EDPD 531Y Shared Reading Project

August 5, 2013

My Connection

I have learned so much this summer by having the opportunity to take the time to truly reflect on what teaching, reading and learning mean to me. By closely looking at Cambourne's Conditions of Learning and how it applies to Literacy Learning, I have reflected more deeply about how I teach and how I can ensure my classroom has a constructivist approach to learning. As I plan for shared reading this year (as well as all aspects of a balanced literacy classroom), I hope to keep these resources close by so that my planning and teaching align with these conditions of learning. I plan to do a better job modeling/demonstrating so the responsibility shift to the children flows much more smoothly. I hope to give my children time to practice and build confidence to grow into the readers, writers and learners I know they can become.



Quote 4

  • Shared reading is the driving force underlying a balanced literacy program and contributes to all aspects of it. ((Read It Again! p. 61)


Quote 5

  • A strategy lesson has several important aspects: it is a model that clearly defines the task and its purpose; offers an opportunity to practice; provides time and support for learning from mistakes and tools for trying again; and discovers a way to make learning memorable. (Learning to Read and Reading to Learn: Understanding Strategic Shared Reading p.57)



A Connection to Brian Cambourne's Conditions of Learning

Immersion

Classroom teacher provides opportunities and makes available many different forms of text that are appropriate to the child's world.

I will introduce the poem, Teddy Bear, Teddy Bear, to the class and make sure it is visible to all of the children. Nursery rhymes and chants are perfect for beginning readers and they will have many opportunities to practice reading this poem.


Demonstration

Children need to be able to explore with all their senses and have modeled for them language and reading. This condition infers that learners have modeled the action, skill, or knowledge that is to be learned.

The children will have the opportunity to read the poem and act out the motions that go with the words they are reading. I will use a pointer to read to show directionality in reading. I will model and use the pointer to read the words and discuss repeating line, rhyme, and how our voice sounds when we chant. I will demonstrate how we move to match the words of the text.


Engagement

Children need to be active participants in their learning. Talking, discussing, sharing are critical ingredients for children in their language development. Opportunities need to be provided that allow for both independent and shared discussions and writing.

The children will be acting out the poem and reading the poem together. They will each have their own copy in their poetry notebooks so they can practice independently and with each other at various times. The poem will be kept up in the room so they will have opportunities to use a pointer and read to each other.


Expectation

Teacher's belief and expectations in learner's abilities are critical to develop the child's interest and aspirations to succeed.

I will be watching for everyone to participate. It will be comfortable because it is the combined group of the class and no one will be called out until he/she is ready and willing to do so.


Responsibility

Teachers need to model and immerse children in their learning by providing choices for individual differences. Responsibilities include decision making on the part of the learner for choices and engagement.

The children will join in and participate when they are ready. I will model reading the poem before I ask them to read with me. They will be given the opportunity to join in when they are ready. After several readings, I will expect everyone to read with the class (together as we say the chant). The children will have the opportunity to act out the chant.


Employment

As children explore language, they need to be provided time and opportunity to do so both in a social and individual setting.

The children will all have a poetry notebook. They will read their poem and illustrate it. They will have opportunities during the week the read their poem to each other and during independent reading.


Approximation

A child is not expected to wait until he has mastered the narrative language before talking, nor is it possible for a child to learn to write without going through various stages. Educators should permit learners to take risks and make approximations in learning new skills, concepts, and knowledge.

Shared reading is a time that allows children to join in when they are ready and how they feel most comfortable. The children can read parts of the poem or all of it as I read it aloud with the group.


Response

Exchanges between the child, teacher, and more capable peer help the student to adapt, modify, and extend learning.

I will be going around the room as they illustrate their page and give them the opportunity to read with me and help them see that the pictures they make can help them with the reading of the poem.





Lesson Plan - Teddy Bear, Teddy Bear/Shared Reading

Time Span: 3-5 Days


CCSS 5.10 Actively engage in group reading activities with purpose and understanding.


Beginning consonants: Tt, Bb

Sight words: the


Curricular Goals


introductory work

focus on directionality (Concepts About Print)

building confidence and community

focus on developing an ear for rhyming

focus on comprehension


Materials


Big Chart of Poem (located so every child can see it)

Markers to highlight letters/words/rhyming words

Pointer (to show directionality as you read)


Introduction


Tell the students you will reading the poem, Teddy Bear, Teddy Bear. Tell them you will read it first and they will be listening. During the next reading they can join in at whatever part they feel most comfortable. Use the pointer to show directionality.


Interacting with the Text


Invite students to read with you. Let them know they don't have to read ALL of the words, but to join in when they can. After reading it a few times, stand up and allow the students to act out the poem. Talk about the action words and what it looks like to act out these words. Ask questions to make sure they comprehend the text.

Let the children help you find the rhyming words and circle the words that rhyme in the same color. Let the children look for and highlight the letter Tt. Let the children look for and highlight the letter Bb. Talk about other words that begin with that same sound.


Extending the Poem


Have a copy of the poem for each child to put in their poetry notebooks. Take a picture of them acting out one of the parts to put on the page or let them illustrate the poem. Let them read with a partner after there has been lots of practice and confidence built with this poem.



Teddy Bear, Teddy Bear

Teddy bear, teddy bear,

Turn around!

Teddy bear, teddy bear,

Touch the ground!

Teddy bear, teddy bear,

Jump up high!

Teddy bear, teddy bear,

Touch the sky!

Teddy bear, Teddy bear,

Bend down low!

Teddy bear, teddy bear,

Touch your toes!

Teddy bear, teddy bear,

Turn out the light!

Teddy bear, teddy bear,

Say “good night”!



Teddy Bear Teddy Bear nursery rhyme