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Name: Cassidy Roth


Grade: Kindergarten
Activity Selected: Shared reading
Dates: October 1st and 2nd, 2014
Group: Small group 6 students (4 males, 2 females)
Time: Day 1 2:20pm, Day 2 3:15pm (approx. 20-30 minutes for each lesson)
I.

Why shared reading is important


My shared reading lesson encourages students to develop as readers by using
textual clues and meaning to uncover unknown words and develop reading
strategies to help them during their own independent reading experiences. Stahl
writes in Using Shared Reading to Bridge the Difference, The instructional support
provided by the teacher in the whole-class setting provides the bridge that enables a
student to gain new insights(p.48, 2012). In a group setting and with my
prompting, children are able to gain valuable skills and practices that they can take
from our shared reading to their own reading. According to Routman in Must-Know
Tips for Effective Demonstrations, Explicit and relevant demonstrations are a
necessity before expecting students to successfully try and apply the behaviors of
problem-solving readers, writers, and thinkers (p. 1, 2012). During this particular
lesson, children will use clues within the piece of poetry such as rhyming, beginning
sounds, and meaning to discover unknown words. This strategy will provide an
essential connection for all students as readers. According to Stahl, In shared
reading, all children have their eyes on the text and are held accountable for
participating in text reading and activities at some stage of the shared reading
process (p. 48, 2012). By participating in this shared reading experience, all
students are included and part of the reading process.

II.

Lesson Plan
o Day 1 Cloud Parade Poem
Materials
Chart Paper
Markers
Poem The Cloud Parade
Blue sticky notes
Goals / Objectives: Students will be able to
Use meaning and textual clues to uncover missing words in a text
Reflect upon their thinking and communicate this thinking in small group
discussion
Use text meaning and syntax to come up with their own writing that fits
within the piece of writing
Procedure
Students will gather on the carpeted meeting area where the The Cloud
Parade poem will be displayed. The poem will be written on chart paper and
certain words will be covered by blue sticky notes (bolded words)

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The Cloud Parade
When I look up
into the sky,
a cloud parade
goes floating by!
I love the pictures
that I see.
This one looks like
a ____________ to me.
I will tell the students, Hello boys and girls! I have this poem here, and I
really wanted to share it with you. What do you notice about this poem just
by looking at it?
The students will share their findings about the poem (one of which will be
the sticky notes covering words)
I will then tell the children that we need to be word detectives and try to
figure out the words behind the sticky notes.
Note: I will have the words completely covered
I will point out the title of the poem and read through, pausing at the sticky
notes and saying something.
Using textual clues and meaning, children will try to figure out the words. I
will uncover the beginning or ending sounds based on the childrens guesses
to check and see if they still think it their guess was correct
We will read through the poem one last time together as a whole
Next, the children will each get their own sticky note to write or draw a word
that fits in the blank What is a shape that you might see in the sky with the
clouds?
I will bring the children to a round table and give them a minute or two to
create their sticky note
Next, the children will regroup at the carpet. Each child will have a turn to
put their sticky note in the blank space and stand next to the poem and use
their reading finger to guide us as we read the poem together.
Assessment
Sitting in a circle we will talk about how we figured out the covered words
What did we do as readers to figure out the word under the sticky note?
This will be an informal assessment
o Day 2 Beginning Sound Word Sort
Materials
The Cloud Parade Poem
Word / picture sort cards and headers (T, C, S)
Blank sorting cards
Writing/ drawing materials marker, pencil, crayon
Goals/ Objectives: Students will be able to
Identify beginning sounds for letters; T, C, and S as well as identify the
letters within The Cloud Parade Poem

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III.

