so again welcome thank you for joining us this afternoon for the fountain Finnell classroom webinar on shared reading my name is
Siobhan Murphy and I am a planning an implementation manager with Pearson Canada so before we dive right into
things today actually I'll just back up one slide here just kind of give you an
agenda of what we're gonna run through so we're gonna I'm just gonna do a quick overview I found some Finnell classroom just to provide some background
information for you and then we're gonna jump right into what is shared reading
we're gonna make some links to the literacy continuum and then actually take a little bit of time to look at one
of the shared reading books and a sample lesson within shared reading and from there then we will kind of just wrap up
talk about the benefits of shared reading and pause for for questions so
as I mentioned I just wanted to give you some background around found simple classroom so as you can see on the
bottom of the slide that's on your screen right now there's seven tiles on there and each of them stands for one of
the instructional contexts within the fountain Pannell classroom resource now
these instructional contexts they fit together in a you'll notice in a coherent way and if you've attended any
of the other webinars you've probably are familiar with some of these instructional contexts where I'm sure
there's probably many of them that you're already using in your classroom but this is just different ways and
multiple opportunities for students to access age-appropriate tacks for us to
provide whole group small group independent instruction and just for
students to really have that comprehensive exposure to literacy within their classroom so the first one
on the bottom there is IRA so that stands for instructional read aloud or sorry interactive read Aloud's and in
the interactive read aloud obviously the teacher is leading the lesson a lot of teacher support through an interactive
read aloud and they're mostly in this resource grade appropriate trade books
and really we would just want to expand students background knowledge vocabulary and their their love of reading from
there you'll see our ml that stands for reading mini last and these are this instructional context
has brief focused mini lessons that are designed on different topics such as
management literary analysis strategies and skills and writing about reading
shared reading which we'll cover in more detail today guided reading is that
obviously small group opportunities to bring students together to with
challenging text that they can process with teacher support independent reading
this is an opportunity for students to self select books and have opportunities to confer with the teacher about their
their reading as they have brief reading conferences phonics spelling and word
study is PWS at the bottom there and this is whole group and small-group instruction independent tests as well
and this is an opportunity for students to learn about sounds letters words and
then of course the last one there's book clubs and this is another opportunity for students to work in small groups and
have really in-depth discussions about books that they're reading alright so
let's get started right into the shared reading context so as you'll see on your screen here you'll see some big books
and some little books next to it so these are actually some of the resources from the shared reading instructional
context and this context really provides opportunities for students to engage in high level text with lots of teacher
support so oftentimes these are books that students may may be challenged to
read on their own but in shared reading there's teacher support to provided and obviously as you read the enlarged
version with students there's engaging opportunities for them to expand their reading competencies
some of these books also have features like fold outs or flaps or things like that so students can interact with them
and the whole idea of the first reading when the teacher does the first reading with the students is for them to enjoy
the text and start to think about the meaning and then after that first reading and then the multiple readings
after that we really want the students to take part in that and to start to
notice more about the texts that we're reading and the features within there that we really want to highlight it also
provides an opportunity for students to discuss the text with their peers and of
course for us as teachers to select teaching points based on the needs of the students that were working with so
shared reading is again an opportunity for you to do that whole class instruction and for students to come
together and form that sense of community and as I mentioned oftentimes
these texts are challenging for them they may not be text that students can process necessarily on their own
independently but with that teacher support built in to it we can start to
get them to notice and build their reading processes so they can transfer
those key learnings into texts that they're reading independently one of the
thing things I do want to highlight is just within the shared reading context you'll see that obviously there's an
enlarged book so here's another book that's part of the shared reading instructional context and then there's
also a six small versions of the text and an audio book as well and so you'll
see that or notice that this is an opportunity for students to see that
that large tear that in large text and you know discuss read about it and discuss it as a whole group but then
opportunities for them to revisit those text sorry listen to them revisit them
in a possibly a listening Center if you would like because you obviously have you get access to the audio file for for
each of the books so opportunities for students to revisit some where they're their favorite ones in grades four to
six that looks a little bit different so there is enlarged text opportunities in in provided that you can use an
interactive read aloud and guided reading books and in book clubs and so I will share some of the benefits towards
the end about shared and performance reading in those upper grades and why we
you still want to continue that instructional context up in those in
with the students in the upper gray as well you
you so this is just actually just a quick screenshot for you to see of what the
audio files look like so you'll you'll see there's the audio and what ends up happening is that you can actually put
these audio files it gives you a URL where all your audio files you can drag
