alright thanks Daniel and welcome everyone thanks for taking time out of your day to join us for our webinar on
fountas and pinnell classroom shared reading so as Daniel mentioned if you have any questions as we go through our
time together please feel free to post them in the chat and I'll do my best to
answer them and if not we'll get back to you with an answer okay so let's get going so when we're talking about shared
reading this is one of the contexts within sound to spinel classrooms so as
you can see on the bottom there there's some other instructional contexts just the abbreviations for them so maybe
before I jump into shared reading I'll just give you a little bit of background on the other ones briefly found some
Pinal classroom is made up of seven different instructional contexts so interactive read aloud is the first tile
you'll see on the bottom left reading mini lessons shared reading which we'll highlight today guided
reading interactive read aloud phonics spelling word study and book clubs so for our time together today we're
actually gonna look closely at shared reading a little little bit of information about what is shared reading
the components that come with the shared reading instructional context it's links into the continuum and then we're
actually gonna take a brief look at a sample lesson within shared reading so
you can get a sense of how the lessons are laid out and so you'll be able to see that and then I'll talk a little bit
about the benefits of shared reading both early readers and with our middle
years and intermediate readers so we'll take some time to do that and then like Daniel said we will have some a few
minutes at the end to pause for any questions that you have at that time so
found sip in our classroom as I mentioned is made up of these seven different instructional contexts shared
reading being one of them and shared reading really allows for an opportunity for students to engage in high level
text with lots of teacher support so the teachers doing a lot of the leading and support initially especially as they do
that first reading and during shared reading you students are reading aloud together on
some on second reading third readings and as you revisit the text on enlarge
versions of the text so you can see on the the slide there that there is some
big books that are in a rolling cart and so that's part of shared reading is that
there's that enlarge text for students to engage with and have opportunities to expand the reading competencies in a
well supported environment
so the whole idea of shared reading as we really want to build that enjoyable
experience for students and step in that process together along with them and get
them excited and engaged about books shared reading like I mentioned on the last slide it's you get that big book
format but you also get six copies of the each title in a small book format
and so at pre-k is where shared reading starts there's 30 titles kindergarten
they're 65 grade 165 grade 265 and at grade 3 there's 30 titles and then grade
four five six looks a little bit different so they're in those upper
grades there are age appropriate and grade appropriate tax that are provided
from book clubs interactive read Aloud's and so on so basically as students are
engaging in original text that they're going to learn critical concepts about
prince how texts work and teachers also receive the shared reading lesson folder
so like I mentioned earlier we're gonna take a minute to look at a lesson and see exactly how the lessons are set up
among the grade levels and you'll be able to see that these are high quality
resources and supports for teachers built into each lesson to really provide
pedagogical support for the teachers as they go through the shared reading lesson now there's also a collection
guide that comes along with it that kind of just goes over the overview of implementing shared reading in the
classroom setting and then of course there are some online resources that you
have access to as well and so within the online resources one of the cool things that they've done is
they actually have audio for each shared reading title so you can kind of just
see a screenshot here of what that looks like and so with the audio file you give
students access to the books in audio format so you after you know you've read
them as a class and you've reread them a few times you may decide to put the small book format
in the listening Center so that students can ultimately come back and listen to
those texts again and and read along with them and within this context you
can set it up so all kids access if they give you a special website where you can load the books on as you want you don't
have to put them all available if you haven't done the shared reading on those titles yet but what will happen is then
you can even set them up by groups or by groups of students so if you want certain students to be able to access
certain titles you can set it up that way as well so there's lots of supporting information provided on how
to do that if you decide to go with shared reading so don't worry about that
you'll be able to easily set it up and like I said lots of supports available to help you do that so that's a really
neat feature is that students have access to those audio files alright so a
little bit more about shared reading so as I mentioned earlier there's lots of supports and suggestions that are built
into each of the lesson folders and it's really up to the teachers to make it their own and think about the students
that you're working with and how to really be responsive to their needs generally when you do shared reading
it's the whole whole group instruction and if the whole idea too is around building a sense of community with with
your class and with your students everyone is able to participate because it's done whole group oftentimes the
teachers the one that's actually doing the reading the first time around sometimes some students join in if after
they see the repetition they they may decide to kind of join in on at first reading but ultimately it's usually that
the teacher reading it so there's a high level of teacher support and that also offers students the opportunity to read
some text that may be at a higher level than they may be reading independently so it offers them that opportunity to
feel supported in that instructional context and then of course from there you're doing a second third maybe more
