SharedReadingLessonPlanningheymee.docx

Part A: Shared Reading Text Information DUE November 2.

Submit the following information about your text and lesson selection for your Shared Reading Lesson:

1. Title, author, and genre of the chosen text.

2. Grade level of students and level of text chosen.

Part B: Shared Reading Text Information Information with Standards DUE November 4

Submit the following information for your shared reading lesson outline:

· Grade level of field class

· Title and author of the chosen text

· Lesson objective/purpose

· LAFS from   that matches your objective

Part C: Shared Reading Lesson Plan – Shared Reading Framework with Explicit Instruction DUE November 6

1. Complete the shared reading framework information, what you will say and do for each step of the framework under the first section (whole).

2. Complete the direct, explicit instruction steps after your shared reading framework.

The following is the format for the completed Shared Reading Lesson Plan you should submit.

· Grade level of field class

· Materials such as texts (title and author), manipulatives, word lists, etc.

· Process objective

· LAFS

· Name of skill from sensational six (oral language, phonological awareness, phonics, …)

· Procedures/steps

Shared Reading Framework:

(Whole)

Read aloud a shared or big book to the students. Label each step and clearly state how you will accomplish this.

· Introduce the book:  Explain what you will say to the students to introduce the book to them, if you choose to point out concepts of the book, concepts of print, predicting, etc.

· Picture Walk: Explain what you will do to provide a Picture Walk for the students, telling all that you will say to the students.

· Read the book aloud:  Explain how you will read the book aloud to the students, will you stop, on what pages, what will you say.

· Students' Responses:  Develop a set of literal and higher-order thinking questions to elicit student responses, and use Bloom's or Webb's as a guide to questions.

  (PART)

Direct Instruction (Name the reading skill and explain what it means)

· Explain:  (I do) Explain to the students what they will be learning and why they should know it. Explain the skill they will be learning and explain "how it works" Summarize the skill in your own words. The teacher tells students everything you want them to know  (objectives).

· Demonstrate : (I do) Show the students what you would like them to do. Demonstrate to them what they will be doing to help them learn the skill. Then, you must explain what you will do to demonstrate your teaching skillng. PROVIDE  EXAMPLES and link to your explain step.

· Guide:  (We do, more teacher responsibility, some student responsibility) Guide the students to discuss and/or attempt the skill you just demonstrated. Please explain how you will guide the students to allow them opportunities to try to apply the skill. Give support and feedback. The teacher brings students into a discussion about objectives and gives guidance and feedback . (Feedback must be accurate, positive, and encouraging, but also firm.)

· Practice:  (We do, more student responsibility) Explain specifically how you will guide the students to practice applying the skill by allowing them to work together with less teacher support but still feedback.

· Application:  (You do) (Read the book again and this time asks the students to apply what they learned about the reading skill to the book you are rereading.) Explain what you will have the students do to apply the skill to the text. The students should demonstrate that they can meet objectives in this step. They can show this orally or any way that you would like (drawing, writing, …)

3. Shared Reading Teach Video DUE November 10

1. Create a video modeling and explaining your shared reading lesson – Follow the guidelines from the Shared Reading Framework.

2. Upload your completed Shared Reading Framework and Video into the corresponding assignment file in Canvas.

3. Develop one page, single-spaced reflection incorporating the following questions:

1. What is shared reading?

2. How does shared reading help children with early literacy acquisition?

3. Can shared reading be incorporated across the disciplines? 

 4.  Discussion Board Shared Reading Lesson:  DUE November 14

Shared Reading Peer-Feedback

This discussion requires pre-service teachers to post their shared reading lesson teaching video lin, provide feedback to other classmates and engage in a constructive discussion. 

POST THE VIDEO LINK BY November 10, 2021

Then provide constructive feedback to others by November 14, 2021

While observing your peers conduct their shared reading lesson, please identify at least  2 positive teaching behaviors you noticed during their presentation. Label the behavior, describe it, and explain why the behaviors you've identified are essential to early literacy instruction.

Positive behaviors include teacher strategy selection, use of time, content selection, delivery & methodology, pedagogical approach, accommodations, differentiation, and other aspects of the micro-teach.

Please label your feedback as Shared Reading Teach #1 and Shared Reading Teach # 2, etc…

Shared Reading reading material

· Use 

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· What is Shared Reading? 

· Use this link to help you answer this question 

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4. Part D – Shared Reading Reflection (Based on Shared reading lesson teach)

After you deliver your shared reading lesson, write a three level reflection of your experience:

Three Level Reflection

(1) Describe what you did. (Descriptive Writing)

· Name the title and author of type of text you used to teach the lesson. Describe the contents of the text you selected and how it related to the Shared Reading lesson you taught.

· Explain the teaching strategy that you used to teach a group of diverse students.

· Explain how you prepared to teach the lesson. What steps did you take?

· What were the students' responses to the lesson? Provide specific examples of what the students said and/or did.

· How well did the students answer Bloom's questions about their understanding of the book?

(2) A critique of what you did: (Analytical Writing)

· Explain whether your lesson was successful or not successful. Provide supporting statements.

· What did you learn from writing this lesson plan?

· What did you learn from implementing the lesson plan with the students?

· What, specifically, went well? Why?

· What, specifically, did not go well? Why?

· What would you do the same the next time you teach this lesson? Why?

· What would you do differently if you were to teach this lesson again?

· Explain the modifications you provided for the ESE students and the ESOL students. Were the modifications helpful? Explain why or why not? What modifications could be made to make your lesson accessible to ESE and ESOL students if modifications were not made?

(3) Explain how Shared Reading informs your thinking about teaching reading. 

· What did you learn about Shared Reading? (in general)

· How does a Shared Reading lesson incorporate current theories of second language reading and writing development for ELLs from diverse backgrounds and at different English proficiency levels?

· Why would you teach a Shared Reading lesson in your class when you begin teaching?

· How could you incorporate other strategies in a shared reading lesson to help the students develop their language, vocabulary, comprehension, or fluency?

· What did you learn about how concepts of print/book should be taught?