{"id":9536,"date":"2022-04-21T11:01:42","date_gmt":"2022-04-21T15:01:42","guid":{"rendered":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/?page_id=9536"},"modified":"2022-04-21T11:01:42","modified_gmt":"2022-04-21T15:01:42","slug":"small-group-shared-reading-teaching-plan-outline","status":"publish","type":"page","link":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/grade-1\/toolkit-grade-1\/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<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\u2019s 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. <br>\n\t\t<\/li>\n\t\t<\/ul>\n\n\n<div id=\"Section-Two\" class=\"section\"><\/div>\n\n\n\t\t<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> <p>An 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\/grade-1\/toolkit\/smgroup_shared_tp_outline.pdf\" target=\"_blank\" rel=\"noopener\">Small-Group Shared Reading Teaching Plan Outline<\/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><span class=\"Blue_hi-lite\">Text:<\/span> We Can Help (Level C)<br>\n\t\t<strong><span class=\"Blue_hi-lite\">Comprehension Focus: <\/span><\/strong> (First Reading) Evaluating <br>\n\t\t<span class=\"Blue_hi-lite\"><strong>Comprehension Focus<\/strong><\/span><strong><span class=\"Blue_hi-lite\">:<\/span><\/strong> (Rereading) Inferring <\/p>\n\t\n\t<figure class=\"wp-block-table is-style-regular wp-block-table-spacing\">\n\t\t<table width=\"508\" border=\"1\" cellpadding=\"2\" cellspacing=\"0\">\n\t\t<tbody><tr>\n\t\t<td width=\"144\" height=\"391\" valign=\"top\"><strong class=\"Blue_hi-lite\">BEFORE READING<\/strong><br>\n\t\t<em>Inferring<\/em><br>\n\t\t<br>\n\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<br>\n\t\t<br>\n\t\t<br>\n\n\t\t<em>Inferring<\/em><br>\n\t\t<\/td>\n\t\t<td width=\"350\" valign=\"top\"><em><br>\n\t\t\u2022 Link to the First Reading:<\/em>\n\t\t<em><br>\n\t\t&#8211; Revisit the types of prompts you used \n\t\tin the After Reading section of the first \n\t\tlesson and ask the students to recall \n\t\thow the children made their Mom feel \n\t\tbetter, and to review what clues the \n\t\tauthor provided to let us know she \n\t\tfelt better. <\/em><br>\n\n\t\t<em>&#8211; Ask them to infer how the baby felt \n\t\tbefore and after the children helped, and \n\t\thow the author and llustrator let us\n\t\tknow the baby&#8217;s feelings.<\/em><br>\n\n\t\t<em><br>\n\t\t\n\t\t\t<p class=\"speach-bubble left\">While you are reading, think about how all the characters are feeling and how the author and illustratrator let us know their feelings. Sometimes the words tell us about how people are feeling and sometimes the pictures really help too, especially in comics.<\/p>\n\t\t\t\n\t\t\t\n\t\t\t\n\t\t\t\u2022 Set a new purpose for reading:<\/em>\n\n\n\t\t<br>\n\t\t<em><\/em>&#8211; <em>Establish the<\/em> <em>comprehension<\/em> <em>purpose <\/em><em>for reading. <\/em><p><\/p>\n\n\t\t<\/td>\n\t\t<\/tr>\n\t\t<tr>\n\t\t<td width=\"144\" height=\"524\" valign=\"top\"><strong class=\"Blue_hi-lite\">DURING READING<\/strong><br>\n\t\t<br>\n\t\t<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<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\t<br>\n\t\tWord 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<br>\n\t\t<\/em><em>Inferring<br>\n\t\t<\/em><em><br>\n\t\t<\/em><em>Analyzing\/inferring<br>\n\t\t<\/em><em>Inferring <\/em>      <\/td>\n\t\t<td width=\"350\" valign=\"top\"><br>\n\t\t\u2022 Hand out the comics so that each student has a <br>\n\t\t<em><\/em>copy. <br>\n\t\t<br>\n\n\t\t\u2022 Invite participation in the reading.<br>\n\t\t<br>\n\n\t\t<em>\n\t\t\t<p class=\"speach-bubble left\">(At the end of the first page) Where do we read now? (Located the first frame on the next pages and the speeche bubble) Point to each word when we read it.