Roles+of+Scaffolding

=The Teacher’s Role of Scaffolding in Shared Reading =
 * //Initiated By Nicole Mirti //**



(http://www.mcgraw-hill.co.uk/kingscourt/bigbooks.htm) As defined by Holdaway, the role of the teacher during shared reading is to provide support and be a model reader while students are enjoying what is being read just like they did at home with their parents prior to coming to school (Holdaway, 1982). The teacher reads to the students just like a parent does at home; however, the teacher normally uses a big book so all the students can see the book (Manning, 1997). Shared reading can provide students, including English language learners (ELLs) and struggling readers, with, according to Gill, “enjoyable, successful reading experiences, and it can be the lessons in the contexts of real reading” (p. 191).
 * Shared Reading and Scaffolding **

Modeling the reading process is a major aspect of the shared reading experience for teachers (Manning, 1997). Modeling benefits all students, especially ELLs and struggling readers (Manning, 1997). Teachers constantly scaffold the students’ learning while doing think-alouds and modeling, which enables the students to understand, visualize, and conceptualize the reading process (Brown, 1999). As a teacher reads through the text, he or she is demonstrating directionality, how to make and revise predictions, and talk about a text (Gill and Islam, 2006). According to Mooney (1994), “when an adult and a child or group of children spend unhurried and uninterrupted time viewing, reading and sharing a book together, the unspoken messages about reading and about books are as important, and perhaps longer lasting, than any part of the actual content” (p. 71).

As the students progress in their learning and familiarity with texts, shared reading will start to be less teacher driven and more student driven (Brown, 1999). As described by Brown (1999), “Eventually, these texts can be replaced with more challenging, less controlled 'easy readers' that support young readers’ growing fluency, background knowledge, and independence” (p. 293).

It is the teacher’s job to make the text selection based on what the students will enjoy being read to them. Often the shared reading book is one that is familiar to and often read by the students (Holdaway, 1982). Teachers should also not feel limited to Big Books when selecting a text to use for shared reading. Teachers can use poems or books that can be blown up for the students to see (Manning, 1997). According to Gill and Islam, some teachers are starting to use interactive white boards and document cameras to increase student interest and motivation (Gill & Islam, 2006). When selecting the book for the shared reading lesson, teachers must realize that as students progress throughout the year because some books provide better examples of different aspects of reading (Brown, 1999). According to Brown (1999), “Viewed this way, text becomes an instructional tool known as scaffolding” (p. 292). Normally, after the teacher has modeled a strategy or skill to the students, the students can go and try to apply the strategy on their own; however, if there are some students who are struggling with the strategy, the teacher should provide them with more support and guidance. This additional support and guidance can be done in a small group setting (Brown, 1999).
 * Book Selection **

Teachers start the shared reading by completing a story orientation and asking students questions about the book. The story orientation and questions will help students understand the purpose of the book and encourage students to ask questions about the text while reading. As a teacher, it is important to encourage students to make their own meaning of the text because that is a skill that they will continue to use throughout reading (Mooney, 1994). Teachers also use shared reading as a chance to increase students’ vocabulary. One teacher mentioned how she helps her ELLs with their vocabulary development by selecting two words from the shared reading text and has students use the cover of the book to come up with a sentence as to what they think the story might be about. While they are reading the book, the class discusses the two words and uses context clues to develop the meaning (Kesler, 2010). Other teachers encourage students to use “word parts and resources” as well as context clues because students will come across words everyday that are unfamiliar, and as teachers it is our job to encourage them to figure out what words mean on their own (Fisher, Frey, Lapp, 2008). Then, the teacher and students talk about how the sentences that were created prior to reading are similar or different than what was read (Kesler, 2010).
 * Student Participation and Interest **

In order to get students engaged in what they are reading, it is important to allow the students to participate in the shared reading lesson. The shared reading experience involves students assuming the role of the reader, which includes the thought process and acting like a reader (Mooney, 1994). After the first day of reading, the teacher does a repeated reading. During the repeated reading, students are invited and encouraged to produce the sounds that are associated with the book and take on almost an actor’s role through the reading. The teacher can signal when the students are going to do this, but often the students pick up on the timing as the rereading continues. Some teachers also have students do movements according what is being read. For example, Kesler (2010) discusses how turtles move in the shared reading text, and then demonstrates this to the students. The students then learn how to move like a turtle and are able to reenact the turtle movement while the teacher is reading. This is a strategy that can be used for both English language learners and native English speakers. Not only does this help with vocabulary development but also encourages student engagement (Kesler, 2010).

**References **

Brown, K. (1999-2000). What kind of text: for whom and when? textual scaffolding for beginning readers. //The Reading Teacher//, 53 (4), 292-307.

Cumming-Potvin, W., Renshaw, P., & van Kraayenoord, C. E. (2003). Scaffolding and bilingual shared reading experiences: Promoting primary school students' learning and development. //Australian Journal of Language & Literacy//, //26// (2), 54.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Fisher, D., Frey, N., & Lapp, D. (2008). Shared readings: modeling comprehension, vocabulary, text structures, and text features for older readers. //Reading Teacher//, //61// (7), 548-556. doi:10.1598/RT.61.7.4

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Gill, S.R. (2006) Teaching rimes with shared reading. //The Reading Teacher,// 60 (2)//, 191-193.//

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Gill, S., & Islam, C. (2011). Shared Reading Goes High-Tech. //The// //Reading Teacher//, 65 (3), 224-227.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Holdaway, D. (1982), Shared book experience: teaching reading using favorite books. //Theory into Practice//, 21 (4), 293-300.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Kesler, T. (2010). Shared reading to build vocabulary and comprehension. The Reading Teacher, 64 (4), 272-277. Doi: 10.1598/RT.64.4.5

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Manning, M. (1997). 14 ways to use shared reading. //Teaching Pre K-8//, //28// (1), 129-131.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Mooney, M. (1994). Shared reading: Making it work for you and your children. //Teaching Pre K-8//, 25 (3), 70-72.