Planning for Shared Reading Assignment 2022

Running head: PLANNING FOR SHARED READING
PLANNING FOR SHARED READING
Name of the Student:
Name of the University:
Author Note:

1PLANNING FOR SHARED READING
Introduction
One of the most important aspects of early education is to know and learn how to
read. But teaching reading to early schoolers can be tough for a lot of reasons. Ranging from
the fact that early schoolers are still very young children with under – developed vocabulary
and articulatory systems, to the fact that they have very little attention span because of which
they are difficult to be hooked on to something, we need resources that would not only grab
their attention but also keep them hooked while teaching them the target that we want them to
learn.
The picture based story book that is selected for this assignment is ‘A cool kid – like
me’ by Hans Wilhelm. The story is about a kid who everyone finds ‘cool and terrific’. He
was considered the model kid by everyone but the kid realised that it was only his
grandmother who knew the real version of him. His grandmother would ask him questions
about how he was feeling, and he would reply about his fears and concerns, like how he hated
the dark and how he worried about dropping the ball. One day before his grandmother left for
a vacation, she gave him a teddy bear as a present. His parents thought that he was too old for
the teddy and that if he played with the teddy he would not be perceived as the cool kid
anymore. So they used to put the teddy away at the top of the closet. The kid however was
extremely fond of the teddy and used to take it down and platy with it whenever he got time.
He would talk to the teddy about his fears, how he thought that people laughed behind his
back and how he feared that he would be the last to be selected for sports. He also told the
teddy that he was afraid that his parents would scold him in front of his friends and how he
hated when his parents fought. The teddy was just like his grandmother – a good listener, and
understood how the kid felt.
The rationale behind selecting this story can be divided into two:
1. The book is based on a kid similar to the age group of the target kids of this lesson. So
they would be able to relate to the character in the story. The book has pictures and a
gripping narrative that would hold the children’s attention.
2. The story is simple with few words on every page, and also has a style of first person
narration that the target kids would benefit from. The literary style is narrative,
making it simpler for children to understand the text as well as engage in reading
based activities.
Resources
The teaching reading model based on the story book will be approached from the
perspective of the four resource model framework (Freebody & Luke 1990, 1999). The
importance of the resource lies in the fact that it attempts to evaluate whether the range of
practices in a reading programme sufficiently incorporated the requirements of the current
language education sector in terms of reading practice. It is a useful tool for literacy practice
and skill development and identifies four roles connected to language learning as put forward
by Firkins (2015):

2PLANNING FOR SHARED READING
1. Code breaker – How the semiotic system of construction is accessed?
2. Text participant – how is the text understood?
3. Text user – How is the text used?
4. Text analyst – how does the text position the learner as a user?
Outline
The rest of the paper will be structured upon the following outline:
a. Four resources model outline: The model outline would identify a key aspect from
each resource and elaborate how each will be applied as an activity for the students.
b. Lesson planning: This will take one resource from the four resource model and
elaborate it to develop into a lesson plan.
c. Rationale: An elaborate justification of the lesson plan in correlation with relevant
contemporary research into early childhood education, principles of teaching and
pedagogic practices while attempting to integrate them with the Australian
Curriculum: English.
Four Resources Model planning
Book title
Year level
Four Resources How will you, as the teacher, use the book to explicitly
teach this literacy practice? What will you explicitly
teach and how?
What will the children actually do when they are
engaging in this practice? How will they apply
this literacy practice?
What follow up activity/activities will you plan
for the students to apply their learning in small
groups or individually to reinforce what you have
explicitly modelled through shared reading?
Code-breaker From the text, words and notations that describe
emotions and situations will be explicitly targeted.
I will teach how to understand emotions like fear,
concern, joy etc using target words from the text.
While engaging in this practice, the children will
also focus on the words that depict emotion.
For instance “I was scared that I’d be picked last at
games…”
Here the word scared would be given focus.
Secondly, the gaps in emotions that are not
explained in the text would be attempted to be
filled by the student.
For instance “Teddy knew how I felt when my
parents were fighting”.
Here the explicit word is not given. So the student
will be asked to provide words that they feel would
be right.
As a follow up activity, the students would be given
task sheets with the emotions recorded in them
and they will be asked to read the sheet and