them in there as you want to add them to the ones that the students can access and they just click on the link that you
have bookmarked on your the iPad or the computer at the listening Center and whatever books you have added to that
specific URL that is assigned to you students can then access from there you
can also have them in folders within there so if you want certain students to have access to certain audiobooks you
can make that available to but it's just a general username and password that you you would have programmed in for all
your students so they don't have individual username and passwords it's just an opportunity for them though to
easily access it and be able to hear the book in audio format
and you'll also notice on there there's other online resources with the shared
reading so there's videos and other support resources in there all right so
what is shared reading and what does it look like well as I mentioned you can do
a whole group shared reading lesson and again there's lots of instructional
support you'll see provided in the lesson plan which I'll show show you but really it's up to the teacher to make it
their own and make it make it fit the students that you're working with so lots of suggestions provided on the
lesson folder again up to you which ones you want to use or how you want to
modify it to work with the students that are in your class from there during the
shared reading obviously you're using that enlarge text and everyone's participating it's really about building
that sense of community and group of readers and as I mentioned at the beginning there's high-level teacher
support because often times that first reading through we want students to engage in making meaning so as the
teacher we're going to read it that first time through and then we following that we want students to we may read the
whole text there may be certain parts that we revisit and that they they read or take part in or you may divide it up
and and some students are reading one page and some are reading the other or the different dialogue that's on there
too so again opportunities to make it work for the students that are in your class now
I think I mentioned a few slides back that oftentimes the text is beyond what
the students could manage independently so it's really that opportunity to stretch their ability to read help them
to think about texts and new ways and for our really young early early
learners it's also an opportunity to focus on those early reading behaviors so things like the way the print moves
left to right or noticing the spacing and so all of those early reading
behaviors and that they're developing this is a really good way for us to focus in on those and the other thing to
think about is it's an opportunity to to look at not just like the reading process but thinking about fluency
making meaning of the text opportunities to talk about the roles of illustrations
and tacks or different text features and again it's in that highly supported context because the teacher is the one
that is leading the reading and the first time through but then there to provide support after the most poetry
readings and the other thing is that because you're doing multiple readings
of the book often students notice more on different things every time they read it it's also an opportunity for them to
you know hear their peers thinking about the texts that they're reading and
sometimes that shifts what they're thinking and the meaning that they're making and offer opportunities for them
to share their thinking as I mentioned the the small texts are nice because
students can they may just decide to listen to the audio file but they may also choose those small texts to read
independently because maybe it's one of their favorites and because they've had high level of teacher support during the
initial reading they're able to make their way through it independently on follow up readings it also and you'll
see this in the lesson plan that we go through or the lesson folder that's included is there's also opportunities
to discuss the text with students and look at different teaching points that
you can really make things explicit and highlight different features within
those shared reading texts all right so let's take a look at since
we kind of talked a little bit about what it looks like let's just kind of make the connection to the literacy
continuum so this resource that's on your screen right now this is the literacy continuum I'm sure many of you
have seen it before if you have benchmark assessment at your school this is actually found in the benchmark a
final sample benchmark assessment system box so you may have seen it in there or
you may have your school may have purchased it separately but it's a book
that really has a bunch of different continua inside of it you'll see all of
them listed on the right of your screen so there's eight in total and the
literacy continuum the reason why I want to spend a few minutes on this it's really the roadmap or the foundation for
fountain Pannell classroom so all of those instructional contexts that I went over briefly at the beginning of our
webinar are all listed in here and you'll see that's of course one of them
being shared in performance reading so when you actually go into that section it actually supports the teacher it's
organized and for that continuous specifically by grade level and it really supports the teacher in selecting
text with intention and purpose and to think about the what would be
age-appropriate for those students and also to select some goals those behaviors and understandings that we
want students to we want to notice teach and support at that particular grade level and what might be some of those
goals that we have in mind as we're selecting text and working through a shared reading the other thing is you
can also use it to think about what areas are students when you look at the goals inside of there you can think
about so here's a snapshot of what it looks like you can think about what are
some of the goals that students are approaching or what are ones that they still need some support with and again
that helps us in selecting teaching points to move their shared reading
forward so there's just a up shot of pre-k to six
and you'll also notice in here that the bullets within the width on the
screenshot there there are different symbols and that is just to identify the
and there are also different colors the bullets for thinking within beyond and
about the text and so obviously they all have different symbols to help you as
