words with known letters
           develop awareness of punctuation
           develop early reading strategies and begin to understand the cueing systems
                – meaning cues/picture cues (semantic)
                – structure cues (syntactic)
                – visual cues/letter sound (graphophonic)



Suggested Teaching Sequence for a MINI-SHARED READING Lesson:

1. Plan the Lesson/Decide the Focus
           See “Student Objectives” on the previous page for a possible focus

2. Set the Scene
            Talk about the title, the cover, the author, and illustrator
            Discuss the front and back cover illustrations
            Share background knowledge and help children make connections with prior
              experiences
            Encourage children to predict
            Take a picture walk of the book (talk about the illustrations)

3. Read the Text
           First Reading – Teacher points to the words and reads story aloud as children
             watch
           Second Reading – Teacher distributes books to children and children echo read
             after teacher reads each page
           Third Reading – Teacher listens while children choral read together and support
             each other (if one doesn’t know, the other does)

4. Return to the Text
           Discussion
           Teaching points




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5. Respond to the Text
          Children create their own texts based on pattern of book (teacher writes or types
             the text, children illustrate)

6. Independent Reading of Text and Child-Created Texts
          Children now have three or four versions of the same patterned book to reread

7. Reflect and Evaluate
           Reading behaviors observed to guide the focus of the next Mini-Shared Reading
What a MINI-SHARED READING Lesson Might Look Like:

Ms. O’Connell has assigned children to five different literacy activity groups. Ms. O’Connell
chooses four to five children to take with her to the reading corner that she has determined will
benefit from a Mini-Shared Reading lesson. Ms. O’Connell and the children will read I See
Shapes together. Discussion of the cover begins after Ms. O’Connell tells them the title, author,
and illustrator. The uppercase “I” looks like a “one” or a lower case “l” so the children have an
opportunity to begin to recognize the same letter printed in different fonts. Even though it is a
short and simple predictable book, the illustrations (shapes changing into different items)
stimulate lots of discussion and speculation as Ms. O’Connell sets the scene and talks through
each picture.


Ms. O’Connell now asks the children to watch as she does the first reading. She carefully points
to each word as she holds the book and reads the story aloud.

Ms. O’Connell passes out the little books to each child to get ready for the second reading. Now
the children echo read each page after Ms. O’Connell reads each page aloud.

For the third reading of the book, the children choral read the book together as Ms. O’Connell
watches and listens.

After the three readings, Ms. O’Connell discusses the story with the children. She asks what was
their favorite part. They discuss how the shapes are embedded in objects all around them. After
the discussion, she makes a teaching point about a confusion she observed during the reading.
She makes another teaching point about the upper case “I” that looks like a “one” or a lower case
“l”.

Now, Ms. O’Connell collects the books and explains the follow-up activity. The children can
make a design or a picture out of paper shapes for a class book. When everyone is finished with
their pages, Ms. O’Connell helps the children put their pages together to form a book.




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