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SHARED READING P-12. Effective Reading Instruction. Teachers must have: Knowledge of reading curriculum Knowledge about learners- What do they do and what do they know, at home and school? Knowledge of instructional elements High expectations of all students. Reading Curriculum.

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effective reading instruction
Effective Reading Instruction

Teachers must have:

  • Knowledge of reading curriculum
  • Knowledge about learners- What do they do and what do they know, at home and school?
  • Knowledge of instructional elements
  • High expectations of all students
reading curriculum
Reading Curriculum
  • The reading process
  • Comprehension strategies
  • Vocabulary: affected by world knowledge
  • Fluency: expression, phrasing, rate
  • Decoding
  • Response to reading
  • Text selection: just right texts for Independent Reading






  • Read Aloud
  • Shared Reading
  • Guided Reading
  • Independent Reading
  • Write Aloud
  • Shared Writing
  • Guided Writing
  • Independent Writing


Role of the teacher


The teacher demonstrates and explains the literacy focus being taught. This is achieved by thinking aloud the mental processes and modelling the reading, writing, speaking and listening


The teacher continues to demonstrate the literacy focus, encouraging students to contribute ideas and information


The teacher provides scaffolds for students to use the literacy focus. Teacher provides feedback


The teacher offers support and encouragement when necessary

The student works independently to apply the use of literacy focus


Students work with help from the teacher and peers to practise the use of the literacy focus

Students contribute ideas and begin to practise the use of the literacy focus in whole class situations

The student participates by actively attending to the demonstrations


Pearson & Gallagher

Role of the student

paired verbal fluency
  • Work in pairs
  • Person A tells Person B everything s/he knows about the topic for about a minute, while number two listens carefully.
  • After the minute is up, Person B tells Person A everything s/he knows about the topic without repeating any ideas for 45 seconds
  • This will be repeated for another two rounds, with a shorter amount of time allocated to each round(30 seconds and 15 seconds)
  • Finally Person B will briefly paraphrase the conversation with the rest of the group.

What is Shared Reading?

What is its purpose?



Shared Reading is whole class teaching in a

supportive environment, using enlarged print and

high quality text.

Teachers select text well suited to strategic


Students and teachers share the task of reading a

text which might otherwise prove too challenging.


SHARED READING Classroom Indicators- Instruction

  • Clear instructional focus e.g.
      • - Text features and structures - Problem-solving
      • - Re-reading and self monitoring - Finding evidence
  • Demonstration of how the reading process works
  • Teaching for effective use of reading strategies
  • High level questioning
  • Where appropriate, teachers schedule opportunities to promote familiarity and memorisation through repeated readings
  • Daily instruction : 15- 20 minutes

SHARED READING Classroom Indicators- Instruction (Continued)

  • Using enlarged text students discover what is relevant to becoming a reader – challenging and deepening thinking, questioning, self monitoring, self correcting, sampling, confirming
  • Using enlarged text to enrich literacy experiences e.g. varying the way texts are presented to clearly emphasise enjoyment
  • Using enlarged text to analyse different text types and styles
how do we identify an instructional focus
How do we identify an instructional focus?
  • Prior observations
  • Assessment Tasks
  • NAPLAN Data
  • VELS
  • Teaching for Reading Strategies
vels level 4 reading statement
VELS LEVEL 4 Reading Statement

At Level 4, students read, interpret and respond to a wide range of literary, everyday and media texts in print and in multimodal formats. They analyse these texts and support interpretations with evidence drawn from the text. They describe how texts are constructed for particular purposes and audiences, and identify how sociocultural values, attitudes and beliefs are presented in texts. They analyse information, imagery, characterisation, dialogue, point of view, plot and setting. They usestrategiessuch asreading on, using contextual cues, anddrawing on knowledgeof text organisation when interpreting texts containingunfamiliar ideas and information.

observation 1 year 8 meg art
Observation 1- Year 8 Meg (Art)
  • What was the instructional focus?
  • Were the classroom indicators evident?

Meg Shared Reading Sec.

observation 2 grade 1 2
Observation 2- Grade 1/2
  • What was the instructional focus?
  • Were the classroom indicators evident?

Grade 1 2 Shared Reading.wmv


SHARED READING Classroom Indicators- Resources

  • Many short, enlarged print text selections
    • charts – short factual and narrative
    • text selections e g. science experiment, newspaper reports, magazines and current affairs websites
    • songs, chants, poems and rhymes
    • big books – all text types
  • Enlarged texts and charts well displayed in easily accessible storage
  • Interactive whiteboard, data projector & overhead projector
  • Breakthrough Fullan Hill and Crevola]
  • Teaching for Comprehending and Fluency Fountas and Pinnell
  • Western Australia First Steps Second Edition
  • Effective Literacy Practice 1-4 and 5-8 NZ Ministry of Education
  • Victorian Essential Learning Standards DEECD
  • Becoming Literate CLAY
  • 3 level Guide
  • Pearson
  • Catching onto Comprehension- Pearson
  • NAPLAN resources
  • AIM resources
  • PROBE texts
  • Skyrider Shared Reading Kit
  • Pearson
  • Time for Kids website-
individual student reading observation
Individual Student Reading Observation
  • View student reading
  • What do we know about this reader?
  • Where might the instruction go next?
professional learning team
Professional Learning team
  • Form a team of 3-4(close proximity)
  • Share and build on your School Literacy Plan
professional learning team continued
Professional Learning Team (continued)

Taking Stock

  • Reflect on your own literacy learning
  • Make PL plan to drive own personal learning