Interactive ReadAloud Shared Reading Janice Such Grade 1
![Interactive Read-Aloud & Shared Reading Janice Such Grade 1 1 Interactive Read-Aloud & Shared Reading Janice Such Grade 1 1](https://slidetodoc.com/presentation_image/49914f5335ce869c6c4f50543bcdd7ed/image-1.jpg)
![A Definition o According to Fountas and Pinnell, Interactive Read-Aloud is “A teaching context A Definition o According to Fountas and Pinnell, Interactive Read-Aloud is “A teaching context](https://slidetodoc.com/presentation_image/49914f5335ce869c6c4f50543bcdd7ed/image-2.jpg)
![Fountas and Pinnell on Reading o “Reading to children is the most effective literacy Fountas and Pinnell on Reading o “Reading to children is the most effective literacy](https://slidetodoc.com/presentation_image/49914f5335ce869c6c4f50543bcdd7ed/image-3.jpg)
![How to Support Reader Thinking Within, Beyond and About a Text 4 How to Support Reader Thinking Within, Beyond and About a Text 4](https://slidetodoc.com/presentation_image/49914f5335ce869c6c4f50543bcdd7ed/image-4.jpg)
![The Continuum of Literacy Learning Curriculum goals of Interactive Read-Aloud: o To promote new The Continuum of Literacy Learning Curriculum goals of Interactive Read-Aloud: o To promote new](https://slidetodoc.com/presentation_image/49914f5335ce869c6c4f50543bcdd7ed/image-5.jpg)
![Kid Watching From the teacher’s vantage point: o Look for evidence of students’ literal Kid Watching From the teacher’s vantage point: o Look for evidence of students’ literal](https://slidetodoc.com/presentation_image/49914f5335ce869c6c4f50543bcdd7ed/image-6.jpg)
![Types of Questions for Students o What do you think will happen next? o Types of Questions for Students o What do you think will happen next? o](https://slidetodoc.com/presentation_image/49914f5335ce869c6c4f50543bcdd7ed/image-7.jpg)
![Benefits of Interactive Read-Aloud o In Interactive Read-Aloud, the listener is freed from decoding Benefits of Interactive Read-Aloud o In Interactive Read-Aloud, the listener is freed from decoding](https://slidetodoc.com/presentation_image/49914f5335ce869c6c4f50543bcdd7ed/image-8.jpg)
![Which Level to Choose? o The teacher does not need to select a specific Which Level to Choose? o The teacher does not need to select a specific](https://slidetodoc.com/presentation_image/49914f5335ce869c6c4f50543bcdd7ed/image-9.jpg)
![Vocabulary o Interactive Read-Alouds and Literature Discussions help students to expand vocabulary because children Vocabulary o Interactive Read-Alouds and Literature Discussions help students to expand vocabulary because children](https://slidetodoc.com/presentation_image/49914f5335ce869c6c4f50543bcdd7ed/image-10.jpg)
![Within the Text Benefits o Students do not have to decode. o Children hear Within the Text Benefits o Students do not have to decode. o Children hear](https://slidetodoc.com/presentation_image/49914f5335ce869c6c4f50543bcdd7ed/image-11.jpg)
![Beyond the Text The teacher can o Help children to make predictions and connections Beyond the Text The teacher can o Help children to make predictions and connections](https://slidetodoc.com/presentation_image/49914f5335ce869c6c4f50543bcdd7ed/image-12.jpg)
![About the Text The teacher can direct students’ attention to: o Author’s craft o About the Text The teacher can direct students’ attention to: o Author’s craft o](https://slidetodoc.com/presentation_image/49914f5335ce869c6c4f50543bcdd7ed/image-13.jpg)
![Special Benefits for ELL Students For ELLs, Interactive Read-Alouds provide q Opportunities to hear Special Benefits for ELL Students For ELLs, Interactive Read-Alouds provide q Opportunities to hear](https://slidetodoc.com/presentation_image/49914f5335ce869c6c4f50543bcdd7ed/image-14.jpg)
![Turn and Talk Please share your tips and ideas about Interactive Read -Aloud. 15 Turn and Talk Please share your tips and ideas about Interactive Read -Aloud. 15](https://slidetodoc.com/presentation_image/49914f5335ce869c6c4f50543bcdd7ed/image-15.jpg)
