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:

PLANNING FOR SHARED READING1
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):

PLANNING FOR SHARED READING2
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