Shared Reading Instruction
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iTeach texas *
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6004
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English
Date
Apr 3, 2024
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docx
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Uploaded by CountAtomDove43
Shared Reading Instruction
The book I have chosen for my shared reading is Pete the Cat I Love My White Shoes. This book has rhythm, repetitive phrases, sight words, and sequencing of events. Many literacy activities can be practiced with this book. The book is short enough that multiple readings are feasible and fun enough that the multiple readings will be enjoyable, especially as we pick out different areas to focus on for each
read.
Objectives:
Day 1 Students will retell the story, recalling the sequence of events.
ELA K.6D- retell texts in ways that maintain meaning
Students will listen to a full reading of the book as each word is pointed to as it is read. Students will explore the cover of the book with a turn and talk discussing what they think the book will be about. Once the reading is complete, students will complete a retelling of the story, including the order of events as they occurred.
Day 2
Students will determine the meaning of unknown and multiple-meaning words, using them in context.
ELA K.6F- respond using newly acquired vocabulary as appropriate
Students will listen to a second reading, reading along where they remember words from previous reading and repetition. This reading will highlight vocabulary words:
Puddle- a small pool (water or mud)
Moral- lesson to be learned
Cool- cold; giving relief from heat; awesome These words will be highlighted and discussed during the reading. Focusing on the word “cool,” students will be exposed to multiple-meaning words. Students will use these vocabulary words in the context of answering comprehension questions about the story.
Day 3
Students will practice syllabication and manipulate multisyllabic words.
ELA K.2A.iv- identifying syllables in spoken words
ELA K.2A.v- blending syllables to form multisyllabic words
Students will complete a reading of the story in a choral reading style. A preselected amount of words will be highlighted and students will stop and clap how many syllables in each word.
Day 4
Students will recognize the written form of primary colors.
ELA K.3C- identify and use words that name actions; directions; positions; sequences; categories such as colors, shapes, and textures; and locations.
Students will complete an echo reading of the story, special attention will be made to point out the written form of red, blue, white, and brown. This will open an opportunity to include a discussion of other primary colors including yellow, green, orange, and purple. Students will practice recognizing the written form of each of the colors. Students can take turns listing things that Pete could have stepped in to turn his shoes colors not mentioned in the story. Day 5
Students will recognize several sight words throughout the story.
ELA K.2B.iv- identifying and reading at least 25 high-frequency words from a research-based list
Students will complete a final reading where sight words will be highlighted. Students will lead as much of the reading as possible to practice the many sight words present in the story.
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