{"id":9417,"date":"2022-04-19T11:56:07","date_gmt":"2022-04-19T15:56:07","guid":{"rendered":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/?page_id=9417"},"modified":"2022-04-20T16:48:27","modified_gmt":"2022-04-20T20:48:27","slug":"small-group-shared-reading-teaching-plan-outline","status":"publish","type":"page","link":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/kindergarten\/toolkit-kindergarten\/small-group-shared-reading-teaching-plan-outline\/","title":{"rendered":"Small-Group Shared Reading Teaching Plan Outline"},"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>Second and further readings are anticipated for all shared reading texts, including those you use for small-group shared reading. Rereading with students allows you to focus on many aspects of early reading such as book handling, print tracking, comprehension, and word recognition and solving. On a first reading, you will highlight book handling, print tracking, and comprehension. The text becomes more familiar to the students when you reread, and you can then focus on word recognition and word solving in addition to a new aspect of comprehension. <\/p>\n\t\t<p>Each time you reread a small-group shared reading text with your students, consider using a different comprehension focus so that the students can understand a text&#8217;s meaning from different angles.<\/p>\n\t\tTo change the comprehension focus for a rereading, consider the following steps and then read the lesson that is provided as an example<br>\n\t\t<br>\n\t\t<ul>\n\t\t<li>Read the First Reading lesson and decide on an appropriate comprehension strategy for rereading. You will find a suggestion in the Second and Further Readings section of the teaching plan.<br>\n\t\t<br>\n\t\t<\/li>\n\t\t<li>Change the Before Reading part of the lesson plan to include a link to the previous lesson and a new purpose for reading.<br>\n\t\t<br>\n\t\t<\/li>\n\t\t<li>Change the comprehension prompts in the During Reading section of the lesson so that new aspects of the text are explored. Include a focus on print tracking and word recognition and solving in this portion of the lesson.<br>\n\t\t<br>\n\t\t<\/li>\n\t\t<li>After Reading, revisit the purpose for reading (established in the Before Reading part of the lesson). You may wish to expand the comprehension discussion further and also include more word recognition and word solving highlights. Ideas can be obtained in the Second and Further Readings section of the teaching plan.<\/li>\n\t\t<\/ul>\n\n<\/div>\n<div id=\"Section-Two\" class=\"section\">\n\n<h2 id=\"Example_of_a_Rereading_Plan_for_a_Small-Group_Shared_Reading_Text\" class=\"Heading3\"><span class=\"heading\"><span class=\"heading1\"><a name=\"readinglesson\" id=\"readinglesson\"><\/a><\/span><\/span>Example of a Rereading Plan for a Small-Group Shared Reading Text\n\t\t<\/h2>\n\t\n\t\n\t\t<p>\n\t\t\t\n\t\t\tAn example of a modified teaching plan with a new comprehension focus for rereading is provided. Look over the First Reading lesson and then read the following changes indicated in italics. Use the <a href=\"\/lpeyx-teaching-support\/wp-content\/uploads\/sites\/8\/pdfs\/toolkit\/smgroupreadplanoutline.pdf\" target=\"_blank\" rel=\"noopener\">Small-Group Shared Reading Teaching Plan<\/a>  for jotting down your ideas prior to a second or further reading of a small-group Shared Reading text.<\/p>\n\t\t<p><strong><span class=\"Blue_hi-lite\">Text:<\/span><\/strong> Lost Cat (Level D)<br>\n\t\t<strong><span class=\"Blue_hi-lite\">Comprehension Focus: <\/span><\/strong>(First Reading) Evaluating\/making connections<br>\n\t\t<span class=\"Blue_hi-lite\"><strong>Comprehension Focus:<\/strong><\/span><strong><span class=\"author\"><\/span><\/strong> (Rereading) Predicting\/inferring<br>\n\t\t<\/p>\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 width=\"140\" valign=\"top\"><strong class=\"table_bold_bluehilite\">BEFORE READING<\/strong> <br>\n\t\t<br>\n\t\t<br>\n\t\t<br>\n\t\t<br>\n\t\t<br>\n\t\t<br>\n\t\t<br>\n\t\t<br>\n\t\t<em><br>\n\t\t<br>\n\t\tPredicting\/inferring<\/em>\n\t\t<p>  <br>\n\t\t<\/p><\/td>\n\t\t<td valign=\"top\"><em>\u2022 Link to the First Reading:<\/em><br><p>\n\t\t\n\t\t  <p><em>&#8211; Revisit the prompts you used in the After \n\t\tReading section of the first lesson and \n\t\task the students to recall whether they \n\t\tthought Fluffy would be found and why.