readings and the students are joining in and they're really engaging in the whole
text or it could be part of the text as well as I mentioned it's often beyond what
the students would be able to read themselves independently so it really stretches their ability to read it gets
them to think about texts and new ways and it's also a really great way for our
earliest readers to encounter early reading behaviors so thinking about
things like print moving left to right noticing print spacing all of those kind
of early reading behaviors and starting to develop them shared reading is a really great place to do that which is
why as you notice it starts in pre-k because students are supported by the
teacher during this you can go through things that are part of the reading process such as modeling fluency or
talking about the meaning of tacs or why maybe the illustrator put those
illustrations there in the role of the illustrations within text so it really gives students like I said the
opportunity to feel supported and then transfer their learning into reading
that they're gonna do independently ultimately usually shared reading is it takes about 10 to 15 minutes of time you
know you're probably gonna do the first reading and do some discussion and teaching points and then you may do the following readings and revisit the texts
on following days again it needs to work with your time people so you can think about how how that might look or how
that might work and of course it might look different in different classrooms so just something to think about but of course this is an instructional
context that is really beneficial for all students there is a suggested sequence to guide you through the year
if you choose to follow that you certainly can so you have kind of a starting place and nowhere to go
but again lots of choice for teachers to make their own decisions about how they're gonna roll it out in their
classroom all right the next thing I wanted to kind of highlight is the link
to the literacy continuum because as you'll see in a minute when we go through one of the lessons the goals
really come out of the literacy continuum and it's that whole idea of building that coherence between you know
we're doing assessments with students we're thinking about the data that we get and that information how it drives
instruction in our classroom and oftentimes people are using the literacy continuum to think about what are gonna be my next
steps and so one of the actual continual within the literacy continuum is shared
and performance reading and so you'll notice that the goals in each of the
lesson folders come from the grade level of the shared or performance reading that you're looking at and highlights
those behaviors and understandings that we really want to notice teach and support when we actually think about
this instructional context and you can think about the students in your class and where they're at in their learning
and are they you know do they have a good understanding of some of those goals are they approaching them do they still need some support and how you can
really use that information and to drive and inform the teaching points during
shared reading
all right so inside the literacy continuum this is kind of just a little bit of a peek inside about how it looks
and within there what you'll notice is this is comes from pre-k there's the
behaviors and understandings to notice teach and support now I just have a small screen shot of it so you just get
a little bit of a sense of what it looks like but you'll also notice the colored bullets with him there and the different
shapes and so that's to highlight the thinking within beyond and about the
text and you'll see that in a few minutes when we actually look at an example lesson if you do open your
continuum and you notice that any of the bullets whether it's a diamond or square or circle and that they're red that just
means that that is a new behavior or or understanding at that grade level its
newly introduced at that grade level so sometimes they will appear red that just
informs you of that and that's covered and talked about in the front part of the literacy continuum so again we're
building that coherence between what we're doing with the continuum after we
do our you know our assessments on students and then thinking about next
steps and so it's bridging all of that information together there's a question
where do I find these links on the fountas and pinnell resource site sorry
I'm not sure is it the links if you could just provide me links for exactly
what you're looking for and then I'll be able to hopefully help you out
okay so when we think about shared reading and all of the instructional
context we really think about how it fits into a design for responsive literacy teaching and so what you'll
notice on this slide here is that interactive read aloud is there at the top and then and that's highly supported
by the teacher and then it filters down into and is connected to what happens in
shared reading so you'll notice in the shared reading lessons you're stopping to talk about what you're reading and
those kinds of things some of the same practices that you would have an interactive read aloud but there also are some differences and that the
students are participating in parts of the shared reading you'll also notice here for shared reading that there is a
little orange circle inside the shared reading box and the reason for that is
so that you can think about and any of the ones actually with the orange circle
think about how phonics spelling word study can be incorporated into those instructional contexts so although
phonics spelling and word study has some explicit lessons it's also then taught back in these other instructional
contexts which there's a number of places where it fits back in and and shared reading is one of those both the
shared reading resources and the learning continuum so on our Pearson Canada website which I'm Daniel can put
that link for you in the chat box we have a whole page and pages I should say
they around found some Pannell literacy and so he can put those links in there for you and you'll be able to look into
these the literacy continuum as well as shared reading in a little bit more detail I mean we've got links to virtual
samplers that you'll be able to take a peek at so hopefully that that helps you
out all right so we're actually just gonna look now at a sample lesson so
