{"id":9412,"date":"2022-04-19T11:22:43","date_gmt":"2022-04-19T15:22:43","guid":{"rendered":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/?page_id=9412"},"modified":"2022-04-19T11:41:15","modified_gmt":"2022-04-19T15:41:15","slug":"small-group-shared-reading","status":"publish","type":"page","link":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/kindergarten\/toolkit-kindergarten\/small-group-shared-reading\/","title":{"rendered":"Small-Group Shared Reading"},"content":{"rendered":"\n<div id=\"body\">\n\n\t\t\t\n<div id=\"Section-One\" class=\"section\">\n\n\t\t\n\t\t<p>Small-Group Shared Reading is a teaching approach in which students do the same kinds of activities as in whole-class Shared Reading sessions but with additional support from the teacher in small groups. This approach is geared towards students who need more early literacy experiences before progressing from whole-class Shared Reading to Small-Group Guided Reading. Before participating in Guided Reading groups, in which knowledge of detailed print concepts is essential, these students may need to develop confidence with book handling, print tracking, and the concept that print holds a message. <em>Literacy Place for the Early Years<\/em> recognizes their needs and offers opportunities for Small-Group Shared Reading experiences.<\/p>\n\t\t<p>In kindergarten, Small-Group Shared Reading offers more support than Guided Reading as students develop the skills to take on the reading task themselves. The time spent in Small-Group Shared Reading will vary but it is anticipated that most students will move into it sometime during the year.<\/p>\n\t\t<p>As with whole-class Shared Reading, you begin with a group reading, using a Big Book so that students can see the text clearly and join in when they are ready. The first few readings should focus on comprehension. You can facilitate understanding by focusing on both text and illustrations and, if necessary, explaining vocabulary or unusual text features, such as boldface type and tables of contents. <\/p>\n\t\t<p>As students participate in each additional reading, they become more familiar with the text and can begin to use small books with the same text for a group reading. You can also use the small books to engage the group in strategy lessons on aspects of comprehension, word recognition, word patterns, and text features.<\/p><strong>Note:<\/strong> The transition stage of Small-Group Shared Reading should last no longer than three to four weeks, depending on how often you meet with the group. Students with special needs may require more sessions.<br>\n\n<\/div>\n<div id=\"Section-Two\" class=\"section\">\n\n\n\t\t<h2 id=\"Purposes\" class=\"Heading3\">\n\t\t<a name=\"purposes\" id=\"monitorProgress2\"><\/a><\/span><span class=\"heading2\">Purposes <\/h2>\n\t\n\t\tAs with Shared Reading for the whole class, Small-Group Shared Reading provides opportunities for students to\n\t\t<ul type=\"disc\">\n\t\t<li>follow      your model of fluent reading<\/li>\n\t\t<li>enjoy      success in reading by joining in as the text becomes familiar<\/li>\n\t\t<li>become      aware that reading requires comprehension of content <\/li>\n\t\t<li>extend      their understanding of print and word-solving strategies<\/li>\n\t\t<\/ul>\n\t\tIn addition, Small-Group Shared Reading offers unique opportunities for you to\n\t\t<ul type=\"disc\">\n\t\t<li>gear      instruction to the particular learning requirements of a group of students      with similar needs<\/li>\n\t\t<li>provide a      bridge from Shared Reading to Guided Reading for those students who need      more early literacy experiences (e.g., print concepts, quick recognition      of a few high-frequency words embedded in text) <\/li>\n\t\t<\/ul>\n\n\t<\/div>\n  <div id=\"Section-Three\" class=\"section\">\n\n<h2 id=\"Focusing_Instruction\" class=\"Heading3\"><span class=\"heading2\"><a name=\"focusInstruction\" id=\"focusInstruction\"><\/a>Focusing Instruction\n\t\t<\/span><\/h2>\n\t\t\n\t<p>\n\t\t\t\n\t\t\t\n\t\t  In whole-class Shared Reading, you must address the wide range of learning needs in your classroom; Small-Group Shared Reading sessions allow you to narrow your focus. Your lessons can be more effective because they address the particular learning requirements of a group of students with similar learning needs.