the teacher kind of to think about that system of strategic actions what systems
of strategic actions fall within the text beyond the text and about the text and so that's how they have them
identified so where does shared reading
fit in the design for responsive teaching well you'll see that interactive read aloud as we at the top
there and you can see that that is really important and the foundation really in supporting the reading that
students are engaged in Anna thinking that they're doing and it filters down to into shared reading so you'll see
shared reading not only is it often done whole group but it's also highly
supported by the teacher and just that opportunity for students to engage in the reading and build those foundational
skills that we want students to bridge into their independent reading and also
some of the small group reading that they're doing so you'll also notice that it actually has an orange bullet inside
of the shared reading visual visual there along with many others that have
the orange bullet inside of there and that's just to kind of identify which
instructional context also have features where word study could be revisited so
some of the principles that we're covering in the phonics and word study lessons can also be integrated and
revisited as we do these other instructional contexts and of course shared reading being one of them so it
provides just another opportunity for students to look at and attend to how
letters and words work within the context of a book and so of course you
know that's like I said just that other opportunity for students do have that and
revisit and reinforce some of the principles that were working on and during phonics spelling and word study
so let's spend a couple of minutes looking at a sample lesson and just to
kind of give you a sense of well number one what the books and the shared reading context look like number two
what the lessons in there look like so this is actually a grade 1 book and you'll see the lesson folder that comes
with it if you go to the website that soy yen has posted in the chat box so the
Pearson Canada CA / FPC you can actually go on there and download a virtual
sampler and you can also download the virtual copy of the book so that you can
get a sense of some of the books that are in shared reading and then some of the lessons that go with it and so if
you want to revisit this one that's where you'll find it so this is the book called scram and
inside this book the family is about to head or sorry yeah the family's about to
head to the park for a hike but the road is blocked by a cow and so you'll see on
the front cover there and so the family members they they all use different words to try to get the cow to move and
it doesn't move until finally Jeff who's one of the family members comes up with
the right word and the cow eventually moves but then the family finds a
surprise that the cow left behind in the middle of the road so here's a couple of pages from the book so you'll see that
lots of dialogue lots of heavy attempt picture supports built in there and so
the dad starts off by saying it's a good day to go for a hike and then the mom says let's go said mom Molly
Jeff and Dan and so they got in their car and started down the road
but then mom stopped the car why are we stopping us Molly there's a cow in the
middle of the road moaned mom then tell it to move said dad and so you'll see
the moms first and she sticks her head out the window and she tells it to go but obviously the cow doesn't go and the
story goes on from there they all take a turn shouting different words at the cow to try to get it to move and like I said
eventually it does move but they're left with a surprise in the middle of the
road so that's not the hold look I just showed you a couple pages of of a spread
but like I said you can download it with the sample of it online and the last
page I think I'm here may have a fold out flap so like I said earlier a lot of
these books have interactive features like flaps or different text features
within there that that the students can interact with so it's an opportunity for
them to see how you know authors have used and illustrators have used those
features inside of a book to make it engaging so let's look at the lesson that actually goes for this with this
now I know it's a little bit hard to see so I've actually zoomed in on some of these sections so you can kind of get a better sense of the different components
within the lesson obviously you'll see at the top there's the resources that
you'll and the materials that you'll need for the lesson and then from there it talks about anything that you may
need on the online resources so sometimes there's a letter mini books or
a masking card it will tell you and then you would just download those off the the website that you have access to once
you purchase then of course it talks about so at the top the the book title the author the illustrator and it does
provide the genre because of course we're gonna want to you know make students aware of the different genres that that they're reading so the other
part is the summary so it just gives you a sense of what is this book about let
me see I can't get my slide too advanced there we go so there it is in a
little bit easier for you to see so as the teacher you can get a sense of you
know what's gonna happen in the story and that overview from there it has the
messages so this is that main or big idea of the text that's hopefully the
students are able to take away from there and of course we want to make sure our discussion leads down that path so
that they're able to walk away with that big understanding of that big idea and then just below that you'll notice that
there's the goals I know it's really hard to see the visual of the continuum but the little thumbnail is actually the
literacy continuum and so as I mentioned earlier the literacy continuum is really that roadmap or that foundational piece
and so you'll notice with all of the instructional context not just shared reading but all of the lessons always
link back to the literacy continuum because that is where the goals are coming from so it's really about
providing that coherence and making sure
that the goals are matching obviously the the students that were working with so you'll see that there is a bunch on
here that you can look at it obviously you're gonna select the ones that would match the the group of students that
you're working with and then from there
just a little bit more information about the book and some of the characteristics that you may want the students to notice
