OUR MISSION:
TO PROVIDE A
FOUNDATION
WHICH MOTIVATES
AND PREPARES
INDIVIDUALS TO BE
COLLEGE AND
CAREER READY.
EFFECTIVE INSTRUCTIONAL STRATEGIES IN SHARED READING
Cheree Turner, Principal
Te-Ann Simon, CST
Heritage Elementary
SHARED READING
(AS DEFINED BY FULTON COUNTY SCHOOLS)
 The teacher and students read and reread a text several times over a few days.
 The teacher leads the whole group in reading a complex text (on or above
grade level) that is enlarged or duplicated with chart paper, a document
camera, or copy for all students.
 The teacher takes the lead and then gradually pulls back as students master
the text.
 K-2: The purpose of this component is to develop students’ foundational skills
such as concepts of print, word-solving strategies, fluency, and using multiple
sources of information (MSI).
 3-5: The purpose of this component is for students to apply reading strategies
in order to comprehend and analyze text as stated in the grade level reading
literary and informational standards.
HERITAGE’S JOURNEY
LEARNING TARGETS
The participants will:
 be able to see effective modeling
 will name the components of modeling (“I Do”)
 will be introduced to resources to support teachers in
designing an effective model during their literacy
block
If you were a fly on the wall of the most effective teachers, those whose
students appear so curiously independent, focused, and on task, you would
learn that they spend a good portion of their day modeling—and that they’re
very, very good at it.
According to social learning theorist Albert Bandura, “Learning would be
exceedingly laborious, not to mention hazardous, if people had to rely solely
on the effects of their own actions to inform them what to do. Fortunately,
most human behavior is learned observationally through modeling: from
observing others one forms an idea of how new behaviors are performed,
and on later occasions this coded information serves as a guide for action.”2
It’s important that the teacher know ahead of time what she wants students
to know as a result of the modeling, so when students are set out to work on
their own they know expectations and requirements. Specifying the desired
behaviors before modeling them also makes assessment more constructive
and accurate.
INSTRUCTIONAL FRAMEWORK
SEE IT
(SET THE PURPOSE)
OBSERVABLE BEHAVIORS
What are some of the key actions the teacher takes to set
the purpose for learning?
SEE IT PT. 2
(MODELING)
OBSERVABLE BEHAVIORS
What are some of the key actions the teacher takes to
model the skill effectively?
KEY COMPONENTS TO MODELING
Preparation (Pre Work)
I Do (Explicit Modeling)
 Unpack the standard to establish
clear learning target
 State the learning target with
clear, precise language
 Flag the text
 Teach the skill or strategy with a
scripted think-aloud
 Prepare an anchor chart and post
 Script the introduction
 Prepare all materials
 Make connections between new
material and students’ existing
knowledge
 Check for Understanding (CFU)
PRACTICE IT (SET THE PURPOSE)
Standard:
SWBAT determine what a character will
probably do based on their thoughts,
feelings, actions, and desires.
KEY BEHAVIORS
PRACTICE IT (MODELING)
SUPPORTING TEACHERS THROUGH THE
PROCESS
A COMMON UNDERSTANDING FOR
UNPACKING THE STANDARD
Fifth Grade GSE
Reading Literacy (RL)
ELAGSE5RL3: Compare and contrast two or
more characters, setting, or events in a story
or drama, drawing on specific details in the
text (e.g., how characters interact).
ELA GUIDANCE DOCUMENT
SCRIPT AN INTRODUCTION AND THINK-ALOUD
(READING STRATEGY AND/OR SKILL)
YOUR TURN!
In Groups of 3-4, examine the following handouts:
1) ELA Guidance Document
2) Planning Sheet for Modeling
3) Reading Strategy Handout
GUIDING QUESTIONS
1) What’s the easiest component of modeling
under the Instructional Task column for your
teachers to implement and why?
2) What’s the most difficult component of
modeling for your teachers to implement and
why?
ADDITIONAL RESOURCE FOR
INSTRUCTIONAL LEADERS
Coaching Support and
Teacher Feedback
Standard(s) aligned,
teaching anchor charts,
support for scripting
Standard(s) aligned,
teaching anchor charts,
support for scripting
SHIFT IN INSTRUCTION AND SUPPORT
 Focus on the “I Do” of the Gradual Release Model
 Make It Clear and Making It Matter
 Model Key Reading Strategy
 Timed “ I DO”
 Practice the lesson
 Differentiate Support
GUIDED READING AND LITERACY
STATIONS
 Shared Reading Strategy extends into GR groups
 Strategies differentiated to meet the needs of the
learner
 Literacy station reinforces the reading strategy
INSTRUCTIONAL FRAMEWORK
ELA Block Overview
Component of Balanced Literacy
Standards
Texts/Resources
Phonics (20 min daily)

Foundational


Read Aloud/Shared Reading (40 min)



Reading Literary and Informational
Speaking/Listening
Vocabulary
Mentor Texts:
 informational articles
 picture books/ novels
 videos/ poems /songs
Guided Reading
&
Literacy Work Stations
Foundational Standards:
 sight words
 phonics
 fluency
 reading strategies
 Comprehension
 reading literary and informational
standards
60 minutes
3 groups-20 min each
4 groups-15 min each





iRead phonics decodable readers
Blast
leveled readers
phonics decodable readers
leveled readers (at instructional level)
differentiated/leveled articles and texts
phonics decodable readers (below level
students)
Writing
Modeled/ Shared Writing (10-15
minutes daily)


Writing
Language
Guided/ Independent Writing
(conferences)
(20 - 25 minutes daily)


Writing
Language
Mentor Texts to teach:
 genre/text type
 craft/ grammar in context
Student Samples
TICKET OUT THE DOOR
THANK YOU