<\/p>\n\t  <p>In addition, small-group experiences stimulate language development, since students have more opportunities to interact orally with you and the other group members. This is an ideal time for modelling language structures (e.g., appropriate syntax) and building vocabulary. You can link new vocabulary to students\u2019 personal experiences and encourage them to express their new knowledge during group discussions. Responding to questions presents difficulties for some students; during small-group instruction, these students not only hear you model appropriate responses, but also have your support as they practise their growing skills.<\/p>\n\t<\/div>\n\t\n\t<div id=\"Section-Four\" class=\"section\">\n\t\t\n\t\t<h2 id=\"Bridging_from_Shared_to_Guided_Reading\" class=\"Heading3\">\n\t\t<a name=\"bridgingReading\" id=\"scheduling2\"><\/a><span class=\"heading2\">Bridging from Shared to Guided Reading\n\t\t<\/span><\/h2>\n\t\n\tWhen students display most of the following characteristics, consider conducting Small-Group Shared Reading sessions as a bridge from Shared Reading to Guided Reading:\n\t\t<ul type=\"disc\">\n\t\t<li>understands      that print holds a message<\/li>\n\t\t<li>uses      language cues to make predictions<\/li>\n\t\t<li>retells      ideas from the text but may be inconsistent in retelling stories in      sequence or in recalling details<\/li>\n\t\t<li>displays book-handling      concepts (e.g., orients the book the right way up, progresses through      pages from the front to the back)<\/li>\n\t\t<li>needs      some support with print tracking (e.g., tracks print on familiar books but      is hesitant when texts are unfamiliar, and sometimes needs support to move      to new lines of print)<\/li>\n\t\t<li>recognizes      name and friends\u2019 names but is hesitant in locating key words in Shared      Reading books<\/li>\n\t\t<li>joins in      when reading familiar books but is far less confident when new texts are      introduced<\/li>\n\t\t<li>needs      some support to notice rhyming patterns and letter-sound associations<\/li>\n\t\t<\/ul>\n\t\t<p><em>Literacy Place for the Early Years<\/em> recommends three developmental phases as a bridge between whole-group Shared Reading and Guided Reading. These phases follow the flow of instruction (and release of support) from phase one through phase three. You should try to see each group at least twice each week.<\/p>\n\t\t<p><strong>Phase one:<\/strong> Your initial small-group sharing of a Big Book, including instruction, follows the same steps as a whole-class session but provides more opportunities to focus your instruction on the specific needs of group members.<\/p>\n\t\tDifferent approaches are possible during phase one. For example, you might:\n\t\t<ul type=\"disc\">\n\t\t<li>use the      Big Book that is being read in whole-class sessions. This approach gives      students additional experiences with a familiar text.<\/li>\n\t\t<li>use a Big      Book that you do not plan to read to the class. This approach teaches      students to transfer learned skills to new contexts.<\/li>\n\t\t<\/ul>\n\t\t<p><strong>Phase two:<\/strong> At the next phase of development, group members move from the Shared Reading of a Big Book to group reading of the same text using individual, small copies of the book. Reading together remains the focus, but as the group develops familiarity with the text, the control of book handling and print tracking begins to move to the individual group members. This is the transitional stage: as you gently remove your support for a familiar text, students take control.<\/p>\n\t\tDuring phase two, you can\n\t\t<ul type=\"disc\">\n\t\t<li>use one      of the program Big Books and the accompanying small books <\/li>\n\t\t<li>use a      level A to D small book (with print large enough for a group of three to      five students to see clearly) of which you have multiple copies<\/li>\n\t\t<\/ul>\n\t\t<strong>Phase three:<\/strong> During phase three, each group member needs an individual copy of the same book. They read the text out loud, managing the print tracking and page turning by themselves, while you assess their participation. Students who successfully read one or two A- to D-level texts in this way are likely ready to move on to Guided Reading instruction. If you find that some students still need extra support, you can simply repeat phase two with them.