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Shared Reading Tips for Upper Elementary Reading Teachers
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- Опубліковано 9 бер 2024
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These little pd lessons are great and much more beneficial than the actual PDs I have at school. Those lessons are an 1hr to 2 hrs, and im lost, confused, or unengaged by the first 30 mins. This was quick and to the point and interactive and shown how i can use it in my classroom! Thanks ❤
Ahhhhh…. This is the absolute best! Thank you so much for the comment ❤
You area doing a great job, I feel back in 2012 we had strong reading in education and students were learning and reading with phonics, analyzing, decoding and learning what context clues were, and then suddenly all that is changed and it is great to see you are using these skills and teaching it so easily and direct to others.
Excellent video! As an SLP, when working in the Upper Elementary and High School levels, I used very similar techniques for language and/or articulation students and fluency (stuttering) students- this helps increase meaningful vocabulary as well as building their confidence! Another thing that I like about your mini lessons is that you are also modeling inflection (emphasis) in your reading. One of the most important things that I helped students with was that inflection adds meaning to speech and reading. I usually used topics or texts from science or social studies because of the lack of emphasis in the curriculum until they are in high school. I even use some of these techniques with stroke patients. You are building vocabulary, comprehension, interest, and strategies!
Thank you so much for adding your perspective! SLPs are not being utilized for their skill set in schools and you all have so much to offer literacy teachers. I appreciate your thoughts and comments. Happy to hear that these strategies are on point with my SLP community. 👏
Thank you for this video, Bridget! I have done shared reading, but you gave me some new tips and tricks to try with my students. I think these methods will especially help my English Language Learners and Special Education students who are reading two grade levels below. (I teach third grade.) I am often concerned about giving them grade level texts, but they must be exposed due to state testing and developing skills to navigate print in every day life. I always appreciate your videos that dig deeper into specific methods of teaching. They help me be more well-rounded as a teacher. Have a wonderful week ahead! 💜
Yes!!!! You are so on point! In order to close the gap we have to continue to support them in our Tier 1 instruction while they are also receiving additional support in the advanced tiers. And this is a great way to do this. Thank you so much for the comment… I hope you are doing well. Maybe we can catchup this summer and meet somewhere 😊
Thanks, Bridget! I know this is an area I have always struggled with, so it is helpful to have new ideas moving forward. Also, it would be awesome to meet up this summer. Take care! 💜
In England we call it ‘Whole Class Reading’. If you google that you’ll find loads of information and resources you could use. Ashley Booth and Mrs P were two bloggers who really drove the movement here.
A great way to keep them engaged and it also helps to pair higher and lower students to reinforce the peer learning
You do such great videos Bridget!
Thank you for sharing!!!!!!
I love your videos. I would like to make a suggestion. The audio needs to be louder. It is hard to hear without turning it all the way up. Or it could be my phone. Can you look into it?
How do you hook up the iPad with the board? Do you need a certain app or cord? I have a lite touch board.
Very informative video! I’m struggling with teaching 4th grade content to my new comers with zero English foundation. We are not allowed to use texts that are appropriate for their English level. Any strategies for that? 😢
The more you know, the more you realize how much you don’t know. The less you know, the more you think you know everything. Knowledge is humbling. Ignorance is arrogant.
Do you use this text for 5 days or choose a new text daily. I find sometimes with upper grades I need to change my text more often instead of using the same one for 5 days.
Great question! You are so right! We have to vary it enough to not have our kids bored but also manage not changing things up too much which leads to students struggling to keep up with the texts.
I would say…. If you have a larger mentor text, use a small portion of your mentor text with shared reading and modeling those strategies. Then, incorporate smaller texts like task cards for them to practice those skills and embed shared reading. If possible, make connections back to your mentor text! That is key! It may not be the same content but if you are focusing on a specific skill/strategy you want students to see how authors do this in their writing. So making those connections can be valuable. For example: if I had a mentor text and read that, then had students practiced with a task card with polar bears.. I might make the connection of how the two authors described appear and used vivid lanague.
If you think about the gradual release model then those small “Task card” like texts will serve as the “we do” portion which is aligned with shared reading.
It’s a balancing act! And one that might require some trial and error for your students. Some cohorts will thrive in using one text while other years your class might lose interest.