this lesson is actually from grade 1 this is the book called scram and you
can download this virtual sampler so if this is a book that you want to look at in more detail because I only have a few
screenshots to share with you I won't go through the entire lesson but some highlights of it you can go on to the
website and you can download those or you can contact your sales rep in your area and they can send you about a hard
copy of the sampler and and you'll be able to look at the lesson in the book and in more detail so this is called
scram and in this book this is about a family they're headed out to a park for
a hike but the road is blocked by a cow and so the family members in the car
they each use different words to try to tell the cow to move till finally one of
the characters Jeff is able to use the right word which is move to get the cow
to move off the road but and the cow ends up moving but unfortunately the
family is blocked now by a surprise that the cow has left behind so I will show
you just some of the pages within this book so you can kind of get a sense of
how its laid out and how engaging it is for the students so here this is the first page so it's a good day for a hike
said dad let's go said mom moly Jeff sorry let's go said mom moly Jeff and
Dan so they got into the car and started down the road but then mom stopped the
car why are we stopping asked Molly there's a cow in the middle of the road
moaned mom then tell it to move said dad so the story as I said unfolds the
characters start to use different words so here's mom she puts her head out the window and she just tells the cow to go
but the cow stays there so then it's dad's turn and so dad yells out the
window and then so do the kids in the car and eventually like I said Jeff is able to get this cow out of the way but
right at the end then there they're left with a surprise by the cow so there you
go that's the that's the last page of the book and so you can see how this would be engaging for students to join
in reading this because as you'll notice it's a good way to introduce students to
character dialogue and talking about quotation marks and how do we change our voice
based on you know the punctuation that's
in there so we're able to kind of highlight those things where maybe we're taking different parts when we reread it
and revisit it but essentially that is that is one of the stories in grade one
so what you'll notice from here and here's a sample lesson now I know this is a little bit hard to see I do have it
zoomed in on some of these sections but what you'll know this is and I don't
expect you to be able to read this off your screen but it talks obviously about the resources that you're gonna need for the materials that you'll need for the
lesson and then it lists you know the book the author the illustrator and of course the genre at the top and then
from there it actually provides a summary so you'll see that here's a
little overview of what the books about and gives the teacher that information so this this actual lesson folder there
is one for every single title that is part of shared reading from there then
what you'll you'll see is then there are the messages of the story so what are
some of those main messages that we want students to think about when when
reading this and that information that we're going to share for them and of course in this one about talks about how
words are powerful and sometimes you have to use many ways to solve a problem as these people in the car did as they
were on their way for their hike the other thing that it does is it goes back to the continuum in which we talked
about before so there's the goals again it links to the reading behaviors and understandings that we want students to
be able to control at that grade level so for shared reading in the continuum it is laid out by grade level as are
most of the continuum except guided reading which is laid out by reading level but what you'll see here is
there's lots of early literacy behaviors that we can think about as we make our way through this text and you know you
might pick a couple that you're gonna focus on and as you revisit the text there may be other ones and again you're
going to think about what do your students already have a good understanding of and where might be
behave and understandings that would match the learning needs of the students that you're working with them at you're gonna
focus on inside of this book the other thing that it does is for each book
talks and gives some information about the book so for this one here it provides the genre and of course how the
book works some of the books I will tell you do have flaps and pull outs in there
they're interactive so you know it'll talk about that in there too as well in
characteristics to notice in this one it talks about the repetitive text and obviously the dialogue that's happening
and different verbs for said so there's some information again specific to this
book from there then obviously you're gonna move into the next part which is
you're going to introduce the text and in here we want to engage students interest interest with the text with a
few opening words it's not going to be again a long introduction because again
the teacher is highly supportive in this instructional context and then they're introducing it they're doing the first
reading but the whole idea is again we want to gain interest before the students start to read so there's
multiple suggestions on here and of course as you can see they they want
this to be interactive with the students and allow the students to respond so you'll see that indicated by a circle
there so you as a teacher can choose these suggestions which which might be
most important to the students or maybe you're gonna use you know two of them or again up to you as a teacher to make
those decisions about how that's gonna look from there then you are going to do
the first reading and again this is an opportunity for you to read to the students at a good pace you can focus on
enjoyment and understanding and then of course have a brief discussion about what she read so here's the first
reading again opportunities for students to interact and provide some of their
responses as you do the first reading and go through so you're going to see there's again some suggestions about
different places where you could think about stopping and then from there this second reading