3PLANNING FOR SHARED READING
evaluate the emotions by doing a role play of the
emotions.
Text participant The text will be understood primarily by reading. The
text will be read out to the students once. Afterwards
the students will be asked to read the text themselves
in groups and explain what they understood from the
text.
Necessary aid will be provided by the teacher.
The children will be sorted into groups where they
will study the text and elaborate their
understanding of the text.
They will apply this practice to other forms of text
and readings that they will encounter in the class in
the future.
As a follow up activity, the students will be asked to
imitate a sequence from the pictures in the book as
closely as possible, while other students in the class
try to recall the sequence and evaluate what the
sequence was trying to say.
Text user The text is used for teaching reading to children.
The text is rich in pictorial representations that are
correlated with textual input. The story describes the
situation in the pictures aptly. The story can be used
to teach about one key aspect : Emotions, using
specific keywords from the text that relates to the
emotions
Once the children have read and understood the
text, they will be asked to dictate the words that
they understood from the text that describes the
emotions. Afterwards, those words will be used in
other sentence based examples by the teacher to
reinforce the words in the mind of the student.
As a follow up activity, the students will be given an
emotion and they will be asked to make sentences
with those words and read them out to the class.
Another group will then be asked to do a small role
play activity on the specific emotion selected.
Text analyst The text positions the learner as a user attempting to
gather information about emotion related words and
sentence structure. The text will be used as a
template for providing an infrastructure for learning
emotions.
The students will be asked to provide feedback
about the text on what they felt about the text,
what they have learned from the text, how they
will read the text and how they will narrate the
story to someone else.

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Lesson Planning Template (Template 2) EHE1100 Assignment 1 Part 1
Year Level: Prep (level 2-3)
Picture book (Title and author): A cool kid –
like me (Hans Wilhelm)
Four Resources Model main focus: Text
participant
Shared reading demonstration (hyperlink):
Overall objective of the lesson:
Students should be able to understand about
emotions and use them in a practice case
scenario
Phase of the Lesson Teacher Modelling
(Explicit Teaching)
Learning
Experiences
Resources Assessment
Formative/Summative
Orientating Phase
Engage whole class in a
warm up activity (Mirror
game, Statue, First ten
words)
Discuss the task for the
day.
Introduce the text.
Form groups
Allot resources to the
students. Explain to them
the concept of emotions
and imitate the act of being
happy or scared.
Tell them that what they
are looking for – aspects of
emotions like fear or
happiness in the text.
WALT – Reading and
listening skills,
interpretation skills.
WILF – Aspects of display
of emotions, use of
language in displaying
emotions.
TIB – Children have
variable ways of displaying
emotions with an adult. We
are trying to look for ways
Students should take
part in the warm up
activity.
Students should listen
to the teacher as s/he
is discussing the task
for the day and
introducing the text.
Students should stand
in their respective
groups. They should
be able to understand
the feeling of
happiness and fear.
Picture books
Multimedia
materials.
The students should be
able to
 show motivation
and interest in
learning.
 Identify the text
as a reading
material
 Recognise the
basic words in
the text
 Recognise the
basic word and
sentence pattern
Demonstrate readability
Australian Curriculum: English
(v.8.3) Strand: Literacy
Sub-strand: Interpreting, Analysing & Evaluating
Content Description: The strand evaluates the audience, text
purpose, reading process, comprehension and application.
Elaboration: The students are required to analyse the text with
help from the teacher and find out which aspects of the text
refers to emotions, how emotions are depicted using words and
how they can use those words to describe the emotions that they
are feeling.

5PLANNING FOR SHARED READING
to connect the children in
the class with the character
in the story and drawing
parallels of characteristics.
Enhancing Phase
Read the text out to the
students, one page at a
time.
Ask the students to engage
with the text in detail.
Ask the students to find out
words that fit a particular
emotion.
Move around the class and
help students wherever
necessary.
Offer necessary
clarification
The students must
listen attentively.
Following this, the
students should
identify certain words
that connect the main
character with a
particular emotion.
e.g. “…how scared I
was without a night-
light…”.
They should ask
questions wherever
they have a doubt.
Picture book
Multimedia
materials.
The students are
required to
 Participate in
individual or
group activity.
 Should be able
to identify the
emotions and
their respective
words.
 Should be able
to ask questions
and speak out
their doubts.
Synthesising Phase
Ask the students to reflect
on their understanding of
the text.
Ask the students to provide
examples of words related
to emotions.
Tell them how these words
can be used in parallel
situations.
Ask them to demonstrate
an example of their
understanding of emotions
through interesting
activities.
The students should
display that they have
understood the text by
providing examples of
words that they have
identified related to
emotions.
They should provide
examples of how those
words can be used in
parallel scenarios of
their own
understanding.
They should act out
instances of emotions
on their own.
(For instance show a
smiling face for being
happy, put hands
together and shiver
with a sorrowful face
for fear).
Picture book
Multimedia
materials.
The students Should be
able to
 Reflect upon
their learning.
 Provide
examples of the
words.
 Provide
examples of
situations where
they can use the
words.
 Demonstrate the
use through
activities like
role play or
statue games.
Rationale
The lesson plan developed here is built with the objective of helping the students learn
about reading a text and using them in a practical scenario (Bruce, 2012). The lesson is
specifically designed keeping in mind that the student will be able to understand the text

