Shared Reading Lesson

Shared reading is an excellent way to demonstrate how the meaning (semantic information), structure (syntactic information), and visual analysis (graphophonics information) of language are applied.

Procedure:

Students will gather together in designated reading area. I will explain that I will be reading a book out loud to the entire classroom and that they will need to all pay close attention. I will show them the cover page and ask questions about what they think the story will be about. I will give affirmative answers and then ask them to be very quiet so that everyone can hear me read.  I will also inform them that they should not ask any questions or make any comments until I give the approval. Shared Reading Lesson Plan Format

I.        Standards (2 or 3, generally sufficient):

o   RL.1.3 Describe characters, settings and major events in a story using key details.

o   RL.1.7 Use illustrations and details in a story to describe its characters, settings or events.

o   SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

II.      Objectives:

o   Students will listen and comprehend the main idea of the story by using illustrations and descriptions from the story. They will be able to answer specific questions from the text that will show the information they have retained.

III.    Tools/Resources/Supplies:

o   The Absent Minded Toad

o   Drawing/Coloring sheets

IV.    Assessment Activity:

o   After the reading, I will ask questions and have students raise their hands before they give their answers. I will then have the students draw a picture of their favorite part of the story. This will show what they remember from the reading and help me assess their comprehension.

V.      Plans to differentiate for ELs, students with special needs, and GATE students (give a brief explanation for each area separately):

o   ELs- As we are reading the book together, I will be sure to stop and define words that my ELs might have difficulty with. This will help them with their comprehension while still including the rest of the class.

o   Special Needs- Depending on the need, I can have a smaller copy of the ‘big book’ for this student to hold onto and read along with. This will help if it is too difficult for them to stay focused on the larger book at the front of the class.

o   GATE students- These students can answer harder questions so I will have them use more of their reasoning skills when answering out loud rather than simply repeating information back to me.

VI.    Summary : In this lesson I will read aloud to my students and then ask questions of them that are specifically related to the text. I will stress the importance of listening and being respectful of each other so that everyone can hear and understand the story. I will have them pay close attention to the story so they can answer some important questions at the end and be able to actively participate in our drawing activity.

VII.  Procedures :

1. Enjoy the Experience (Introducing the Text) [TPE 4, 5, 6, 7, 10,11]

·         I will introduce our book, The Absent- Minded Toad, and ask the students what they think the book might be about based on the title and the front cover illustration. *Does anyone know what absent- minded means? Forgetful? Good job! Can anyone guess at what the toad might have forgotten? Have you ever forgotten something? Did you feel silly? What did you do about it? Where does it look like the toad is going? What do you think he is thinking about? That’s a good one! Alright, who’s ready to find out?*

·         Read the big book story (or other text) aloud.  At the first reading, the pace should be lively with few stops.  Participation and prediction should be encouraged, but not to the detriment of the story line. *What did the toad write out? Where is he headed? What did he see at the market? Tomatoes? Fruit? What’s your favorite fruit? Remember to raise your hand? Have you ever been to the market before? Can anyone tell me what the toad forgot? His list! You’re right! He didn’t get any of the things he wanted to buy at the market. Silly toad!*

      B.   Talk about the Experience (Responding to the Text) [TPE 1, 2, 6, 7, 10, 11]

·         Reread the story (or a portion of the story) if there is time and it seems appropriate.  Permit the students to join you in the rereading.  Some of the students may spontaneously say the words with you as you read.

·         Encourage students to respond to the text. List possible questions you might ask. Invite the students to recall vocabulary, ideas, information, and/or to comment on the author’s and illustrator’s styles. *What did the toad write out? Where is he headed? What did he see at the market? Tomatoes? Fruit? What’s your favorite fruit? Remember to raise your hand? Have you ever been to the market before? Can anyone tell me what the toad forgot? His list! You’re right! He didn’t get any of the things he wanted to buy at the market. Silly toad!*

·         Paraphrase or add to the students’ responses.  Encourage them to respond to each other’s comments.

     C.   Remember the Experience (Extending the Text) [TPE 5, 6, 7, 10, 11]

·         Prepare an activity (a product/student work).  In a creative way build the activity on the content of the text, the language, and/or the illustrations. The activity must be directly linked to your main standard and objection. Students should be able to demonstrate their understanding of the standard and objection through this activity.

·         I will have paper and crayons for students and I will have them draw a picture of the main character and what made him an ‘absent-minded toad.’ This will show the level of understanding and whether they grasped the main point of the story. I will allow the students to work collaboratively in order to make it a fun experience.