as you go through so that's just some information there and then on the second
page of the lesson folder you'll see that there's the opportunity to introduce the text and so here's there's
just provides some suggestions because of course we want the students to be engaged in the text we don't want to
spend a ton of time doing this but we want to obviously make sure that we give
the students some kind of brief introduction to get them thinking about the text and starting to think about
connections they can make before we start to read it so again you choose the suggestions that are going to work for
you and the students that you're working with and you'll note that actually some of them have a little
circle bullet in there and that's just indicating that this is a time where you
could get students to respond to the question that you're gonna ask during that introduction of the text then you
move on to the first reading so as I mentioned before this kind of parts more like a kind of like a read aloud because
the teacher is doing most of the readings sometimes students may join in but generally it's the teacher the first
time through and you may stop where it's appropriate to engage students and so some similarities to an interactive read
aloud again lots of suggestions on here you don't need to do them all but you can pick what would be of most
importance for those students and then from there you're going to go into the
second reading and this is an opportunity to evoke some discussion and
again there's some suggested talking points that are in their parts where you
may invite students to read with you there could even be some body language that you're going to use so you could be
rolling your hands or jumping up and down so those things will be indicated
you may be using things during this time too like a pointer so that you can point under the words and show those early
readers about one-to-one matching so there could also be other special
features that you want to make sure that the students are aware of to make the
book more accessible and enjoyable so there could be pullout tabs or maybe at certain punctuation that you want them
to focus in on the whole idea is that every rereading is really an opportunity
to layer on new understandings or draw attention to different things within the
book and really deepen the students learning of the book the other thing that you'll notice on here which you
can't see you can see the red circle there but I know you can't read it because the text is quite small so there it is zoomed in there's lots of supports
built in for English language learners and so in different parts of the lesson
you'll notice that these supports are built-in and they're really designed so that we can assist
students in processing the text and benefiting from those suggestions that
are there or scaffolding of instruction so you'll notice that in the introduction of the text there are some
supports there there's also some built into that second reading and so they're specific to that part of the lesson and
also specific to to that book and then
from there we move to the next part which is discussing the text and so here what you'll notice is it's broken down
into the within beyond and about the text so back to that system of strategic actions that's that wheel so this one
here that comes from the literacy continuum and what you'll notice is in here there's some questions or prompts
that are suggested and we really want to invite the students to talk about the book but extend their thinking within
beyond and about the text so again specific questions and prompts for this
book and so all of them are like that because each shared reading book has its
own lesson folder okay and then the next part here is
revisiting the the attacks so you know over the next handful of days we may
revisit the book there is some suggested teaching points that you may want to pay
particular attention to and the whole ideas that we really want to support the
students in gaining independence and really applying what they're learning to
their ultimately their independent reading all right and then the the next
part from there you'll see is again some
supports for supporting English language learners and also on that page you'll
notice that there is the prompting guide and so this is referenced many times
throughout the lesson but you'll notice that it'll guide you to particular pages
within the prompting guide and again this is an opportunity to look at the prompting guide and think about the
precise language that you might want to use to draw the students attention to
specific things you want them to notice so you may have these prompting guides in your school if you have leveled
literacy intervention they're part of that resource or they can also be purchased separately so you may have
them in your school as part of level there's the intervention or a separate piece but they'll often refer to these
just to provide again just more support for the teacher within the lesson and
then the next part here is an opportunity to respond to the text and
so within this part here there is ideas
that we can use to have students respond and it could be something like an art
activity it could be a drama it could be research you'll see here's some writing there's also movement so
different ideas that you can pick from so students can really enhance their
appreciation and interpretation of the text and there's always a visual I know
it's a little bit blurry on this screenshot but there's always a visual about what the the possible right could look like so that you just have
something to kind of refer to so that's always included in that piece again
you'll see in the on the side there that there are supports for English language learners within this part of the lesson
as well and then the independent reading so here there's some suggestions for using the small versions of the text
that we just you know we've done the large version as a whole group and now
how might you incorporate those small versions so opportunities to do that and the other thing that it does is it
connects to other books from the fountain Pannell classroom resource so
there's other ones that within the shared reading collection you may compare it to other books that you've
read and just get students to think about how the books are similar and what kinds of connections that they can make
so it will always suggest the the titles there for you and then finally there is
the assessment piece and of course this assessment piece goes back to of the goals of the lesson and this is really a
