Kura: Nawton School
Kaiako: Lisa Hopa
Level: Yr 0–1
Shared Reading
A shared reading lesson focussing on concepts of print and book knowledge.
For discussion
For discussion
1. How do you select an appropriate text for pānui tahi?
2. How do you identify a learning intention? What text books could you use to support you
to identify an appropriate learning intention?
3. What can you take from this video clip to try with your students?
Transcript
[Hamahama – song]
[Teacher to students]
Here is our objective for this morning. We are learning about books – where the front cover is, where the back cover is, the title or name and the spine of the book. Have we all got that?
Yes [Children]
Teacher I/V
I like using big books. They’re easy for the children to see the print and the pictures are beautiful. It’s good to have books that the children enjoy.
[Teacher to students]
Are we ready to read?
No. Turn the book around.
Really – should Whaea turn the book around?
Yes.
Do it again.
Is Whaea Lisa ready to read the book now?
No.
What do you think Charlie? What’s not right?
Teacher I/V
For junior students I think the main objective is for them to learn about the parts of a book – the cover, the back cover.
[Teacher to students]
Should Whaea Lisa start now? Shall I turn the book around?
There we go. Now Whaea Lisa will start reading.
Turn it around again.
Really – but Whaea Lisa turned the book around?
No.
Turn it around again.
Yes.
[Teacher I/V]
We focus on full stops, speech marks, question marks, things like that. Where to start … those types of print conventions.
[Teacher to students]
How do we know this is the title?
Because it starts with a …. ‘t’.
A ‘t’. Yes, it does. Is there another clue?
No.
It seems to look very …. big. A title is written much bigger than the other words.
Yes.
Te Taniwha me te Poraka.
Where should Whaea Lisa start to read? Hand up if you can show me. You point it out to me – where whould Whaea Lisa start reading?
[Teacher I/V]
At the moment I mostly use books, but I know that some people also use poems or waiata … We will use waiata if they are linked to our topic. Sometimes we use waiata from our local area. We might focus on traditional words in pepeha or whakataukī.
[Teacher to students]
Who said, “uaka!”?
The frog.
Really. Look at the taniwha. He looks sad. Really? What might he be afraid of?
The frog.
Yes … Be careful Taniwha. The frog is behind you. Best you swim away fast! Well done.
[Teacher I/V]
It’s a lot of work for the teacher preparing for a shared reading lesson. I usually make some kind of resource. I like the children to have nice looking resources so I will copy parts from the book on to card and seal them – so they last longer. Then the children can use them again in their own time.
[Teacher to students]
Stand up Harakeke. Are we ready? Are you wearing your mask frog? “Kia tūpato Poraka kei muri te Taniwha i te harakeke. E peke, kia tere!”
[Teacher I/V]
I try to find books that the students will enjoy. If they really enjoy the book then it is easy for them to answer questions about it – engage with it. There are many books like that now at schoo. Students also like having hands on resources – I think it’s important so they are engaged … and not writing all the time. They can also experience what they are learning and therefore grasp it better. I really like doing plays with them. They are all such little stars!
[Hamahama waiata]