![Great Partners: The Continuum of Literacy Learning and Making Meaning 16 Great Partners: The Continuum of Literacy Learning and Making Meaning 16](https://slidetodoc.com/presentation_image/49914f5335ce869c6c4f50543bcdd7ed/image-16.jpg)
![The Continuum of Literacy Learning And Making Meaning Go Hand-in-Hand 17 The Continuum of Literacy Learning And Making Meaning Go Hand-in-Hand 17](https://slidetodoc.com/presentation_image/49914f5335ce869c6c4f50543bcdd7ed/image-17.jpg)
![Strategies in Making Meaning o Using schema/ o Making inferences connection o Visualizing o Strategies in Making Meaning o Using schema/ o Making inferences connection o Visualizing o](https://slidetodoc.com/presentation_image/49914f5335ce869c6c4f50543bcdd7ed/image-18.jpg)
![Cooperative Structures in Making Meaning o Turn to partner o Think/pair/share o Group brainstorming Cooperative Structures in Making Meaning o Turn to partner o Think/pair/share o Group brainstorming](https://slidetodoc.com/presentation_image/49914f5335ce869c6c4f50543bcdd7ed/image-19.jpg)
![Types of Class Meetings o o o Turn to partner Think/pair/share Group brainstorming Heads Types of Class Meetings o o o Turn to partner Think/pair/share Group brainstorming Heads](https://slidetodoc.com/presentation_image/49914f5335ce869c6c4f50543bcdd7ed/image-20.jpg)
![Read Aloud Pedagogy Making Meaning Read-Alouds include: o Biographies, expository text, articles, essays o Read Aloud Pedagogy Making Meaning Read-Alouds include: o Biographies, expository text, articles, essays o](https://slidetodoc.com/presentation_image/49914f5335ce869c6c4f50543bcdd7ed/image-21.jpg)
![Types of Performance Reading 22 Types of Performance Reading 22](https://slidetodoc.com/presentation_image/49914f5335ce869c6c4f50543bcdd7ed/image-22.jpg)
![Shared Reading The Next Step… 23 Shared Reading The Next Step… 23](https://slidetodoc.com/presentation_image/49914f5335ce869c6c4f50543bcdd7ed/image-23.jpg)
![Shared and Performance Reading Continuum o Students listen actively and answer questions in Interactive Shared and Performance Reading Continuum o Students listen actively and answer questions in Interactive](https://slidetodoc.com/presentation_image/49914f5335ce869c6c4f50543bcdd7ed/image-24.jpg)
![Through Shared Reading Children Learn o To read with their eyes. o To read Through Shared Reading Children Learn o To read with their eyes. o To read](https://slidetodoc.com/presentation_image/49914f5335ce869c6c4f50543bcdd7ed/image-25.jpg)
![Thinking Within the Text for Shared Reading o The goal is to produce a Thinking Within the Text for Shared Reading o The goal is to produce a](https://slidetodoc.com/presentation_image/49914f5335ce869c6c4f50543bcdd7ed/image-26.jpg)
![Thinking Beyond the Text for Shared Reading o Students bring their background knowledge to Thinking Beyond the Text for Shared Reading o Students bring their background knowledge to](https://slidetodoc.com/presentation_image/49914f5335ce869c6c4f50543bcdd7ed/image-27.jpg)
![Thinking About the Text for Shared Reading Students learn to understand the writer’s craft: Thinking About the Text for Shared Reading Students learn to understand the writer’s craft:](https://slidetodoc.com/presentation_image/49914f5335ce869c6c4f50543bcdd7ed/image-28.jpg)
![Turn and Talk Please share your tips and ideas about Shared Reading. 30 Turn and Talk Please share your tips and ideas about Shared Reading. 30](https://slidetodoc.com/presentation_image/49914f5335ce869c6c4f50543bcdd7ed/image-29.jpg)
![Readers Theatre o Students enact a text. o Students do not usually memorize lines. Readers Theatre o Students enact a text. o Students do not usually memorize lines.](https://slidetodoc.com/presentation_image/49914f5335ce869c6c4f50543bcdd7ed/image-30.jpg)
