Shared Reading Framework Follow this framework when viewing the video lessons for Days 1,2, & 3 from Ms. Chan’s class. Compare and contrast Ms. Chan’s teaching to what is listed on this page. (Whole) Read aloud a shared or big book to the students.  Label each step and clearly state how you will accomplish this. · Introduce the book:  Explain what you will say to the students to introduce the book to them, if you choose to point out concepts of book, concepts of print, predicting, etc. · Picture Walk: Explain what you will do to provide a Picture Walk for the students, telling all that you will say to the students. · Read the book aloud:  Explain how you will read the book aloud to the students, will you stop, on what pages, what will you say. · Students’ Responses:  Develop a set of both literal and higher-order thinking questions to elicit student responses, use Bloom’s or Webb’s as a guide to questions. (PART) Direct Instruction (Name the reading skill and explain what it means) · Explain:  (I do) Explain to the students what they will be learning and why they should learn it.  Explain the skill they will be learning and explain “how it works” Summarize the skill in your own words. Teacher tells students everything you want them to learn  (objectives). · Demonstrate : (I do) Show the students what you would like them to do. Demonstrate to them what they will be doing to help them learn the skill.  You must explain what you will do to demonstrate the skill you will be teaching. PROVIDE  EXAMPLES and link to your explain step. · Guide:  (We do, more teacher responsibility, some student responsibility) Guide the students to discuss and/or attempt the skill you just demonstrated.  Explain how you will guide the students to allow them opportunities to try to apply the skill. Give support and feedback. Teacher brings students into discussion about objective and gives guidance and feedback . (Feedback must be accurate, positive and encouraging, but also firm.) · Practice:  (We do, more student responsibility) Explain specifically how you will guide the students to practice applying the skill by allowing them to work together with less teacher support but still feedback. (WHOLE) · Application:  (You do) (Read the book again and this time ask the students to apply what they learned about the reading skill to the book you are rereading.) Explain what you will have the students do to apply the skill to the text. The students should demonstrate that they can meet objective in this step. · Students Reflect:  (You do) Develop a set of 6 – 8 questions you would ask the students to reflect on what they learned about the reading skill and what they learned from the book you read to them. This is a good time to ask questions that would meet.

1. Shared Reading Framework
Follow this framework when viewing the video lessons for Days
1,2, & 3 from Ms. Chan’s class. Compare and contrast Ms.
Chan’s teaching to what is listed on this page.
(Whole)
Read aloud a shared or big book to the students. Label each
step and clearly state how you will accomplish this.
·
Introduce the book: Explain what you will say to the
students to introduce the book to them, if you choose to point
out concepts of book, concepts of print, predicting, etc.
·
Picture Walk: Explain what you will do to provide a
Picture Walk for the students, telling all that you will say to the
students.
·
Read the book aloud: Explain how you will read the
book aloud to the students, will you stop, on what pages, what
will you say.
·
Students’ Responses: Develop a set of both literal and
higher-order thinking questions to elicit student responses, use
Bloom’s or Webb’s as a guide to questions.
(PART)
Direct Instruction (Name the reading skill and explain what it
means)
· Explain:
(I do) Explain to the students what they will be learning
and why they should learn it. Explain the skill they will be
learning and explain “how it works” Summarize the skill in your

2. own words. Teacher tells students everything you want them to
learn
(objectives).
· Demonstrate
: (I do) Show the students what you would like them to
do. Demonstrate to them what they will be doing to help them
learn the skill. You must explain what you will do to
demonstrate the skill you will be teaching. PROVIDE
EXAMPLES and link to your explain step.
· Guide:
(We do, more teacher responsibility, some student
responsibility) Guide the students to discuss and/or attempt the
skill you just demonstrated. Explain how you will guide the
students to allow them opportunities to try to apply the skill.
Give support and feedback. Teacher brings students into
discussion about objective and gives guidance and feedback
. (Feedback must be accurate, positive and encouraging,
but also firm.)
· Practice:
(We do, more student responsibility) Explain
specifically how you will guide the students to practice
applying the skill by allowing them to work together with less
teacher support but still feedback.
(WHOLE)
· Application:
(You do) (Read the book again and this time ask the
students to apply what they learned about the reading skill to
the book you are rereading.) Explain what you will have the
students do to apply the skill to the text. The students should
demonstrate that they can meet objective in this step.
· Students Reflect:
(You do) Develop a set of 6 – 8 questions you would

3. ask the students to reflect on what they learned about the
reading skill and what they learned from the book you read to
them. This is a good time to ask questions that would meet your
assessment of your objectives.
Part A: Shared Reading Text Information DUE November 2.
Submit the following information about your text and lesson
selection for your Shared Reading Lesson:
1. Title, author, and genre of the chosen text.
2. Grade level of students and level of text chosen.
Part B: Shared Reading Text Information Information with
Standards DUE November 4
Submit the following information for your shared reading lesson
outline:
· Grade level of field class
· Title and author of the chosen text
· Lesson objective/purpose
· LAFS from
Cpalms.org that matches your objective
Part C: Shared Reading Lesson Plan - Shared Reading
Framework with Explicit Instruction DUE November 6
1. Complete the shared reading framework information, what
you will say and do for each step of the framework under the
first section (whole).
2. Complete the direct, explicit instruction steps after your
shared reading framework.
The following is the format for the completed Shared Reading
Lesson Plan you should submit.
· Grade level of field class
· Materials such as texts (title and author), manipulatives, word
lists, etc.
· Process objective