6PLANNING FOR SHARED READING
properly and evaluate the scenarios in which the text can be used to elaborate the aspects of
emotions in real life.
Teaching reading to children as young as prep level 1 and 2 has a lot of benefits. These
children are still in that phase of their growth where they can understand and incorporate
concepts, theories and structures very easily compared to older individuals (Davis & Elliott,
2014). Reading is an important aspect of education and it is crucial that children start to learn
reading from an early age (Elliott & Davis, 2009). This assignment is dedicated towards
understanding teaching reading to young children, using picture based story books as
resource.
The text is chosen to fit the specific requirements of the students. They include:
1. Ease of understanding
2. Ease of articulation
3. Ease of evaluation and implementation.
Keeping in mind that the students being taught here belong to the early education
timeline, their requirements will be different from that of an adult learner. This is also why
the four resources model was used in this case. The four resources model is used to identify if
the range of topics that a text or a learning material is covering accommodates the
requirements of the learners in a language learning programme. The text chosen here is a
story book with pictures and the following points denote how the text can be successfully
utilised in a language learning classroom with early education students.
1. The text is fairly simple, making it easy for children in that age group to access the
content and the context.

7PLANNING FOR SHARED READING
2. The text is richly supplied with pictorial contexts that not only engage the children in
the activity but also helps them draw a connection between the text and the pictures.
3. The text is based upon the story of a boy who everyone finds cool but the boy has
certain emotional conflicts that he can only share with grandmother. Children in that
age group are unable to express their emotions to adults perfectly. The activities
designed with this text will be able to help the students use the proper articulations for
the emotions in a real life scenario.
The activities are also designed keeping the following aspects in consideration:
1. The reading aloud tasks will help the students develop their oral skills (Nunan, 2010).
2. The text will help the students build their repertoire of knowledge in grammar,
vocabulary, critical evaluation, implementation of their learned knowledge (Lugo-
Neris, Jackson & Goldstein, 2010; Pinter, 2017; Davis & Elliott, 2014).
The Australian curriculum: English has been referred in order to develop the lesson
plan. It incorporates the ‘literacy’ strand and ‘Interpreting, Analysing & evaluating’ sub
strand to develop the lesson plan (Derewianka, 2012). In the interpreting phase, the
students would read and interpret the text, identifying the aspects that correlates with
describing emotions (Atweh & Singh, 2011). In the analysing phase, the student would
analyse the words and try to understand how to use them in a practical scenario (Atweh &
Singh, 2011). In the evaluating phase, they would actively use the words in a scenario that
utilises the words (Derewianka, 2012; Pinter, 2017).
For instance, if the student encounters the word ‘scared’ in the text, he will know that
it is associated with fear. Next, he would understand in which scenarios, fear as an

8PLANNING FOR SHARED READING
emotion affects humans. Finally, he would either use the word in a role play game or
sentence construction, or describe the emotion in a relevant activity.
References
Atweh, B., & Singh, P. (2011). The Australian curriculum: Continuing the national
conversation. Australian Journal of Education, 55(3), 189-196.
Bruce, T. (2012). Early childhood education. Hachette UK.
Davis, J., & Elliott, S. (Eds.). (2014). Research in early childhood education for
sustainability: International perspectives and provocations. Routledge.
Derewianka, B. (2012). Knowledge about language in the Australian curriculum: English.
Elliott, S., & Davis, J. (2009). Exploring the resistance: An Australian perspective on
educating for sustainability in early childhood. International Journal of Early
Childhood, 41(2), 65.
Firkins, A.S. (2015) The Four Resources Model: A useful framework for Second Language
teaching in a Military Context. Technical Studies Institute Journal (2015), Royal
Saudi Air Force: Kingdom of Saudi Arabia
Freebody, P., & Luke, A. (1990). Literacies programs: Debates and demands in cultural
context. Prospect: An Australian Journal of TESOL, 5(3), 7-16.
Lugo-Neris, M. J., Jackson, C. W., & Goldstein, H. (2010). Facilitating vocabulary
acquisition of young English language learners. Language, Speech, and Hearing
Services in Schools.
Luke, A., & Freebody, P. (1999). Further notes on the four resources model. Reading
online, 3, 1-6.

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Nunan, D. (2010). Teaching English to young learners. Anaheim University.
Pinter, A. (2017). Teaching young language learners. Oxford University Press.