<\/em><br>\n\t\t<em>&#8211; Ask them to infer the feelings of Fluffy\n\t\tand the family members if she was found \n\t\t(or wasn&#8217;t found).<\/em>        \n\t\t<\/p> <br>\n\t\t\n\t\t\t\n\t\t\t\n\t\t<p class=\"speach-bubble left\">While we are reading I want you to think about what might have happened to Fluffy while she was lost. What adventures do you think she had?<\/p>\t\n\t\t<em>\u2022 Set a new purpose \n\t\tfor reading:<\/em><br><p><p>\n\t <em>&#8211; Establish the \n\t\t  comprehension \n\t\t  purpose for \n\t\t  reading<\/em><\/td>\n\t\t<\/tr>\n\t\t<tr>\n\t\t<td width=\"140\" valign=\"top\"><strong class=\"table_bold_bluehilite\">DURING READING<\/strong><br>\n\t\t<br>\n\t\t<br>\n\t\t<br>        <em>Print tracking<br>\n\t\t<br>\n\t\t<br>\n\t\t<br>\n\t\t<br>\n\t\t<br>\n\t\t<\/em><em>Word recognition <br>\n\t\tand text features<br>\n\t\t<br>\n\t\t<br>\n\t\t<br>\n\t\t<br>\n\t\t<br>\n\t\t<\/em><em><br>\n\t\t<br>\n\t\tPredicting\/inferring<br>\n\t\t<br>\n\t\t<\/em><em><br>\n\t\tInferring<\/em><em> <br>\n\t\tPredicting\/inferring<\/em><\/td>\n\t\t<td width=\"375\" valign=\"top\">\u2022 Hand out the flyers so that each student has a copy.<br>\n\t\t<br>\n\t\t\u2022 Invite participation in the reading.<br>\n\t\t<br>\n\t\t\n\t\t\t\n\t\t\t<p class=\"speach-bubble left\">Point to each word when we read it.<\/p>\n\t\t\t\n\t\t<em>\u2022 Pause and use prompts to \n\t\tpoint out word-by-word \n\t\tfinger matching on the \n\t\theadlines. Demonstrate word-by-word matching as \n\t\tyou read \u2018Lost Cat\u2019 (and then \u2018Have you seen Fluffy?\u2019)<\/em><em><br>\n\t\t<br>\n\t\t<\/em><em>\n\t\t\t\n\t\t\t<p class=\"speach-bubble left\">Which word says &#8216;Flufy&#8217;? How did you work that out? Why do you think &#8216;Fluffy&#8217; has a question mark after it? Can you find the question mark?<\/p>\n\t\t\t\n\t\t\t\u2022 Focus on word recognition. Ask which word says \u2018cat\u2019 and ask how \tthe student knows.<\/em>       <em><br>\n\t\t<br>\n\t\t<\/em><em>\u2022 Emphasize comprehension by pausing and using prompts:<\/em><br>\n\t\t<br>\n\t\t<em>&#8211; Where do you think Fluffy is while her \n\t\tfamily is handing out the flyer? Why do \n\t\tyou think that? <\/em><br>\n\t\t<em>&#8211; Why do you think her family misses her?<br>\n\t\t<\/em><em>&#8211; Would the neighbours be able to catch Fluffy? Why or why not?<\/em><\/td>\n\t\t<\/tr>\n\t\t<tr>\n\t\t<td width=\"140\" valign=\"top\"><strong class=\"table_bold_bluehilite\">AFTER READING<\/strong><br>\n\t\t<br>\n\t\t<br>\n\t\t<br>\n\t\t<br>\n\t\t<br>\n\t\t<br>\n\t\t<em>Making connections<\/em><br>      <\/td>\n\t\t<td width=\"375\" valign=\"top\"><em>\n\t\t\t\n\t\t\t\n\t\t\t<p class=\"speach-bubble left\">So, what do you think happened to Fluffy when she was lost? Do you think she was missing for long?<\/p>\n\t\t\t\n\t\t\t\u2022 Provide a prompt related \n\t\tto the purpose for reading.<\/em>      <em>\n\t\t<br>\n\t\t<br>\n\t\t<\/em><em>\u2022 Extend comprehension by asking the students what \n\t\tthey would do if they lost a pet or something they \n\t\tvalued.<br>\n\t\t<br>\n\t\t<\/em><em>\u2022 Focus on word recognition and frame one or two \n\t\thigh-frequency words with coloured acetate or Wikki Stix.<br>\n\t\t<br>\n\t\t<\/em><em>\u2022 Focus on word solving and target the word &#8216;feet.\u2019 \n\t\tPoint out the word and ask students to generate one or two rhyming words.<\/em><\/td>\n\t\t<\/tr>\n\t\t<\/tbody><\/table>\n\n\t<\/figure>\n\n<\/div>\n\n\t\t<\/div>\n\n\n\n<p><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Second and further readings are anticipated for all shared reading texts, including those you use for small-group shared reading. Rereading with students allows you to focus on many aspects of early reading such as book handling, print tracking, comprehension, and word recognition and solving. On a first reading, you will highlight book handling, print tracking, [&hellip;]<\/p>\n","protected":false},"author":6,"featured_media":0,"parent":9374,"menu_order":5,"comment_status":"closed","ping_status":"closed","template":"page_education_content.php","meta":{"protect_children":false,"footnotes":""},"class_list":["post-9417","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/9417","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=9417"}],"version-history":[{"count":0,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/9417\/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=9417"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}