4. · LAFS
· Name of skill from sensational six (oral language,
phonological awareness, phonics, ...)
· Procedures/steps
Shared Reading Framework:
(Whole)
Read aloud a shared or big book to the students. Label each step
and clearly state how you will accomplish this.
·
Introduce the book: Explain what you will say to the
students to introduce the book to them, if you choose to point
out concepts of the book, concepts of print, predicting, etc.
·
Picture Walk: Explain what you will do to provide a
Picture Walk for the students, telling all that you will say to the
students.
·
Read the book aloud: Explain how you will read the
book aloud to the students, will you stop, on what pages, what
will you say.
·
Students' Responses: Develop a set of literal and
higher-order thinking questions to elicit student responses, and
use Bloom's or Webb's as a guide to questions.
(PART)
Direct Instruction (Name the reading skill and explain what it
means)
· Explain:
(I do) Explain to the students what they will be learning
and why they should know it. Explain the skill they will be
learning and explain "how it works" Summarize the skill in your
own words. The teacher tells students everything you want them

5. to know
(objectives).
· Demonstrate
: (I do) Show the students what you would like them to
do. Demonstrate to them what they will be doing to help them
learn the skill. Then, you must explain what you will do to
demonstrate your teaching skillng. PROVIDE EXAMPLES and
link to your explain step.
· Guide:
(We do, more teacher responsibility, some student
responsibility) Guide the students to discuss and/or attempt the
skill you just demonstrated. Please explain how you will guide
the students to allow them opportunities to try to apply the skill.
Give support and feedback. The teacher brings students into a
discussion about objectives and gives guidance and feedback
. (Feedback must be accurate, positive, and
encouraging, but also firm.)
· Practice:
(We do, more student responsibility) Explain
specifically how you will guide the students to practice
applying the skill by allowing them to work together with less
teacher support but still feedback.
· Application:
(You do) (Read the book again and this time asks the
students to apply what they learned about the reading skill to
the book you are rereading.) Explain what you will have the
students do to apply the skill to the text. The students should
demonstrate that they can meet objectives in this step. They can
show this orally or any way that you would like (drawing,
writing, ...)
3. Shared Reading Teach Video DUE November 10
1. Create a video modeling and explaining your shared reading

6. lesson - Follow the guidelines from the Shared Reading
Framework.
2. Upload your completed Shared Reading Framework and
Video into the corresponding assignment file in Canvas.
3. Develop one page, single-spaced reflection incorporating the
following questions:
1. What is shared reading?
2. How does shared reading help children with early literacy
acquisition?
3. Can shared reading be incorporated across the disciplines?
4.
Discussion Board Shared Reading Lesson:
DUE November 14
Shared Reading Peer-Feedback
This discussion requires pre-service teachers to post their
shared reading lesson teaching video lin, provide feedback to
other classmates and engage in a constructive discussion.
POST THE VIDEO LINK BY November 10, 2021
Then provide constructive feedback to others by November 14,
2021
While observing your peers conduct their shared reading lesson,
please identify at least
2 positive teaching behaviors you noticed during their
presentation. Label the behavior, describe it, and explain why
the behaviors you've identified are essential to early literacy
instruction.
Positive behaviors include teacher strategy selection, use of
time, content selection, delivery & methodology, pedagogical
approach, accommodations, differentiation, and other aspects of
the micro-teach.
Please label your feedback as Shared Reading Teach #1 and
Shared Reading Teach # 2, etc...
Shared Reading reading material
· Use
Shared Reading Framework.docx

7. ·
Actions
· What is Shared Reading?
· Use this link to help you answer this question
Shared Reading: An Instructional Strategy for Teachers
Grades K-3
·
·
Links to an external site.
4. Part D - Shared Reading Reflection (Based on Shared reading
lesson teach)
After you deliver your shared reading lesson, write a three level
reflection of your experience:
Three Level Reflection
(1) Describe what you did. (Descriptive Writing)
· Name the title and author of type of text you used to teach the
lesson. Describe the contents of the text you selected and how it
related to the Shared Reading lesson you taught.
· Explain the teaching strategy that you used to teach a group of
diverse students.
· Explain how you prepared to teach the lesson. What steps did
you take?
· What were the students' responses to the lesson? Provide
specific examples of what the students said and/or did.
· How well did the students answer Bloom's questions about
their understanding of the book?
(2) A critique of what you did: (Analytical Writing)
· Explain whether your lesson was successful or not successful.
Provide supporting statements.
· What did you learn from writing this lesson plan?
· What did you learn from implementing the lesson plan with
the students?
· What, specifically, went well? Why?
· What, specifically, did not go well? Why?

8. · What would you do the same the next time you teach this
lesson? Why?
· What would you do differently if you were to teach this lesson
again?
· Explain the modifications you provided for the ESE students
and the ESOL students. Were the modifications helpful?
Explain why or why not? What modifications could be made to
make your lesson accessible to ESE and ESOL students if
modifications were not made?
(3) Explain how Shared Reading informs your thinking about
teaching reading.
· What did you learn about Shared Reading? (in general)
· How does a Shared Reading lesson incorporate current
theories of second language reading and writing development
for ELLs from diverse backgrounds and at different English
proficiency levels?
· Why would you teach a Shared Reading lesson in your class
when you begin teaching?
· How could you incorporate other strategies in a shared reading
lesson to help the students develop their language, vocabulary,
comprehension, or fluency?
· What did you learn about how concepts of print/book should
be taught?