<\/div>\n\t\n\t\n\t<strong class=\"Heading3\">\n\t<\/strong><div id=\"Section-Five\" class=\"section\"><h2 id=\"Small-Group_Shared_Reading_Sessions\" class=\"Heading3\">\n\n\n\t\t<a name=\"sessions\" id=\"sessions\"><\/a>Small-Group Shared Reading Sessions\n\t\t<\/h2>\n\t\n\t\n\t  <p>Small-Group Shared Reading sessions require the same type of planning and before-, during-, and after-reading activities suggested for Shared Reading. The only difference is that your teaching focuses on the specific range of reading needs demonstrated by a particular small group of students rather than those demonstrated by the whole class.<\/p>\n\t\tDemonstrations, comments, or questions that focus students\u2019 attention on problem solving as they read are still important. However, you may wish to use a simplified set of prompts for Small-Group Shared Reading. The following chart provides a few sample prompts; build on these for your own purposes.<br>\n\t\t<br>\n\t\t\n\t\n\t<figure class=\"wp-block-table is-style-regular wp-block-table-spacing\">\n\t\t<table  border=\"0\" cellpadding=\"5\" cellspacing=\"0\">\n\t\t<tbody><tr>\n\t\t<td valign=\"top\"><strong class=\"table_bold_bluehilite\">Reading Concepts &amp; Strategies<\/strong><\/td>\n\t\t<td valign=\"top\"><strong class=\"table_bold_bluehilite\">Sample Prompts<\/strong><\/td>\n\t\t<\/tr>\n\t\t<tr>\n\t\t<td width=\"135\" valign=\"top\"><strong>Book handling, print tracking, and word solving<\/strong><br><\/td>\n\t\t<td width=\"375\" valign=\"top\"><ul>\n\t\t<li>Let\u2019s look at the beginning of the book.(Turn to the first page.) Where do we \t\tstart reading?\n\t\t<\/li>\n\t\t<li>See the words at the top of the page? (Point.) Where do we go next?\n\t\t<\/li>\n\t\t<li>Where do we read now? (e.g., next page, next line, under picture) Can you help me turn the page?\n\t\t<\/li>\n\t\t<li>Look at this word. Do you know another word that starts with the same letter?\n\t\t<\/li>\n\t\t<li>Put your finger\/the pointer under the words.\n\t\t<\/li>\n\t\t<li> Would you say it that way? (using language structure to confirm\/change a word prediction)\n\t\t<\/li>\n\t\t<li>Did that make sense? (using language meaning to confirm\/change a word prediction)<\/li><\/ul><\/td>\n\t\t<\/tr>\n\t\t<tr>\n\t\t<td width=\"135\" valign=\"top\"><strong>Comprehension<\/strong><\/td>\n\t\t<td width=\"375\" valign=\"top\"><ul>\n\t\t<li>Look at the beginning of the story. We read about the frog there. (self-monitoring)\n\t\t<\/li>\n\t\t<li>Look at the picture. (analyzing)\n\t\t<\/li>\n\t\t<li>Have you seen an animal like that? (making connections)\n\t\t<\/li>\n\t\t<li>I remember another story that ended like that. (making connections)\n\t\t<\/li>\n\t\t<li>Have you ever felt like that? (making connections)\n\t\t<\/li>\n\t\t<li>What do you think will happen? OR What will happen next? (predicting)\n\t\t<\/li>\n\t\t<li>Why did she say that? (inferring)\n\t\t<\/li>\n\t\t<li>How do you think she feels? (evaluating)\n\t\t<\/li>\n\t\t<li>I wonder if she\u2019s happy. (evaluating)\n\t\t<\/li>\n\t\t<li> What did you learn about \u2026? (synthesizing)<\/li>\n\t\t<\/ul><\/td>\n\t\t<\/tr>\n\t\t<\/tbody><\/table>\n\t<\/figure>\n\n<\/div>\n\n\t\t<\/div>\n","protected":false},"excerpt":{"rendered":"<p>Small-Group Shared Reading is a teaching approach in which students do the same kinds of activities as in whole-class Shared Reading sessions but with additional support from the teacher in small groups. This approach is geared towards students who need more early literacy experiences before progressing from whole-class Shared Reading to Small-Group Guided Reading. Before [&hellip;]<\/p>\n","protected":false},"author":6,"featured_media":0,"parent":9374,"menu_order":4,"comment_status":"closed","ping_status":"closed","template":"page_education_content.php","meta":{"protect_children":false,"footnotes":""},"class_list":["post-9412","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/9412","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/users\/6"}],"replies":[{"embeddable":true,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/comments?post=9412"}],"version-history":[{"count":0,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/9412\/revisions"}],"up":[{"embeddable":true,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/9374"}],"wp:attachment":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/media?parent=9412"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}