![Choral Reading o A group or several members read a text together. o The Choral Reading o A group or several members read a text together. o The](https://slidetodoc.com/presentation_image/49914f5335ce869c6c4f50543bcdd7ed/image-31.jpg)
![A Step Further… Writing About Reading Continuum 33 A Step Further… Writing About Reading Continuum 33](https://slidetodoc.com/presentation_image/49914f5335ce869c6c4f50543bcdd7ed/image-32.jpg)
![Student Writing o “Through writing—and drawing as well— readers can express and expand their Student Writing o “Through writing—and drawing as well— readers can express and expand their](https://slidetodoc.com/presentation_image/49914f5335ce869c6c4f50543bcdd7ed/image-33.jpg)
![Learning to Write About Texts Shared Writing Interactive Writing q Students, along with the Learning to Write About Texts Shared Writing Interactive Writing q Students, along with the](https://slidetodoc.com/presentation_image/49914f5335ce869c6c4f50543bcdd7ed/image-34.jpg)
![Grade 1 Forms of Writing o Functional Writing --sketches or drawings --short sentences responding Grade 1 Forms of Writing o Functional Writing --sketches or drawings --short sentences responding](https://slidetodoc.com/presentation_image/49914f5335ce869c6c4f50543bcdd7ed/image-35.jpg)
![Wrap It Up! Comments? Questions? 37 Wrap It Up! Comments? Questions? 37](https://slidetodoc.com/presentation_image/49914f5335ce869c6c4f50543bcdd7ed/image-36.jpg)
![Thank You for Sharing! 38 Thank You for Sharing! 38](https://slidetodoc.com/presentation_image/49914f5335ce869c6c4f50543bcdd7ed/image-37.jpg)
![Acknowledgements o Fountas, Irene and Pinnell, Gay Su. Matching Books to Readers. Portsmouth, NH: Acknowledgements o Fountas, Irene and Pinnell, Gay Su. Matching Books to Readers. Portsmouth, NH:](https://slidetodoc.com/presentation_image/49914f5335ce869c6c4f50543bcdd7ed/image-38.jpg)
- Slides: 38
![Interactive ReadAloud Shared Reading Janice Such Grade 1 1 Interactive Read-Aloud & Shared Reading Janice Such Grade 1 1](https://slidetodoc.com/presentation_image/49914f5335ce869c6c4f50543bcdd7ed/image-1.jpg)
Interactive Read-Aloud & Shared Reading Janice Such Grade 1 1
![A Definition o According to Fountas and Pinnell Interactive ReadAloud is A teaching context A Definition o According to Fountas and Pinnell, Interactive Read-Aloud is “A teaching context](https://slidetodoc.com/presentation_image/49914f5335ce869c6c4f50543bcdd7ed/image-2.jpg)
A Definition o According to Fountas and Pinnell, Interactive Read-Aloud is “A teaching context in which students are actively listening and responding to an oral reading of a text. ” --The Continuum of Literacy Learning, Grades K-2. A Guide to Teaching, page 163. 2
![Fountas and Pinnell on Reading o Reading to children is the most effective literacy Fountas and Pinnell on Reading o “Reading to children is the most effective literacy](https://slidetodoc.com/presentation_image/49914f5335ce869c6c4f50543bcdd7ed/image-3.jpg)
Fountas and Pinnell on Reading o “Reading to children is the most effective literacy demonstration you can provide. As you read aloud, you demonstrate how to think and act like a reader; you also provide insights into writing because you are sharing a coherent, meaningful piece of written language that an author has constructed…” --Matching Books to Readers, page 9 3
![How to Support Reader Thinking Within Beyond and About a Text 4 How to Support Reader Thinking Within, Beyond and About a Text 4](https://slidetodoc.com/presentation_image/49914f5335ce869c6c4f50543bcdd7ed/image-4.jpg)
How to Support Reader Thinking Within, Beyond and About a Text 4
![The Continuum of Literacy Learning Curriculum goals of Interactive ReadAloud o To promote new The Continuum of Literacy Learning Curriculum goals of Interactive Read-Aloud: o To promote new](https://slidetodoc.com/presentation_image/49914f5335ce869c6c4f50543bcdd7ed/image-5.jpg)
