Shared Reading Videos2018-09-19T10:47:02-07:00

Starting a New Shared Reading Book with Kindergartners (Video 1 of 7)

Join literacy consultant Debra Crouch as she shares a big book with a San Diego Kindergarten class. This introductory session focuses on meaning and cognition of Which Pet is Best? Watch how Debra models her thinking about how the book works. Most conversation happens as whole-group discussion, until the turn-and-talk at the end of the book.

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Deepening Meaning: Returning to the Book with Kindergartners (Video 2 of 7)

This follow-up reading's focus is about deepening meaning of the book. Debra again models her thinking and invites students to turn-and-talk several times during their second reading of Which Pet is Best? Students join in reading the text aloud with the teacher as they choose. Debra uses a pointer to track the print by moving fluidly under the text, as all [...]

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Building Vocabulary During Shared Reading with Kindergartners (Video 3 of 7)

In this installment with Debra Crouch, she and her students revisit the text to focus on vocabulary —specifically, describing words. Students discuss numerous describing words in the book. With each word discussed, Debra reads the sentence on the page to establish meaning, discusses meaning of the vocabulary word, and then rereads the sentence to put the word back into context. Students join in [...]

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Word Study: Returning to the Shared Reading Text (Video 4 of 7)

Before the video begins, Debra had students draw and write a response to the book: write about a pet you think is best. After collecting the students’ writing, Debra examined their writing to determine an appropriate teaching focus for word study. Debra determined that the word study focus would be to encourage students to ask themselves, “Does the word look [...]

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Modeled Writing with Shared Reading for Kindergartners (Video 5 of 7)

This modeled writing experience gives children an opportunity to hear a writer decide what to write about, how to say the ideas to be written, and to notice strategies and conventions for getting an idea onto paper. Literacy consultant Debra Crouch writes about a topic the students had already written about: the best pet. After discussing the topic with students, [...]

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Extend Oral Language with Kindergartners (Video 6 of 7)

This lesson happened just before the first reading of Which Pet is Best? The book had been used in several reading sessions the previous week. In this session, several pages, not the entire book, are used as a warm-up at the beginning of shared reading time to extend oral language. Students join in the reading as they choose. The language focus is [...]

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Extending Oral Language, Small Group Kindergarten (Video 7 of 7)

SMALL GROUP READING TO EXTEND ORAL LANGUAGE Watch as the teacher leads a reading lesson with a small group of kindergarten children. The teacher invites each child to look at the pictures in the book and asks the child open questions about the story. Most of all, the teacher prompts the child to use their own words. She also asks [...]

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Shared Reading: First Reading of Squeaky’s Big Adventure / A Pizza for Bear for First Graders (1 of 8)

Squeaky’s Big Adventure had been used in several Shared Reading sessions the previous week and now several pages of the book, but not the entire book, were used as a warm-up at the beginning of shared reading time. The students were continuing to deepen meanings of the text, bringing additional thinking to interpreting details in the words/illustrations, continuing to [...]

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Shared Reading: Returning to the book: Second reading of the text for First Graders (4 of 8)

This lesson focuses is about deepening meaning of the book. The teacher uses a pointer to track the print, using a fluid motion rather than pointing word-by-word as all students have one-to-one match firmly established. Students join in reading the text aloud with the teacher as they choose. After reading the text through two times, the lesson focus was [...]

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Shared Reading: Returning to the text – Building vocabulary for First Graders (5 of 8)

This revisit to the text focuses on vocabulary—noticing interesting and more specific word choices. Students discuss some of the interesting words the author uses in the book and how they brought more specificity to meaning. With each word discussed, there is reading of the sentence on the page to establish meaning, discussion of the vocabulary word, partner talk about [...]

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Shared Reading: Returning to the text – Modeling Writing for First Graders (6 of 8)

This modeled writing experience gives children an opportunity to hear a writer decide what to write about, how to say the ideas to be written, and to notice strategies and conventions for getting an idea onto paper. The teacher writes about a topic the students would later be writing about during independent work time. After discussing the topic with [...]

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Shared Reading: Returning to the text: Part 1—Phonemic awareness for First Graders (7 of 8)

The first part of this two-part lesson is designed to support students to listen for sounds in words. (This particular sound, the long /e/ sound, was chosen for instruction because there were many examples of words in two well-known books with this sound that used varied spelling patterns to represent the sound.) The teacher revisits two known books, rereading [...]

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Shared Reading: Returning to the text: Part 2—Phonics for First Graders (8 of 8)

In this lesson, students’ attention is drawn to the numerous ways the long /e/ sound is represented in words. The teacher and the students underline the spelling pattern that represents the long /e/ sound.The teacher and students sort some of the words into groups according to the spelling pattern used to represent the long /e/ sound. The lesson focus, [...]

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