Shared Reading!

mariabecht
Jan 22, 2018
2 min read

Recently I taught a Share Reading lesson about finding the moral. The objective was: Students will be able to identify the moral of a story by retelling a story. Differentiated instructional Strategies states that clear instructional goals help students focus. I connected my lesson to the standard below:

LAFS.2.RL.1.2

Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

I wrote my objective on the board and stated it for the students, this help made the learning clear. I started off the lesson by reviewing an anchor chart from the previous day and reviewing what a moral is. I made up movements to go along with the anchor chart, like make a heart for moral and touching our brains for infer, to help my students understand and remember the terms. I kept the anchor chart up during the lesson for my students to review.

I created a graphic organizer to help my students organize the information in the text and then state the moral of the story. Assessment and Student Success in a Differentiated Classroom states that teachers can use graphic organizers as a way to do ongoing assessment. I collected the graphic organizer at the end to see if my students were able to meet the objective and if more instruction was needed on this objective.

I had my students bring their books to the carpet for this lesson. During Shared reading I follow a Model, Shared, Independent release flow. This model is explained in Classrooms That Work. First, I let the students read the first part of the text. After giving the students reading time to read and understand the text- I used an attention getter to bring them back together. Then I modeled how to go into the text to retell the story using the graphic organizer under the Elmo. I had the student read again, gave them time, and then bought the students back for shared. During shared, students retold the next event during a turn and talk. I popped in during different students turn and talks to see if then were understanding. Turn and talk lets my students share their thinking with a peer and is a way for my auditory learners to process the information. After turn and talk- I called on students to share and added to my graphic organizer. I then had students go back to their seats to do the independent part, which was retelling the last events and stating the moral. We shared our thinking again at the end of the lesson.

In regards to classroom management, I reviewed the expectation with my students before the lesson and used positive praise. To have all my students working on task, we created a rubric together so students knew what they were working towards. To get a 3, a student had to be working the whole time and complete the graphic organizer. I circulated during the independent work and provided support to students.