The Continuum of Literacy Learning Curriculum goals of Interactive Read-Aloud: o To promote new learning from the selected text. o To expose students to a variety of genres and increasingly complex texts. 5
![Kid Watching From the teachers vantage point o Look for evidence of students literal Kid Watching From the teacher’s vantage point: o Look for evidence of students’ literal](https://slidetodoc.com/presentation_image/49914f5335ce869c6c4f50543bcdd7ed/image-6.jpg)
Kid Watching From the teacher’s vantage point: o Look for evidence of students’ literal understanding before, during, and after listening to a text read aloud. --Did they pick up important information? --Could they follow the plot? --Could they remember important details? 6
![Types of Questions for Students o What do you think will happen next o Types of Questions for Students o What do you think will happen next? o](https://slidetodoc.com/presentation_image/49914f5335ce869c6c4f50543bcdd7ed/image-7.jpg)
Types of Questions for Students o What do you think will happen next? o What are you thinking about the story right o o now? This story reminds me of … What does it remind you of? What picture do you see in your mind right now? What does this story make you wonder about? How is this story like other stories we have read in class or you have read on your own? 7
![Benefits of Interactive ReadAloud o In Interactive ReadAloud the listener is freed from decoding Benefits of Interactive Read-Aloud o In Interactive Read-Aloud, the listener is freed from decoding](https://slidetodoc.com/presentation_image/49914f5335ce869c6c4f50543bcdd7ed/image-8.jpg)
Benefits of Interactive Read-Aloud o In Interactive Read-Aloud, the listener is freed from decoding and is supported by the oral reader’s expression --fluency --phrasing --stress 8
![Which Level to Choose o The teacher does not need to select a specific Which Level to Choose? o The teacher does not need to select a specific](https://slidetodoc.com/presentation_image/49914f5335ce869c6c4f50543bcdd7ed/image-9.jpg)
Which Level to Choose? o The teacher does not need to select a specific level, but the text characteristics as well as the age and grade of listeners should be considered. 9
![Vocabulary o Interactive ReadAlouds and Literature Discussions help students to expand vocabulary because children Vocabulary o Interactive Read-Alouds and Literature Discussions help students to expand vocabulary because children](https://slidetodoc.com/presentation_image/49914f5335ce869c6c4f50543bcdd7ed/image-10.jpg)
Vocabulary o Interactive Read-Alouds and Literature Discussions help students to expand vocabulary because children hear words that are not ordinarily used. o Since the teacher says the words the length, number of syllables, inflectional endings, etc. are not major factors in choosing a text. o For literature discussion, students who cannot read the words can be given a taped reading. 10
![Within the Text Benefits o Students do not have to decode o Children hear Within the Text Benefits o Students do not have to decode. o Children hear](https://slidetodoc.com/presentation_image/49914f5335ce869c6c4f50543bcdd7ed/image-11.jpg)
Within the Text Benefits o Students do not have to decode. o Children hear fluent phrasing. o Students can self-monitor their understanding. o Children can remember information in summary form. o Children can adjust their thinking to understand different fiction and nonfiction genres. 11
![Beyond the Text The teacher can o Help children to make predictions and connections Beyond the Text The teacher can o Help children to make predictions and connections](https://slidetodoc.com/presentation_image/49914f5335ce869c6c4f50543bcdd7ed/image-12.jpg)