you're gonna and you can see here that you're actually reading with the stood and so we're gonna revisit the book we
can talk about you know the speech bubbles we may have some students reading some of the dialogue others
reading other parts the dialogue but here our goal is really for the children
to enjoy the reading and there's gonna be minimal interruptions so an opportunity like I said for for students
now to join in and feel supported in doing that and then from there I just
actually want to highlight this before we go into the next part of the lesson you'll notice in the margin that there
is supports for English learners and shared reading is a really great way to
involve students especially English learners in this part and this is really an essential part of your literacy time
to make sure that those students develop their language skill skills and also
have opportunities to tackle the reading in a supported environment so here's some suggestions of what you could feed
through the text and support those students in there and then from there
you're going to discuss the text so again suggestions the nice part about discussing the text is it links back to
the language that you'll find in the continuum so the thinking within the text beyond the text and about the text
so again you're gonna think about the literacy continuum what are some of the areas of strengths that your students
have what are maybe some areas that they might need more support in and you can use some of these suggestions and
prompts to and questions to support how that might unfold as you discuss the
text and so there's our system of strategic actions those of you that are familiar with the continuum you know
that that visual comes out of there if you're not that's where you can actually find that visual so inside the front
cover of the literacy continuum you'll see this system of strategic actions
wheel and it's broken down into thinking within the text beyond the text and
about the text so the questions in the discuss in the text aligned with the system of strategic
actions wheel and then from there we're going to
revisit the text and so again multiple opportunities to do that
there is possible teaching opportunities during and after the reading and again
you can think about your students and what might meet their needs best as you think about possible teaching points but
again more than enough to to choose from there and as it says be selective
and again here's some different supports in this part of the lesson to support
English language learners so we know that the types of supports that they're going to require change throughout the
lesson and change throughout parts of the lesson so as we're discussing the
text here's some supports for those learners and again good teaching for for
all students that you can certainly use with with your whole class
the other thing I wanted to just point out is that you'll notice within the lessons that there is the icons of the
prompting guide and it references different page numbers within the prompting guide so prompting guide 1 and
prompting guy 2 these can be found in the leveled literacy intervention box 1 teacher resources or they can be
purchased separately but the whole idea here is that they want to make sure that teachers are aware of that facilitative
language that's provided in the prompting guide to again support the students in the behaviors and
understandings that are important for them to engage with at those particular levels so again just that in the moment
professional support for teachers as they're going through the lesson
now here students can respond to the text so here you can choose what that
could look like there is a couple opportunities or different ideas here of how students may do that and again you
can this part can be optional you may or may not decide to do this but here of course they're saying that you could do
possibly art independent writing or some movements and I will tell you that a lot of the books involve movement or actions
that students can use as they they read through the text and they engage with the text on those multiple readings
Andry readings there is always a visual provided for what a response could look
like so you'll notice that in each lesson folder that there's always that image they're provided in the respond
text component for the different instructional contexts and then of
course the link to independent reading so there's some suggestions of how to extend the students reading or thinking
and linking it to independent reading so those are provided as well as the other
thing that does is connect it to other books so there's some suggested titles
in there from the shared reading collection that you may have already read and the students can make some connections to those ones and then again
at the very bottom there is the assessment piece so as we're going through the lesson of course you know
we're observing students and thinking of and listening into their thinking about
the book and as they engage with the book but at the end again it ties back to the literacy continuum and really
gets us thinking about what are the goals of the lesson and how can we make sure that we're observing that to
evidence so that we can plan accordingly for follow up readings or multiple readings of this book or books that
we're going to read following this one so again it's important for us to kind of just be aware of the kinds of things
that we need to think about as we go through the book and be aware of
so that's just kind of a quick run-through of what the lessons look
like like I said they're all book specific and there is a lesson folder for every one of the titles that come as
a part of shared reading just some of the values of shared reading now that you kind of got a sense of how the lessons work for our early readers
hopefully you you got a sense of that it really builds enjoyment in the reading because students are really a part of
that reading it also lets you as the teacher provide and demonstrate the
reading process so as you're doing that first reading or highlighting and talking about different things within
that text you can really demonstrate that for students it engages them in the
reading process we talked about the discussing and the of the text and how
we can link it to that system of strategic actions so it really gives our students an opportunity to engage in the
