Shared Reading Plan
- Title and author of the picture book
“I Went Walking” by Sue Machin. Illustrated by Julie Vivas.
- Age of the children
Kindergarten children: 4-6 years old.
- One or two Early Learning Standards (or Common Core Standards) will be addressed through this experience.
- Integration of knowledge and ideas
- Using prompting and support, I will describe the relationship between illustrations and the story in the book. For example, “what does this story remind you of?”
- Range of reading and level of text complexity
- For instance, “Did students readily join in the reading of the familiar parts?”
Day 1:
- I will summarize the book, and discuss the cover by pointing out its front page and indicating that the red words are the title of the book. After that, I will read the author’s and illustrator’s name aloud and then read the title page. Before I start reading, I will ask children if they know any animals, how they relate with the animals, and to name their favorite animals, to activate prior knowledge, and engage students’ interests in the book.
- I will read aloud and encourage the children to join in the reading using a repeating pattern. For instance, “I went walking. What did you see?”.
Day 2:
- Before the reading starts, I will summarize the book and ask children to join in as I read the book’s titles and the names of the author and illustrator. During the reading, I will use a pointer to show children where I will start reading from, and as I read fluently and expressively, I will encourage them to join in. I will think aloud at the points that I will have selected near the beginning of the book, predict the animal that will come next in the story, and then model how the prediction can be confirmed; I will then ask the children to predictions at other selected points and then confirm then.
- To help them visualize, I will ask them the following questions; one, what is the horse’s color in the book? What did you see when you went walking? And three, who has ever seen a green duck?
- I will demonstrate my thinking and ask students to respond. For example, “Cats are friendly, and they can be kept in our homes. Do you think it is okay to keep cats in our homes? Why?”
- My think aloud-aloud will include; “An I am reading this book, I am asking myself, ‘Why do we keep cats in our home? Are cats friendly to children?” As we look at the next animal that the girl meets, think about any animal, you are likely to encounter when walking.
- I will then teach a new word after the reading is over. One word that we will learn I class today is “walking.” “Who can tell me what walking means? Walking is a word that refers to the lifting and setting down each one of our foot in turns.” I will teach this by demonstrating to children how I walk. “When walking, all your feet cannot be touching the ground at the same time.”
- After reading on Day 2, I will lead the children in a short discussion based on the reflective questions. I will first allow them to discuss among themselves, and then, each of them will tell me the problems they have. I will record them on the board and present them in order to help them understand the story.
Day 3:
- In order to reinforce the comprehension strategy that I taught. I will encourage conversations and listen to what the children are talking about. The model will include providing students with pictures of the animals that we read about in the story. I will ask them to write the animals’ names and state whether the animals are friendly to people. I will allow them to discuss among themselves. If they have any difficulty remembering the name of an animal, I will help by summarizing the story we read earlier and the color of the animal the girl met. This will help them remember the animals and the color they were in the story. For example, If I give them a picture of a bird painted green, they will easily remember the story’s green duck.
- This story does not involve many words. The words that keep on repeating are, “I went walking, and I saw.” It will be easier for me to focus on these words and ensure that the children understand their meaning by repeating and using them in a different context. I will also use a big-book stand so that all children will see the illustrated pictures in the book. Further, I will ask the children to paint the animals’ images that they saw and name them. The strategy will help them to also understand and remember the story in the book.
References
Fountas, I. C., & Pinnell, G. S. (2018). Literacy beginnings: A prekindergarten handbook. Portsmouth, NH: Heinemann.
Rog, L. J., & Galloway, D. L. (2017). Reading, writing, playing, learning: Finding the sweet
spots in kindergarten literacy. Portland, ME: Stenhouse Publishers.
Common Core State Standards Initiative. (n.d.). Read the standards. Retrieved from http://www.corestandards.org/read-the-standards/
Book: I Went Walking by Sue Machin (Sue Williams). Illustrated by Julie Vivas. Text copyright © Sue Machin, 1989. Illustrations copyright © Julie Vivas, 1989. First published by Omnibus Books, a division of Scholastic Australia Pty Ltd, 1989. Reproduced by permission of Scholastic Australia Pty Ltd
Standards used:
- Integration of knowledge and ideas
- Range of reading and level of text complexity