Beyond the Text The teacher can o Help children to make predictions and connections to previous knowledge and their own lives. o Support student thinking beyond the literal meaning. o Demonstrate how to think beyond the text. o Stop at selected intervals to discuss text elements that expand thinking. 12
![About the Text The teacher can direct students attention to o Authors craft o About the Text The teacher can direct students’ attention to: o Author’s craft o](https://slidetodoc.com/presentation_image/49914f5335ce869c6c4f50543bcdd7ed/image-13.jpg)
About the Text The teacher can direct students’ attention to: o Author’s craft o Use of language o Characterization o Organization o Text Structure 13
![Special Benefits for ELL Students For ELLs Interactive ReadAlouds provide q Opportunities to hear Special Benefits for ELL Students For ELLs, Interactive Read-Alouds provide q Opportunities to hear](https://slidetodoc.com/presentation_image/49914f5335ce869c6c4f50543bcdd7ed/image-14.jpg)
Special Benefits for ELL Students For ELLs, Interactive Read-Alouds provide q Opportunities to hear the syntax and vocabulary of the language in text. o Modeling and engagement in oral language opportunities. o Exposure to meaningful, high-quality texts. o Scaffolding through the literacy process for students. 14
![Turn and Talk Please share your tips and ideas about Interactive Read Aloud 15 Turn and Talk Please share your tips and ideas about Interactive Read -Aloud. 15](https://slidetodoc.com/presentation_image/49914f5335ce869c6c4f50543bcdd7ed/image-15.jpg)
Turn and Talk Please share your tips and ideas about Interactive Read -Aloud. 15
![Great Partners The Continuum of Literacy Learning and Making Meaning 16 Great Partners: The Continuum of Literacy Learning and Making Meaning 16](https://slidetodoc.com/presentation_image/49914f5335ce869c6c4f50543bcdd7ed/image-16.jpg)
Great Partners: The Continuum of Literacy Learning and Making Meaning 16
![The Continuum of Literacy Learning And Making Meaning Go HandinHand 17 The Continuum of Literacy Learning And Making Meaning Go Hand-in-Hand 17](https://slidetodoc.com/presentation_image/49914f5335ce869c6c4f50543bcdd7ed/image-17.jpg)
The Continuum of Literacy Learning And Making Meaning Go Hand-in-Hand 17
![Strategies in Making Meaning o Using schema o Making inferences connection o Visualizing o Strategies in Making Meaning o Using schema/ o Making inferences connection o Visualizing o](https://slidetodoc.com/presentation_image/49914f5335ce869c6c4f50543bcdd7ed/image-18.jpg)
Strategies in Making Meaning o Using schema/ o Making inferences connection o Visualizing o Wondering/ questioning o Determining important ideas o Understand text structure o Summarize/ synthesize Wow! I use the same strategies in Interactive Read-Aloud! 18
![Cooperative Structures in Making Meaning o Turn to partner o Thinkpairshare o Group brainstorming Cooperative Structures in Making Meaning o Turn to partner o Think/pair/share o Group brainstorming](https://slidetodoc.com/presentation_image/49914f5335ce869c6c4f50543bcdd7ed/image-19.jpg)
Cooperative Structures in Making Meaning o Turn to partner o Think/pair/share o Group brainstorming o Heads together o Think/pair/write Don’t I use the same cooperative structures in Interactive Read. Aloud? 19
![Types of Class Meetings o o o Turn to partner Thinkpairshare Group brainstorming Heads Types of Class Meetings o o o Turn to partner Think/pair/share Group brainstorming Heads](https://slidetodoc.com/presentation_image/49914f5335ce869c6c4f50543bcdd7ed/image-20.jpg)
Types of Class Meetings o o o Turn to partner Think/pair/share Group brainstorming Heads together Think/pair/write My class uses these same learning activities for Interactive Read-Aloud! 20
![Read Aloud Pedagogy Making Meaning ReadAlouds include o Biographies expository text articles essays o Read Aloud Pedagogy Making Meaning Read-Alouds include: o Biographies, expository text, articles, essays o](https://slidetodoc.com/presentation_image/49914f5335ce869c6c4f50543bcdd7ed/image-21.jpg)