chance for us as teachers to observe students and reflect and think about the
kind of evidence that we saw taking place as students were engaged in the reading
so that's just a really quick overview of a lesson within shared reading I did
I did tell you at the start that I did want to visit obviously some of the valued of value of shared reading with
our early readers and I know I've talked about some of these things throughout our time on our webinar today but if you
happen to have the guided reading responsive teaching PD book that found
something I'll put out a couple of years ago within there it actually has two chapters on shared reading which are
quite helpful but it talks in there about shared reading kind of what it
looks like and obviously the benefits to it but it really feeds into what we're
doing in guided reading because obviously in guided reading there's a little bit less teacher support there's still some support a little bit
different and again we want all of those things to transfer over then into
students independent reading and so they learn a lot when they're in those shared reading situations and oftentimes it
makes teaching guided reading progress a little bit quicker because students you
know are more supported they've had a time to engage with different reading
processes I did mention at the top that it's a really good opportunity to build enjoyment in reading and engage in the
reading process and see those damn the teacher demonstrating that so whether it's something with fluency or word
solving or those kinds of things the comprehend you know thinking about
summarizing the text or the big ideas teachers were able to demonstrate that
through shared reading and for to provide that model for students I did
already connect it and talk about the opportunities for phonics and phonics
and word study to kind of take place within the shared reading context and also for our early readers too it's the
opportunity to build their bank of hot high-frequency words so Lotso
good benefits for shared reading in those early years for our intermediate middle level readers again there's some
information in the guided reading the responsive teaching title but shared
reading is again it looks a little bit different with our older students but
it's still that opportunity to process more challenging text that maybe students may not to be able to process
on their own so again there's teacher support built-in it provides an opportunity for us as teachers to really
draw students to a particular could be a poem a book or an enlarged section of a
book and really draw them in to certain features that we want them to be aware of so it could be looking at something
like writer's craft different types of text features and the importance of them being in their building vocabulary is a
really big one within shared reading a wide variety of genres so this is a great way to expose students to a
various genres during this component of literacy and and build their confidence
in their knowledge so you'll just see here on this slide just kind of to wrap
things up is you'll see that when you look at shared reading guided reading an
independent reading obviously the highest level of support of these three is during that shared reading time and
so the actual complexity or the the level of the text may be more difficult
than what the students are experiencing guided reading but that's okay because again there's high level of teacher
support obviously all of these three shared reading guided reading and independent reading have different
purposes but you'll see that shared really reading really contributes to the other areas and it's a really good way
to provide that transition to a guided reading and ultimately independent reading as we want students to continue
to expand their processing systems and in the text that they're reading so you
can just get a sense of how these three critical pieces fit together
so as I kind of wind things down if you have any questions again feel free to post them in the chat and oops I would
be more than happy to address them sorry I think I lost my screen there for a
second there are other webinars taking place we have one final one tomorrow on
a guided reading that will be a repeat of one that we did earlier in the month so if you're interested in that please
feel free to register for that one and then we also have two coming up in April on interactive read aloud so if you'd
like to join us for those please feel free to register if you want to request a sampler so remember you have that web
address that you can go to to download a virtual one but if you actually like to see a hardcopy sampler you can contact
your local sales rep I'll put their contact information up in just a second or if you would like to see the
materials obviously now is probably not going to work seeing as I know many provinces have and territories have
schools closed but you can certainly if you want to request a sampler they can mail one out to you or if you have any
other questions like I said just reach out to your local sales rep but one of the things I'd encourage you to do is join the fountain Finnell community so
there's lots of great stuff on there and on the fountain Pinal community it's
free to join but you get access to webinars study guides instructional
tools so on there resource library you can go in there and there's all sorts of stuff to support all of the resources
that's it that found some Pannell have from benchmark assessment to leveled literacy intervention to found some
final classrooms so lots of great information on there so you can just go to found some Pannell com2 sign up for
their community whoops
somehow lost my contact slide there
so if you have any questions these are your local sales reps that can help you
out or like I said if you want to request a sampler they'll be able to get you one if you are at a district office
you could connect with the sales rep that is on the screen and they'll put
you in touch with the Account Executive - to get you a sample
and if you have no other questions enjoy your evening
again thank you so much for taking time out of your schedule to be here especially during the last week and the
challenging times that we've already faced and will continue to probably face for the next little while if you have
any other questions I'll hang on the webinar for a couple of minutes and stick around if you want to wait to ask
your questions please feel free to do that and other than that have a great evening thanks again