University Assignment: EHE1100 Shared Reading Plan

This assignment focuses on planning a shared reading task using the Four Resources Model. It includes an introduction justifying the selection of the picture book 'A Cool Kid – Like Me,' highlighting its suitability for shared reading with early learners. The assignment presents a Four Resources Model plan with explicit teaching activities and a lesson plan concentrating on phonics and phonemic awareness. The student, Sadaf Tauseef, outlines the importance of engaging young learners with age-appropriate resources and provides detailed questions and activities to enhance comprehension and participation during read-aloud sessions. The plan emphasizes the use of gestures, active body language, and repeated readings to reinforce learning and address individual student needs.

Simulated Shared
Reading task
PLANNING FOR SHARED READING
Name of the Student:
Name of the University:
Author Note:

Background
• Teaching reading to young learners forms an important part of their
education.
• At an early stage, young learners are able to incorporate more
knowledge in themselves than an adult learner.
• This presentation is intended to be a template for the reading task.
• The following slides serve as a reference for the teacher using which
s/he will be able to use the resource for the teaching reading practice.

Resource
• For the practice, the following picture based story book is used as a
resource.
Book - A Cool Kid – Like Me.
Author – Hans Wilhelm

Read aloud
• The teacher will read aloud the text in the class. The text is available
under creative commons license and can be freely used for classroom
practices.
• The text can be found here –
http://www.childrensbooksforever.com/Childrenpics/A%20COOL%20
KID%20LIKE%20ME.pdf

What to do while reading aloud
• Before starting to read, make sure that the book, in the digital format
is kept on display for the kids to see. This is important as the book has
pictorial representations for the kids to be able to identify and
understand.
• While reading, make sure that the tone used is non academic, playful
and follows the pauses and gaps perfectly in order to accommodate
the understanding level of the child.
• Repeat if a student is in doubt. At the same time, attempt to use
gestures and active body language as attention grabber.

• The following slides serve to help the children in the class understand
what to do and how to do it.

For the children
• Please read the nice little story about the cool kid.
• What is he doing?
• Why is he called cool?
• Does he have friends?
• Who is his closest friend?

• Move to the next slide only if the children have successfully answered
all the questions from the last slide.

• What does the kid talk to his grandmother about?
• Is he happy?
• Does he feel scared?
• When does he feel scared?
• Why does he feel scared?
• (Ask a few kids to come to the front and display the emotion of fear.
Act with the kids to break the ice.)

• What word is used to describe fear?
• Can you tell me a few more sentences with the word for fear?
• (identify an instance of fear from the text)
• What is happening here?
• Is the kid happy or scared or angry or sad?
• Please show us how he must be feeling.

Extra questions
• How many of you have a teddy bear?
• (tell them that you have one too)
• What do you do with your teddy bear?
• Do you talk to your teddy bear? What do you tell him?
• What does the teddy bear tell you?
• Do you feel scared sometimes?
• What makes you happy?
• What makes you sad?
• Does ice cream make you happy?