Sort words and pictures based on beginning sounds


Create their own word that begins with one of the three letters to add to the
word/ picture sort
Procedure
Our small group will meet on the carpeted meeting area where the poem will
be displayed. The students sticky notes with their written/ drawn words will
be on the chart paper as well
We will read through the poem together once as a group
I will ask students to look and think with their brain to find a word that
starts with ssss. Once students have had some think time (approx. 10
sec.) Then, I will call on someone to come point out a word.
I will repeat this with letters C and T
Students will be guided to a table - I will place header cards; T, C, S
I will tell the students that I need their help to sort these words based on the
beginning sounds - some are pictures and some are words!
Each child will then get their own card and we will take turns placing our
card in the correct group. If students struggle with this, then we will work
together to figure it out as a whole group (Assessment)
After completing the sort with the words/ picture from the poem, then student
will be handed a blank card and get to draw or write their own word for one
of the cards.
Students will whisper to me which letter they would like before I hand them
the card and have a few minutes to create their card
Next, students will trade their card with a partner who has to figure out which
group the word goes in based off the beginning sound (Assessment)
We will go through together and check our work!

What I learned from doing shared reading


This lesson aided my learning in how to effectively engage children in the reading of
literature. I learned that my enthusiasm and excitement about the reading was important
in how they took part in the lesson and their attitudes towards the literature. It was the
small things like calling the children word detectives and asking children what they
noticed about the poem that took the lesson from an average reading of a poem, to an
engaging shared reading where the children felt valued and of importance during the
lesson. What they thought mattered. Their input mattered. This is something that is often
lost when teachers merely read to the children as opposed to reading with them. The
children were so ecstatic when they uncovered a word and they consistently asked to reread the poem from the beginning. By engaging the children in actually writing a
portion of the poem by inputting their own word, they felt valued and all shared joy in
reading their own unique piece of poetry.
Before actually doing this lesson, I was unfamiliar with the advantages of shared
reading`, but after seeing the ways in which the children interacted with the text and the
things they picked up on I understood how valuable this kind of reading is. I gained
insight on what children knew and understood about reading text that I wouldnt have
necessarily learned if I just read aloud to children and had them follow along or mimic

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me. For instance, as we read together the children picked up on the punctuation marks
and how our voices had to pause at a comma and be louder when we came to an
exclamation point. The text interaction was also valuable in having children connect to
the text and use clues to uncover meaning. When the our small group came together to
discuss how we figured out the mystery words, the children reflected on their actions as
readers and used phrases such as, It had to make sense and I saw it rhymed! The
children made meaningful connections as readers through my prompting and questioning.
At first some students responded, I said what other people said. I used questioning to
prompt their thinking about why they said the same thing, Did it make sense what they
said? Why? This got the children to think, Well, he said sky and that rhymes, so I said
it too.
As I continued on to the second day of my lesson, I learned that such a simple piece of
literature, such as a poem, can offer so many opportunities for extension in word study
features. I had picked a simple poem, but I had so many options in directions to take for
my word study extension. This notion has definitely opened my mind to various ways I
can extend my shared readings for future lessons. For instance, I have noticed that in my
current classroom we have a letter of the week and the children listen to the same
poem/ song every morning that has almost every word starting with T, Tommy and Tina
tip-toe and tap their tiny toes. There is little interaction with this poem and the only way
children are engaged in it is by singing along and then highlighting the letter T at the end
of the week in their own copy. This shared reading has taught me to go beyond these
types of literature and engage the children in meaningful, engaging literature that offers
more than just the beginning letter sound.
Overall, based on the interaction and engagement I received from my small group, this
lesson was a success. I observed my students analyzing a piece of literature and using
meaning and text clues to uncover missing words. The students and I connected this
lesson to what they can do in their own reading during our small group discussion. If I
were to adjust this lesson for the future, I would extend this lesson even further by
creating individual copies of the poem for students to put in their poetry notebooks and
mark the beginning sounds that we covered during our day two lesson. This would be
beneficial for students because they could easily revisit this piece of literature at home or
during independent reading time. It would be a familiar piece of poetry that
kindergarteners would feel comfortable attempting to read. It could also be used to
reinforce word study concepts at a later time.