Read Aloud Pedagogy Making Meaning Read-Alouds include: o Biographies, expository text, articles, essays o Nonfiction, poetry, fantasy, folklore o Inclusion of a wide range of cultures o Vocabulary highlighted for all students as well as for ELLs These are the kinds of texts I choose for Interactive Read. Aloud, too! 21
![Types of Performance Reading 22 Types of Performance Reading 22](https://slidetodoc.com/presentation_image/49914f5335ce869c6c4f50543bcdd7ed/image-22.jpg)
Types of Performance Reading 22
![Shared Reading The Next Step 23 Shared Reading The Next Step… 23](https://slidetodoc.com/presentation_image/49914f5335ce869c6c4f50543bcdd7ed/image-23.jpg)
Shared Reading The Next Step… 23
![Shared and Performance Reading Continuum o Students listen actively and answer questions in Interactive Shared and Performance Reading Continuum o Students listen actively and answer questions in Interactive](https://slidetodoc.com/presentation_image/49914f5335ce869c6c4f50543bcdd7ed/image-24.jpg)
Shared and Performance Reading Continuum o Students listen actively and answer questions in Interactive Read-Aloud; in Shared Reading, they are actual participants. o Shared Reading allows students to participate in the kind of storybook reading that takes place in the home. 24
![Through Shared Reading Children Learn o To read with their eyes o To read Through Shared Reading Children Learn o To read with their eyes. o To read](https://slidetodoc.com/presentation_image/49914f5335ce869c6c4f50543bcdd7ed/image-25.jpg)
Through Shared Reading Children Learn o To read with their eyes. o To read with expression. o To read punctuation. o To use the structure of a text. 26
![Thinking Within the Text for Shared Reading o The goal is to produce a Thinking Within the Text for Shared Reading o The goal is to produce a](https://slidetodoc.com/presentation_image/49914f5335ce869c6c4f50543bcdd7ed/image-26.jpg)
Thinking Within the Text for Shared Reading o The goal is to produce a fluent, expressive oral reading of a text. o Independently, readers must solve the words and interpret information that they will reflect in their oral reading. 27
![Thinking Beyond the Text for Shared Reading o Students bring their background knowledge to Thinking Beyond the Text for Shared Reading o Students bring their background knowledge to](https://slidetodoc.com/presentation_image/49914f5335ce869c6c4f50543bcdd7ed/image-27.jpg)
Thinking Beyond the Text for Shared Reading o Students bring their background knowledge to shared reading. o They create connections with the text and make inferences. o To take on the role of a character, they have to understand how the character feels and acts. 28
![Thinking About the Text for Shared Reading Students learn to understand the writers craft Thinking About the Text for Shared Reading Students learn to understand the writer’s craft:](https://slidetodoc.com/presentation_image/49914f5335ce869c6c4f50543bcdd7ed/image-28.jpg)
Thinking About the Text for Shared Reading Students learn to understand the writer’s craft: o Characterization o Organization o Structure 29
![Turn and Talk Please share your tips and ideas about Shared Reading 30 Turn and Talk Please share your tips and ideas about Shared Reading. 30](https://slidetodoc.com/presentation_image/49914f5335ce869c6c4f50543bcdd7ed/image-29.jpg)
Turn and Talk Please share your tips and ideas about Shared Reading. 30
![Readers Theatre o Students enact a text o Students do not usually memorize lines Readers Theatre o Students enact a text. o Students do not usually memorize lines.](https://slidetodoc.com/presentation_image/49914f5335ce869c6c4f50543bcdd7ed/image-30.jpg)
