Shared Reading Lesson Title of Text: _________________________________ Fiction/Non­Fiction Materials Required: ____________________________________ Reading Comprehension Strategies: book/poster/overhead/chart/other whole group/small group predicting, connecting, questioning, visualizing, determining importance, inferring, synthesizing Text Features: (text, sentence, word level) Structural Elements/Navigational Aids ­ table of contents, index, title, topic headings, preface, foreword, epilogue, caption, footnotes, endnotes, glossary, bibliography, pull­down menus, hyperlinks Typographical/Design Elements ­ font, type style, bold, italic, colour, layout Illustrations ­ inlays, cross­sections, pull quotes, sidebars, photos, graphs, charts, time lines, maps Text Form: (text level) electronic (multimedia, email, blog, website, broadcast), exposition (essay, article, ads), explanation (science, social studies, history, geography), functional texts (lists, memos, notes, pamphlets, brochures, flyers, print ads, CD covers, invitations, announcements, programs, business letters, scripts, minutes of meetings) , narrative (fictional, informational, poetry, novels, short stories, picture books), procedure (recipes, rule books, directions, maps, manuals, posters, experiments), recount (fictional/informational, diary, journal, short story, novel, memoirs), report (magazine, newspaper, report, letter, editorial, review, essay, poster) Genre: (text level) adventure, autobiography, biography, diary, journal, epic, fable, fairy tale, fantasy, folk tale, geography, history, historical fiction, horror, humour, legend, memoir, mystery, myth, poetry, realistic fiction, reference texts, science, science fiction Literary Techniques: (word/sentence level) allusion, alliteration, dialogue, exaggeration, flashback, foreshadow, hyperbole, idiom, irony, metaphor, onomatopoeia, personification, repetition, sensory details, simile rhyming, synonym, antonym, homonym, punctuation
. ? ! , ; : “ ” ­ ( ) 6 +1 Writing Traits: (text, sentence, word level) ideas, organization, sentence fluency, word choice, voice, conventions, presentation Writing Link: narrative/expository/descriptive Text Level ­ 3x/wk Word & Sentence Level ­1x/week Curriculum Expectations Addressed SEQUENCE/ PROCEDURE: Explicit Focussed Instruction Before ­generate prior knowledge/connections ­share learning goal ­develop success criteria ­masking (covering parts of text)
Day 1 ____________ Day 2______________ Day 3___________ T/S/W T/S/W T/S/W Day 4_____________ T/S/W Day 5______________ T/S/W Explicit Focussed Instruction During ­model, think aloud, think/ pair/share ­choral read, whisper read, chime in ­student activity/ participation Explicit Focussed Instruction After ­review learning goal(s) ­link back to success criteria ­setting new learning goals ­review learning goal, link to success criteria, set new goals ­response ­think/pair/share Graphic Organizer/ Framework/Anchor Chart Critical Thinking/ Meta­cognition Assessment: Rubric, Checklist, Anecdotal Enrichment/ Extensions: Reading/Writing Response: Reflection ­ of the lesson, learning of students ­ next steps/goals