EDLA264 Study Guide - Quiz Guide: Shared Experience, Guided Reading, John Wiley & Sons
1). Briefly describe the following instructional strategies: (include references
to sources other then lecture notes)
• Read alouds
Read alouds refer to the process of reading to children (Seely Flint, Kitson, Lowe, &
Shaw, 2014). The texts read in this strategy may be too hard for the students to read
on their own. This process can have many purposes, including to entertain, explain,
arouse a sense of curiosity and to inspire young children (Seely Flint, Kitson, Lowe,
& Shaw, 2014). It can also have other positives, including:
- Developing vocabulary
- Enhancing the child’s background knowledge
- Creating ideas for the student’s own writing
- A knowledge of books is created (handling, contents, index etc)
- New forms of language, genres and sentence structures are introduced.
(Seely Flint, Kitson, Lowe, & Shaw, 2014)
• Modelled Reading
Modelled reading refers to the educator demonstrating effective behaviours of
reading (Arthur, Beecher, Death, Dockett, & Farmer, 2018). In this strategy, the
educator takes all the responsibility for learning as they model and verbalise the
behaviours for reading (Seely Flint, Kitson, Lowe, & Shaw, 2014). The learning in
this process is explicit as the text is read to the whole class for “enjoyment and
understanding” (Seely Flint, Kitson, Lowe, & Shaw, 2014, p. 151).
• Modelled Writing
Modelled writing refers to “the teacher modelling and demonstrating writing
behaviours while they are vocalising the thinking involved with such behaviours”
(Seely Flint, Kitson, Lowe, & Shaw, 2014, p. 153). Mini lessons (“a short, focused
instructional session where strategies are introduced and discussed” (Seely Flint,
Kitson, Lowe, & Shaw, 2014, p. 151) ) should target student’s development as
writers and address to required knowledge needed to create a written product. To be
efficient writers, students need to have the knowledge of:
- Purpose and related examples of text/genre
- Audience and text structure
- Language features and vocabulary
- Grammar and spelling
- Punctuation
(Seely Flint, Kitson, Lowe, & Shaw, 2014)
• Language Experience
This approach includes “a shared experience as a resource for jointly composing a
text in either whole group or small group situations” (Seely Flint, Kitson, Lowe, &
Shaw, 2014, p. 157). The educator and the students talk about the shared
experience and the language generated is used to create a text (Seely Flint, Kitson,
Lowe, & Shaw, 2014).
• Shared Reading
Shared reading involves the students in structured demonstrations of what effective
readers know and do (Winch, Johnston, March, Ljungdahl, & Holliday, 2014). The
teacher makes focus on the knowledge and skills needed to understand and
interpret a text. For each lesson, the teacher will select a specific teaching point to
become the focus of the lesson (Winch, Johnston, March, Ljungdahl, & Holliday,
2014). For example, the sentence structure within the book, adjectives, plot etc. in
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Document Summary
Briefly describe the following instructional strategies: (include references to sources other then lecture notes: read alouds. Read alouds refer to the process of reading to children (seely flint, kitson, lowe, & The texts read in this strategy may be too hard for the students to read on their own. This process can have many purposes, including to entertain, explain, arouse a sense of curiosity and to inspire young children (seely flint, kitson, lowe, Creating ideas for the student"s own writing. A knowledge of books is created (handling, contents, index etc) New forms of language, genres and sentence structures are introduced. (seely flint, kitson, lowe, & shaw, 2014: modelled reading. Modelled reading refers to the educator demonstrating effective behaviours of reading (arthur, beecher, death, dockett, & farmer, 2018). In this strategy, the educator takes all the responsibility for learning as they model and verbalise the behaviours for reading (seely flint, kitson, lowe, & shaw, 2014).
