The main purpose of shared reading is to provide children with an enjoyable experience, introduce them to a variety of authors, illustrators and types of texts to entice them to become a reader. The second and equally as important purpose is to teach children the reading process and teach systematically and explicitly how to be readers and writers themselves. Parkes, Through shared reading, children learn to track print and connect print to speech Clay, When selecting texts for reading, teachers typically look for text that is appropriate for the reading level of the students, that is also cross-curricular and relevant in its nature.
The text should be of an appropriate length for study and be adequately complex. The text should also have an impact.
The guided reader to teaching and learning history
In primary grades, the teacher reads while the children are encouraged to read along. The more familiar the text, the more the teachers asks of the students in terms of reading, talking and answering questions about the reading.
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In upper grades, the teacher reads the text aloud after stating a focus, and then re-reads the text, asking questions specific to the focus of choice and may ask students to join. The focus may include things like: analysis, predictions, drawing inferences, grammar and punctuation , vocabulary development, questioning, literacy elements, critical thinking , phrasing, fluency, intonation, character and plot development.
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According to Morrow , shared reading usually begins with a teacher reading from a Big Book so that everyone can see the text. Stories that have predictable plots are best because students can participate early on in the shared reading experience.
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During the first reading, students should simply listen to the story. The teacher might use a pointer to demonstrate directionality in text and one-to-one correspondence. As the text is read multiple times, students should begin to participate by chanting, making predictions, providing key words that are important in the story or participating in echo reading. When students are consistently rereading their books at independent levels, they should be ready to move ahead.
However, be sure that children have read different kinds of books at each level that expose them to all the different types of challenges. For example, some children may read books with lots of natural language easily at a level, but struggle with books at the same level where they need to make more visual analysis.
To be sure that you are gradually exposing children to new challenges, it is helpful to plan the progression of books to use within a level when you start a new level with a group. Thinking about the children in your group, you can make decisions about the scaffolding they are likely to need.
Answer: Children will progress at different rates, so you may need to change the composition of groups often. Move a child from one group to another as soon as needed.
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This type of flexible grouping will also help avoid tracking students into fixed categories as readers. Some teachers have found it helpful to have a child in two groups simultaneously for a short time, while the student is transitioning to a higher level, or when the child has fallen behind the rest of the group.
What Is Guided Reading?
You can also provide more attention to one child than to the rest for a while in a group. You might try finding a mentor for a child who needs extra support — a volunteer, specialist, another child in the class, or a student in an older grade. Have this mentor come at the beginning of each day to listen to the child read the books that were taken home to reread at night. This will motivate the child as well as provide important additional reading practice.
The Guided Reader to Teaching and Learning History on Apple Books
When the mentor is a struggling reader in an upper grade, the mentor will benefit from this arrangement as well, gaining in confidence and motivation to read by being given the responsibility to guide a younger reader. This book brings together key extracts from classic and contemporary writing and contextualises these in both theoretical and practical terms. Each extract is accompanied by an introduction, a summary of the key points and issues raised, questions to promote discussion and suggestions for further reading to extend thinking.
Taking a thematic approach and including a short introduction to each theme, the chapters include: The purpose of history education; Pupil perspectives on history education; Assessment and progression in history; Inclusion in history; Diversity in history; Teaching difficult issues; Technology and history education; Change and continuity; Historical Interpretations; Professional development for history teachers.
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