Who's Doing the Work? Chapter 3

I've been reading Who's doing the Work? by Jan Burkins and Kim Yaris. The premise of this books is how to say less so readers can do more. The authors argue that teachers are doing most of the work. In the shared reading chapter, I definitely learned that I have been doing most of the work and that I need to change my instruction so students do most of the work and ALL of the learning.

What is Next Generation Shared Reading?

Next Generation Shared Reading is the second instructional context along the gradual release of responsibility model. During shared reading the teacher selects a text and the students read along with her. The teacher carefully selects a text that is engaging, relevant and above the reading level of the students in the class. The teacher presents the text in a way in which all students can see it. Sometimes it is a book with enlarged text, like a big book. Sometimes the text is enlarged on a document camera and sometimes students have individual copies. Either way, students need to be able to see the text as they read along with the teacher. While the teacher is reading, she sets the pace and rhythm of the reading as students read in unison. She stops to engage students in conversations about the tricky parts of the text.

During shared reading, the teacher identifies teaching points that offer problem-solving opportunities. For example, the teacher can cover up words throughout the story so students have opportunities to use cross-checking and self-monitoring with support from the teacher. The authors say, “Shared reading is highly useful for demonstrating and practicing cross-checking and self-monitoring” (p. 62). Shared reading is designed to support students through a text that would be difficult for them to read independently. It’s a bridge between the read aloud and guided reading that integrates print and meaning while supporting guided practice with a difficult text. 

What does Next Generation Shared Reading mean to me?

I have implemented shared reading the conventional way. I do most of the talking while students passively sit and listen. I thought I was effectively scaffolding learning when I would lead the students through a picture walk of a new text and point out spots in the text that may be difficult for them. I have now learned, that students were waiting for me to prompt them. The authors have shown me that the Next Generation Shared Reading is about the teacher using open-ended questions to get students to think about print and meaning in a constructive way. This teaches students to begin thinking on their own. This type of modeling most closely reflects what students will encounter when they are reading independently. When they are reading independently, they wont have anyone to prompt them "get your mouth ready". I feel like my problem is solved. I've been noticing students can practice the strategy in groups, but cannot apply the strategies during independent reading. Through this chapter, I've learned that I provide too much support for students during reading groups. This is why they don't apply strategies independently. This chapter has helped me realize that I need to be using shared reading during my intervention groups. It is clear that by focusing on just guided reading, I am limiting potential student achievement.

 

Favorite Quotes

• “Students make faster progress through guided reading levels”

• “Students receive the support they need to right themselves when their process falters”

• “Bridge between read-aloud and guided reading”

• “Students who regularly participate in shared reading tend to progress through the text gradient more quickly.”

• “Shared reading encourages a growth mindset.”

• “No one will introduce the text in independent reading.”

• “Shared reading leaves students “clawing” to read increasingly challenging texts.”

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