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Independent: Mindmap Chapter 8 Reading, Language Experience Approach, The…

- - - - Shared Reading:
        Definition: It's an example of reading with students and has many of the same features as read-alouds. However, the focus is on using texts closer to the students' reading ability and getting them to read along. Share reading provides teachers with opportunities to teach important concepts of print, demonstrate strategies that good readers use, and involve students as a community of readers.
        
        Shared readings should be done with the whole group.
        
        The level of share reading should be slightly higher than the students' current instructional level: Beginning or emergent levels of reading: text should contain rhyme; rhythm; and repetitions words, phrases, and language patterns. The illustrations should provide maximum support for understanding the text. Advanced ELLs: text should more closely resemble grade-level reading materials but contain illustrations or other features to facilitate comprehension.
        
        Shared readings exposed students to different genres, including non-fiction, as emphasized in the CSS.
        
        Share reading followed the same BDA structure as read-alouds.
        
        For students who are just learning to read: The teacher tracks the text by pointing to each word as she reads, using her finder or a pointer stick. As students become familiar with the text, they join in and share in the reading.
        
        For older students at higher English and reading levels: shared readings may include choral reading with emphasis on expressive reading to facilitate comprehension.
        
        Guided Reading is conducted with small group of students (three to six) who read at about the same level.
        
        Guided reading fulfill the call form the Institute of Education Sciences for intensive small-group reading interventions for ELLs.
        
        The purpose of guided reading is for students to practice reading and using the skills and strategies they have learned through read-alouds and shared readings. The teacher does not read the book to or with the students but instead prepares them to read it on their own.
        
        The goal of guided reading is to help students move up to higher reading levels and become independent readers of increasingly difficult texts.
        
        In guided reading, the teacher follows the BDA structure used in read-alouds and shared readings, beginning with a discussion of the topic to activate prior knowledge and build background knowledge, then moving on to a discussion of the book cover, a picture walk, student predictions, pre-teaching of unknown vocabulary, and so on.
        
        Close Reading refers to the way students engage in their reading of a text to fully understand the information it contains and the inferences that may be drawn from it. Close reading is associated with reading complex texts and can be done during shared or guided reading lessons.
        
        Independent Reading
        
        The purpose of reading to and with students is to get them to the point where they can successfully engage in independent reading, including the independent reading of the type of complex literary and information texts emphasized in the Common Core reading standards.
        
        Independent reading = free voluntary reading (stressing that students should be free to choose what they read).
        
        Narrow Reading is a form of independent recreational reading that entails reading several books on the same subjects, by the same author, or in the same genre.
        
        Narrow academic reading refers to the narrow reading of academic text on a topic of high interest to the student.