<\/p>\n\t\t\t\n\t\t\t\n\t\t\t\u2022 Pause and use prompts\n\t\tto point out \n\t\tword-by-word<br>\n\t\tfinger matching on\n\t\tthe title. \n\t\tDemonstrate<br>\n\t\ttracking from frame \n\t\tto frame in the \n\t\tcomic and tracking \n\t\tthe print in the\n\t\tspeech bubbles.\n\t\tInvite students to \n\t\tfinger track.<\/em><em><br>\n\t\t<br>\n\t\t<\/em>\n\t\t<em>\n\t\t\t<p class=\"speach-bubble left\">Which word says &#8216;help?&#8217; How did you work that out?<\/p>\n\t\t\t\n\t\t\t\u2022 Focus on word\n\t\trecognition. Ask which\n\t\tword says \u2018can&#8217; and ask \n\t\thow the student knows. <br>\n\t\t<br>\n\t\t<br>\n\t\t<\/em>\n\t\t<em>\u2022 Emphasize comprehension by pausing and using<br>\n\t\tprompts:<\/em>\n\t\t<br>\n\t\t<em>&#8211; How was Dad feeling when he was <br>\n\t\tmopping the floor?  How do you know? <\/em>\n\t\t<em> <br>\n\t\t&#8211; How did the dog let them know he was hungry?<\/em>\n\t\t<em> <br>\n\t\t&#8211; Why was the baby crying?<\/em>\n\t\t<\/td>\n\t\t<\/tr>\n\t\t<tr>\n\t\t<td width=\"144\" height=\"535\" valign=\"top\"><strong class=\"Blue_hi-lite\">AFTER READING<\/strong><br><br>\n\t\t<em>Inferring<\/em><br>\n\t\t<br><br>\n\t\t<br>\n\t\t<br>\n\t\t<br>\n\t\t<br>\n\t\t<em>Inferring<\/em><br>\n\t\t<br>\n\t\t<br>\n\t\t<br>\n\t\t<br>\n\t\t<em>Inferring<\/em>\n\t\t<br>\n\t\t<br>\n\t\t<br>\n\t\t<br>\n\t\t<em>Inferring<\/em>            <br>\n\t\t<br>\n\t\t<br>\n\t\t<br>\n\t\t<em>Making connections<\/em><br>\n\t\t<\/td>\n\t\t<td width=\"350\" valign=\"top\"><p><em><br>\n\t\t<em>\n\t\t\t<p class=\"speach-bubble left\">How do we know how the people are feeling? How does the author and illustrator let us know?<\/p>\n\t\t\t\n\t\t\t<\/em>      \u2022 <em>Provide a prompt \n\t\trelated to the \n\t\tpurpose for <\/em><em>reading<\/em>.<\/em><br><br>\n\t\t\n\t\t<em>\u2022 Discuss facial expressions and the graphic symbols<br>\n\t\tthat provide clues, e.g., the red hearts to show love<br>\n\t\tand<\/em><em> happiness, and the sweat leaving Dad&#8217;s brow <br>\n\t\tas he mops.<br>\n\t\t<\/em><br>\n\t\t<em>\u2022 Extend comprehension by asking the students which <\/em><em>&nbsp;&nbsp; <br>\n\t\twords tell the reader about how peoplefeel, e.g., <br>\n\t\t\u2018tired,&#8217;<\/em><em> \u2018sad,&#8217; \u2018cold,&#8217; \u2018hungry.&#8217;<br>\n\t\t<\/em>\n\t\t<br>\n\t\t<em>\u2022 Ask which words we could use to tell us how people<br>\n\t\tfeel after they&#8217;ve been helped, e.g., \u2018happy,&#8217; \u2018loving,&#8217; <br>\n\t\t\u2018grateful,&#8217; \u2018pleased.&#8217;<br>\n\t\t<\/em><br>\n\t\t<em>\n\t\t\t<p class=\"speach-bubble left\">How could you be a super-kid like these children?<\/p>\n\t\t\t\n\t\t\t\u2022  Ask the students to think \n\t\tabout the jobs they might <br>\n\t\tdo at home to help \n\t\ta little more. <\/em>\n\t\t<br>\n\t\t<br>\n\n\t\t<em>\u2022 Focus on word recognition and frame one or two <br>\n\t\thigh-frequency words with coloured acetate or Wikki <br>\n\t\tStix.<\/em>\n\n\t\t<br>\n\t\t<br>\n\t\t<em>\u2022 Focus on word solving and target the word &#8216;can.&#8217;<br>\n\t\tPoint out the word and ask students to generate one <br>\n\t\tor two rhyming words.<\/em><\/p><\/td>\n\t\t<\/tr>\n\t\t<\/tbody><\/table>\n\t\t\n\t<\/figure>\t\t\n\n\n<\/div>\n\n\t\t<\/div>\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":9518,"menu_order":5,"comment_status":"closed","ping_status":"closed","template":"page_education_content.php","meta":{"protect_children":false,"footnotes":""},"class_list":["post-9536","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/9536","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=9536"}],"version-history":[{"count":0,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/9536\/revisions"}],"up":[{"embeddable":true,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/9518"}],"wp:attachment":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/media?parent=9536"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}