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Presenter Notes

Two copies of the Mini Shared Lesson Plan Template
Copies of Sister, Sister – one per table group
Teachers bring their own pattern book to use for planning
Speakers for the videos

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Mini Shared�A Bridge to Guided Reading

Developed By:

Dr. Barbara M. Flores

Picture of final book

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Objectives

Why do we have the Mini Shared process?
What is the difference between Mini Shared and Guided Reading?
Understand and practice the Mini Shared planning process.

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Definitions of Mini Shared

Organizes success in beginning reading by engaging children in proficient reading (Goodman, 1965, 1970;1984;2005)
Uses predictable/leveled books to engage the children beyond their ZPD
Selected books are two levels above students’ independent reading level
Takes place within 25-30 minutes in small groups (3-5)

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Definitions of Mini Shared

Designed to teach children to read at their potential not independent level
Makes the cueing systems visible through metalinguistic talk and revisiting text
Knowledge of letter/sound correspondence is not necessary

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What is the Zone of Proximal Development (ZPD)?

More mature readers and writers (parents, teacher, other students) can provide learners with additional support that corresponds to their ZPD (Vygotsky, 1978).

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Mini Shared Vs. Guided Reading

Mini shared is….

Small group (3-5)
5 day process
Bridge to guided reading
Learning to read
More teacher support
Creation of collaborative text
Explicit teaching of cueing systems
Knowledge of letter/sound correspondence is not necessary

Guided reading is…

Small group (3-5)
Multiple day process
Less teacher support
Knowledge of letter/sound correspondence is necessary

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Overview of Procedures

Introduce book
Discuss title
Prior knowledge
Engage in animated picture walk and talk
Read book aloud
Echo reading
Choral reading
Revisit text
Make cueing systems visible: semantic, syntactic, graphophonic, orthographic
Create collaborative text
Partner read

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Introduce Book

Selection of book is very important
It must be at least two levels above the children’s independent level according to DRA/EDL
Topic must be culturally and linguistically relevant
Discuss the title and talk about the cover design of the book…engagement is key

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Introduce Book

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Building Prior Knowledge �During Picture Walk

As you and the children engage in social interaction about the pictures, note prior knowledge, approximations, and types of talk
Build on their linguistic and cultural knowledge about concepts, language, and objects
Encourage authentic dialogue among the children and yourself
Name and use syntactic structures or vocabulary that they may encounter in the text

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Picture Walk and Talk

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Teacher Read Aloud

Explain to the children that you are going to read the entire book aloud so they can hear how it is supposed to be read
You are the model of a proficient reader
Ask children to notice how you are reading
As you read aloud, sweep your “magic finger” under the text

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Read Text at Potential

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Echo Reading

Teacher and children engage in second reading of the text through echo reading
Teacher gives directions that she/he is going to read the text first; then, all the children will read the text together

To differentiate you may read a whole page, sentence, or phrase depending on the level and abilities of the students.

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Echo Reading

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Choral Reading

The third reading of the book is entirely done by the children
As they read together the teacher notices:

who is behind
who is self-correcting
who is waiting for the next person
who is confident
what words need to be made visible

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Choral Reading

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# 7 - Revisiting the text and making the cueing systems visible

Please take a copy of the Mini Shared planning template
Turn your attention to Day 1 – We have already covered items 1-6
We will now focus on making the cueing systems visible

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Eat Your Broccoli

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Semantic

Semantic – based on meaning – how the text relates to the illustrations

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Day 1 Semantic Cueing System

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Syntactic

Syntactic – the arrangement of words/phrases as it relates to the picture.

broccoli

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Day 1 Syntactic Cueing System

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Graphophonic

Graphophonic – sound relationships with words/sounds and patterns that exist.

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Day 1 Graphophonic Cueing System

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Orthographic/Mechanics

Orthographic – spelling – i.e. word families that teach spelling rules.
Mechanics – Conventions, punctuation, capitalization, etc.

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Day 1 Orthographic/Mechanics Cueing System

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Day 2

Students chorally read the text
The teacher revisits the text and makes other cueing system (s) visible (#7)
Teacher asks one or two comprehension questions
Shared writing – the teacher and students generate new text using story pattern
Provide any guided practice from day 1

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Days 3-5 - Collaborative Text

Use the same pattern but change the scene/habitat/situation.
Use sentence strips or chart paper.
Tell children you are going to write another version of the book.
Collaboratively write the new version. As you write have children read and reread.
Type the new text page by page for the next day.
Have children illustrate each page.

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Collaborative Text Writing

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Day 4

Students chorally read new text from the chart
The teacher gives each student their own booklet with new text
The students illustrate each page

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Day 4: Students Illustrate Collaborative Text

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Day 5 Partner Read

Each child now has his/her own self illustrated version of a new book
Each child can successfully read the pattern book plus the new version

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Day 5 Partner Read

Each child reads both versions to a partner
After reading the two versions, the students can choose another partner to read to
Every person that he/she reads to signs his/her name at the end of the new book

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Day 5: Partner Read and Sign Back of Book

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Day 1 Cueing Systems Review

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Semantic -based on meaning – how the text relates to the illustrations�

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Syntactic

At your table groups analyze the text for syntactic cueing system

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Syntactic -the arrangement of words/phrases as it relates to the picture.�

Which recurring noun, verb, or other part of speech is depicted graphically?

SISTER, LIKES,

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Graphophonic – sound relationships with words/sounds and patterns that exist.�

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Graphophonic -sound relationships with words/sounds and patterns that exist.�

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Orthographic – spelling – i.e. word families that teach spelling rules.��Mechanics – Conventions, punctuation, capitalization, etc.�

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