system of strategic actions in the whole reading process from the reading to the
discussing and the rereading of text and that's really what shared readings about it's really about those multiple
opportunities to reread that text the other thing that it does is it and we saw that on one of the visuals is that
there's an opportunity to build in some of that phonics and word study so you know definitely opportunities hopefully
you saw that in the book there's a few pages that I shared of that book that there's opportunities for phonemic awareness you can think about syllables
sounds on sets obviously builds letter knowledge for our early readers develops
an understanding of concepts in print and white space and builds knowledge of high-frequency words there's also many
other benefits that are not listed on the slide but those are a few of the highlights and for our intermediate and
middle level readers shared reading is of great value to them as well because again they're engaging in those
challenging texts but in a highly supported manner so they can explore and
think about a different language structures they can also think about writer's craft and this is an
opportunity to us help students as well as attend to text features and what are some important tax features that help in our
understanding of the text that were reading also builds their vocabulary and
a good opportunity to talk about characteristics of different genres that
the students are being exposed to and as you look at and explore maybe on your
own and more depths that shared reading the books that are actually part of shared reading are for a variety of
genres so there's opportunities for students to engage in many different types of texts and you know build their
knowledge and understanding of those different genres as I highlighted already throughout a sense of community
is built and just that whole idea of building students confidence as they're as they're having a chance to share in
the reading of texts some of the other things that I just wanted to highlight
before I stop and open it up to some questions is this whole idea of how
shared reading really is a high level of support from the teacher but also how it
then supports guided reading an independent reading so shared reading
the actual text that the student is engaging with during shared reading may be more difficult than what they're
exploring or experiencing during guided reading and probably more sophisticated
than what they're reading and their independent reading but because there's a high level of teacher support it
really offers students that opportunity to engage in those more difficult texts
it also as you can see on the slide contributes to those other areas as I mentioned guided reading an independent
reading so what students and that the information and application and behaviors and understandings and
modeling that we're doing and opportunities for them to practice that and engage with the text and the reading
process is those are things that they're going to now be able to apply in guided reading although there's still some
teacher support there it's a little bit less than what it looks like in shared reading and then again apply that into
and support what they're doing in their independent reading so we really want students to expand their processing
systems and of course being able to apply that into the other reading that they're going to
be doing in in literacy and so you'll see on this slide about really how those
three areas are critical context and really how they fit nicely together so
that is a really quick overview of shared reading I know I talked a lot and shared a lot of information so if you do
have questions please post them in the chat and I would be happy to take a few
minutes to go through them if you have any colleagues that are interested in
hearing more about shared reading we will revisit this webinar on Tuesday
March 24th so you can let your colleagues know if if you want to share this information with them they can sign
up and we'll do another live webinar at that time there's also other webinars for specific instructional contexts that
are going to take place in March and April so I have those on the screen right now so if you would like to sign
up for any of those please feel free to do that and as Daniel mentioned at the
start you will receive a recording of today's webinar or any of the other webinars that you sign up for so I
encourage you to do that I know I talked about samplers and if
you want to actually look at the lessons in more detail or the books you can contact your local rep for that I know
Daniel was sharing a link in the chat box so that you could download a virtual sample and you can also download a
sample of the books as well virtually so you can explore a few of those in more
detail and I really encourage you if you haven't already done so to join the fountain Pinal literacy community so
there's lots of great stuff on there including webinars lots of great
information they have daily lipid study guides if you're leading some professional learning around let's say
the literacy continuum so you can visit found some Pinal com2 sign up there and again it's free you can also visit our
website at pearson canada CA / FPC for more information on sound too simple
classroom so again if you have any questions
please post those in the chat and I'm just going to put up our sales rep
contact info so that if you do need to reach out to them their contact information is listed on the slide okay
thank you Siobhan I do have a question here that came through asking about just
pricing okay so on our website there are
priceless Daniel are you able to maybe put a link to those and you'll be able
to see the pricing of all the instructional contexts on there and again if you have any questions there is the sales reps contact information so
please feel free to reach out to them and if you are at a district level a consultant you can certainly reach out
to the rep that is listed on a slide and they'll put you in contact with our Account Executive for your area
they'd be more than happy to help you out and if you don't have any questions
I really like to thank you for taking time out of your day to join us for our webinar on shared reading and if you
have no more questions have a great evening and I will hang around for a couple of minutes if you do want to ask
any further questions again thanks for your time