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Supported Reading. 12:30-1:45 September 8, 2011 PDC. Balanced Literacy Time Recommendations. Supported Reading. Reading and Responding Section of Imagine It! Shared Reading Comprehension Work (whole class, small group, peers) Read Alouds and Interactive Read Alouds

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12 30 1 45 september 8 2011 pdc

Supported Reading


September 8, 2011


supported reading
Supported Reading
  • Reading and Responding Section of Imagine It!
  • Shared Reading
  • Comprehension Work

(whole class, small group, peers)

  • Read Alouds and Interactive Read Alouds
  • Literature Study (Literature Circles, Book Club Groups, Novel Studies, etc.)
  • Guided Reading/Reading A-Z
shared reading experiences
Shared Reading Experiences

Emphasize a common language

Encourage and respect different viewpoints and perspectives

Ensure positive reading experiences

Spark discussion and debate

Support students’ enthusiasm for discovery


Fluency lessons

FDL (Fluency Development Lesson)

Rasinski & Padak, 1998 (see The Fluent Reader, Rasinski, 1998)

  • Teacher selects and reads aloud a short passage, modeling Accuracy - Pitch - Expression
  • Discussion of meaning and vocabulary
  • Students read chorally from individual copies – repeat several times and creatively (in parts, stand up, high voice, whisper…)
  • Pair students – each reads 3 times
  • Return to whole group – volunteer reads aloud
  • Students choose 2-3 words for personal word bank.
  • Place one copy in poetry notebook. One copy goes home for read aloud to anyone/everyone at home.
  • Next day – read again and start process over with a new passage.
before reading activities
Before Reading Activities
  • Rivet
  • Prove It
  • Guess Yes or No (Anticipation Guide)
  • Alphabox
  • Vocabulary Work
  • Quick Writes
during reading
During Reading
  • Echo
  • Choral
  • Partner
  • Three Ring Circus
  • Sticky Note
  • ERT (Everyone Read to …)
  • Reader’s Theater
  • Book Club Groups

Partner Group

Independent Group

Teacher Group

after reading
After Reading
  • Written responses
    • Connections, Predictions, Favorite Part, Summary, Questions, Quick Writes
  • Graphic Organizers
    • Story Map, Venn Diagram, Feature Matrix
  • Drawing in Response
read alouds
Read Alouds
  • Aim for 20-30 minutes daily.
  • Use quality informational and narrative texts. (Integrate your subject areas and promote intertextual connections!)
  • Deliberately plan which skills and strategies you will focus on with each text.
  • Incorporate think-alouds into your instruction.
  • Build in a day for rereading a text and incorporating skill extension (writing-based retelling, compare-contrast texts…).
read alouds cont
Read Alouds Cont…
  • Choose Texts that are:
      • High interest & address standards
      • For your target audience (gr. level, length…)
      • Diverse and encourage multicultural connections
      • Clear and accurate
      • Created by same author or illustrator (create connections)
  • Choose Vocabulary that is:
      • Functional and meaningful
      • Rich, varied, interesting without compromising text’s overall meaning
      • Important to the story
Goal: engage students in actively using specific reading strategies while teacher guides and coaches.

Interactive Read Alouds

structure for an interactive read aloud
Structure for an Interactive Read Aloud
  • Book Intro
  • Think Alouds (at least 2)
  • Turn and Talk
  • Think Alouds
  • Turn and Talk
  • Grand conversation
reciprocal teaching brown palinscar
Reciprocal Teaching(Brown & Palinscar)

What is it?

  • Provides practice in questioning, summarizing, clarifying and predicting
  • Opportunities to discuss text within small chunks
  • Provides scaffolding for students (start with heavy teacher modeling, move to teacher as facilitator / monitor)
representing the roles
Representing the Roles

Quincy Questioner


Princess Storyteller


reciprocal teaching roles
Reciprocal Teaching Roles


Questions to Ask

  • What would be another good title for this story?
  • What is this mostly about?
  • What does the author want you to remember?
  • What is the author’s purpose?
  • How can I make this long story short?


Questions to Ask

  • Who? What? Where? When?
  • What does this story make you think of?
  • I didn’t know what ________ meant.
  • Why do you think ________ did _______?
reciprocal teaching roles1
Reciprocal Teaching Roles


Questions to Ask

  • What can you think of that would help you explain or understand the story better?
  • I was confused by _________.
  • What did ________ mean?


Questions to Ask

  • What do you think will happen next?
  • If _________ happened, how would the character most likely act?
  • What would happen if ________?

Comprehension routines are habits of thinking and organizing that facilitate reading and response in authentic contexts. These routines provide another context in which students can practice their reading comprehension strategies independently. Their purpose is to help students gain deeper understanding of the text and to equip students with a set of strategies they can use with other texts on their own. These are independent settings, which implies that students are able to work on their own, are knowledgeable about comprehension skills and strategies, know how to use routines, have access to texts at their independent levels, and have ample time for practicing and transferring these processes. Routines that are most effective for promoting comprehension in both whole-group and small-group settings at the primary level are Literature Circles, Reciprocal Teaching and Cross-Age Reading Experiences.

-From Guided Comprehension in the Primary Grades (M. McLaughlin)

Students meet in small groups.

Read and talk about a variety of picture books that present different perspectives on a topic.

Students record Facts/Questions/Response.

Class comes together to discuss important themes and lingering questions.

Book Club Discussions