Readers Theatre o Students enact a text. o Students do not usually memorize lines. o Props and costumes are optional. o Emphasis is on how each actor or actress interprets a role vocally. Almost any story can be transformed into a Readers Theatre script. Check out http: //www. aaronshep. com/rt/Tips 1. html for ideas! 31
![Choral Reading o A group or several members read a text together o The Choral Reading o A group or several members read a text together. o The](https://slidetodoc.com/presentation_image/49914f5335ce869c6c4f50543bcdd7ed/image-31.jpg)
Choral Reading o A group or several members read a text together. o The text may appear on a chart or projector or in individual student books. o Group members try to interpret the text with their voices. 32
![A Step Further Writing About Reading Continuum 33 A Step Further… Writing About Reading Continuum 33](https://slidetodoc.com/presentation_image/49914f5335ce869c6c4f50543bcdd7ed/image-32.jpg)
A Step Further… Writing About Reading Continuum 33
![Student Writing o Through writingand drawing as well readers can express and expand their Student Writing o “Through writing—and drawing as well— readers can express and expand their](https://slidetodoc.com/presentation_image/49914f5335ce869c6c4f50543bcdd7ed/image-33.jpg)
Student Writing o “Through writing—and drawing as well— readers can express and expand their thinking and improve their ability to reflect on a text. ” --The Continuum of Literacy Learning, Grades K-2, p. 19. 34
![Learning to Write About Texts Shared Writing Interactive Writing q Students along with the Learning to Write About Texts Shared Writing Interactive Writing q Students, along with the](https://slidetodoc.com/presentation_image/49914f5335ce869c6c4f50543bcdd7ed/image-34.jpg)
Learning to Write About Texts Shared Writing Interactive Writing q Students, along with the q teacher, compose a text. q The teacher usually works with a chart displayed on an easel. q After creating the writing, students reread it many times. The text becomes a model. This approach is very similar to Shared Writing. q The only difference from Shared Writing is that the teacher sometimes invites students to write a few letters or a word during the composition. process 35
![Grade 1 Forms of Writing o Functional Writing sketches or drawings short sentences responding Grade 1 Forms of Writing o Functional Writing --sketches or drawings --short sentences responding](https://slidetodoc.com/presentation_image/49914f5335ce869c6c4f50543bcdd7ed/image-35.jpg)
Grade 1 Forms of Writing o Functional Writing --sketches or drawings --short sentences responding to a text --charts --labels --directions o Narrative Writing --sequence of events (written or drawn) --innovations on familiar texts --simple summary o Informational Writing --lists of facts --short sentences about author/illustrator --labeling of drawings 36
![Wrap It Up Comments Questions 37 Wrap It Up! Comments? Questions? 37](https://slidetodoc.com/presentation_image/49914f5335ce869c6c4f50543bcdd7ed/image-36.jpg)
Wrap It Up! Comments? Questions? 37
![Thank You for Sharing 38 Thank You for Sharing! 38](https://slidetodoc.com/presentation_image/49914f5335ce869c6c4f50543bcdd7ed/image-37.jpg)
Thank You for Sharing! 38
![Acknowledgements o Fountas Irene and Pinnell Gay Su Matching Books to Readers Portsmouth NH Acknowledgements o Fountas, Irene and Pinnell, Gay Su. Matching Books to Readers. Portsmouth, NH:](https://slidetodoc.com/presentation_image/49914f5335ce869c6c4f50543bcdd7ed/image-38.jpg)
Acknowledgements o Fountas, Irene and Pinnell, Gay Su. Matching Books to Readers. Portsmouth, NH: 1999. o Fountas, Irene and Pinnell, Gay Su: The Continuum of Literacy Learning, Grades K-2. A Guide to Teaching. Portsmouth, NH: 2007. o “The Lesson Collection: Word Work. ” http: //streaming. discoveryeducation. com/search/asset. Detai l. cfm? guid. Asset. ID=175515 A 1 -0 C 65 -4 AE 9 -BD 57 AF 7 ADDC 980 B 7 39
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