Shared Reading & Interactive Read-Aloud Early Childhood - - PowerPoint PPT Presentation

Shared Reading & Interactive Read-Aloud

Early Childhood Literacy

July 19-20, 2017 Comprehensive Literacy Institute

Who we are?

v Marsha v Kelsey v Tammy

Outcomes

¡ Understand components of 4K Shared Reading ¡ Understand components of 4K Interactive Read Aloud ¡ Identify the differences for instructional purposes and planning ¡ Opportunity for planning

Agenda

¡ Inclusion ¡ Schedules ¡ Shared Reading ¡ Interactive Read Aloud ¡ Collaboration Time ¡ Wrap Up

Logistics

¡ Movement throughout the presentation ¡ Preview our learning folder ¡ Venn Diagram for Note-taking throughout session ¡ Parking Lot…a place for questions

Key Principles in Early Learning

Connectedness Intentionality Standards

Key Components in Early Learning

Interactive Read Aloud Shared Reading Interactive Writing

Lan Language guage

Connectedness, Intentionality, Standards

Inclusion -- AAE

ü Look for index card in folder ü Find all those in the room with same colored dot ü Introduce yourself

• Your name
• Where you teach
• Your role in education

Inclusion -- AAE

ü Together determine what your common acronym stands for ü Name 1 positive and 1 negative in your experience with this acronym.

Language Workshop

Reading Workshop Writing Workshop Content Workshop

Aligning 4K with PCL Model Integrated Workshop Model

Language Foundation

Dorn, L. & Jones, 2012. Apprenticeship in Literacy, 2nd Ed. Stenhouse

Listening and Speaking Comprehension Deep Comprehension Writing Process Craft and Conventions Scientific Knowledge and Research Skills

Look-Fors

Schedules

4K Kindergarten

Shared Reading

¡ Read – quiet reading (5 min) ¡ Literacy Beginnings—Pgs 125-130 ¡ AIL—Pgs 36-37 ¡ Share with elbow partner

¡ How would you define Shared Rdg? ¡ What characteristic(s) were most notable?

Shared Reading

¡ Definition: A “lap story” reading experience that supports oral language comprehension, vocabulary learning, and print knowledge while using large, clear print text that provides opportunity for children to join in the reading and begin to see themselves as readers.

Shared Reading

¡ Key Characteristics:

¡ Fun text, but also supports teaching point! ¡ Enlarged text with clear print for all to see easily ¡ Predictable story lines, limited lines of text, and repeated lines of print that may include rhyme or rhythm ¡ Daily instruction with repeated readings and modeling for how print works ¡ Can be any genre!

¡ Lesson Planner (blank)

Shared Reading

¡ Video—What Can We Share (Kelsey)

¡ Review Kelsey’s lesson planner ¡ Can use Shared Reading Look-Fors to identify components of the lesson ¡ Table Share – what did you see?

Interactive Read Aloud

¡ Read – quiet reading (7 min) ¡ Literacy Beginnings—Pgs 114 -124 ¡ AIL—Pg 35 ¡ Share with … table partners

u How would you define Interactive Read Aloud? u What characteristic(s) were most notable?

Interactive Read Aloud

¡ Definition: An opportunity for children to hear

• ur language through a variety of genres,

to develop a love of books, to build background knowledge and vocabulary, and to have rich, meaningful conversations about these interesting texts/books.

Interactive Read Aloud

¡ Key Characteristics:

¡ Opportunity for students to hear language of books; to hear a variety genres, text structures, vocabulary, & new concepts (literacy & content) ¡ To be actively engaged in learning—listening, making connections, and discussion of texts ¡ Interactive read aloud routines—sitting, responding during reading, turn & talks ¡ Clear illustrations so all can see ¡ Day 1 reading is always about comprehension

¡ Lesson Planner (blank)

Interactive Read Aloud

¡ Video—Kiss the Cow (Kelsey)

¡ Review Kelsey’s lesson planner ¡ Use Look-Fors to identify components of the lesson ¡ Table Share – what did you see?

Shared Reading and Interactive Read Aloud

¡ Pulling it all together ¡ Choo Choo Clickety Clack

¡ Review Lesson Planners (Interactive/Shared)

¡ Video—Shared Reading—(Marsha)

Work Time:

¡ What to do… ¡ Schedule ¡ Favorite resource to create interactive read aloud ¡ Favorite resource to create shared reading ¡ Intentional team-planning

Conclusion

¡ Thank you so much for your attention and participation!! ¡ EXIT SLIP

Resources Used Today

¡ What Can We Share by Brenda Parks, Benchmark

Education, 2014.

¡ Kiss the Cow by Phyllis Root, Candlewick, 2003. ¡ Choo Choo Clickty Clack by Margaret Mayo,

Lerner Books, 2005.

¡ Literacy Beginnings by Pinnell & Fountas,

Heinemann, 2011.

¡ Apprenticeship In Literacy by Dorn & Jones,

Stenhouse Publishers, 2012.

Contact Information for Presenters

² Kelsey Schmit

² Email: schmitk@belleville.k12.wi.us

² Marsha Rear

² Email: rearm@belleville.k12.wi.us

² Facebook:

² www.facebook.com/belleville/intermediate ² Represents both Elementary & Intermediate school.

² Tammy Boyd

² Email: tlcboyd.education@gmail.com

Contact Information

¡ Email: Michelle Amend michelle@wisconsinpclcenter.org ¡ Website: http://www.wisconsinpclcenter.org ¡ Facebook: https://www.facebook.com/ WisconsinPCLCenter/