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Modelled reading is a powerful practice that can be used for many teaching purposes across all year levels (K-6). The practice of reading aloud to students leads to vocabulary acquisition and demonstrates effective reading skills. During this time the teacher may stop reading and Think aloud about the various aspects of the reading process. The teacher will explicitly demonstrate reading strategies to decode words, comprehend meaning, read with fluency and expression. Modelled teaching of reading fosters an understanding of reasons for reading and writing and provides a time for reading for pleasure.
According to the Gradual Release of Responsibility model, modelled reading provides the maximum amount of support by the teacher as they are in control of all the reading. Nevertheless, during the reading, the student is encouraged to be an active listener and engage with the text.1
Modelled reading is...
Modelled reading is...
explicitly planned to demonstrate specific reading behaviours
verbalising thinking and explaining what proficient readers do as they process text
effective when used prior to students being asked to practice the skill or strategy
modelling the metacognitive strategies used to accomplish the goal of comprehension
incorporating texts from a variety of KLA curricula
pre-reading texts to identify teaching points
brief and purposeful
demonstrating the skill or strategy many times which is then practiced by students during guided and independent reading
students participating by actively listening and watching.
Modelled Reading is not...
Modelled Reading is not...
reading a story aloud with no intentional purpose
reading without sharing or explaining thinking
confined to the KLA of English
randomly selecting a text
lengthy reading of a text
demonstrating the skill or strategy only once before moving to a new skill.
Before Modelled Teaching of Reading:
Before Modelled Teaching of Reading:
use your assessment data to inform the teaching focus
determine the learning intention of the lesson
select a text that allows multiple demonstrations of your learning intention
pre-read the text to determine the examples where a ‘think aloud’ statement will be used to demonstrate a specific learning intention
decide how much of the text will be read in the session, e.g. an extract, a chapter or the whole text
consider the students’ familiarity with the content or concepts covered in the text
determine essential knowledge students need to comprehend the text
identify the metalanguage that will be used at each selected place in the text.
During Modelled Teaching of Reading:
During Modelled Teaching of Reading:
explain the learning intention that will be demonstrated and why the text was chosen
introduce the text
activate prior knowledge
model strategies linked to the learning intention
use 'think alouds' clearly to demonstrate the strategy
students may ask questions to clarify their understanding of the text; however, the focal point of the session should be the ‘thinking aloud’ by the teacher.
After Modelled Teaching of Reading:
After Modelled Teaching of Reading:
review the learning intention
Co-construct success criteria.
Think-Alouds
Think-Alouds
When teachers explain their expert thinking in a way that students can understand, they make their thinking ‘visible’, these narrations are called think-alouds. By listening to the teacher ‘think’, students are guided through the same cognitive processes that the teacher uses. It is important for teachers to use ‘I’ statements when engaged in a think-aloud as using this first person pronoun invites students to engage in imitating the metacognitive processes the teacher is using. It is equally important for teachers to include the word ‘because’ in their think-aloud as this reduces the chance that students will be left wondering how the teacher knew to do something or why they thought in a certain way.
Teacher Think-Aloud examples can be found below:
Strategy or skill being modelled
Strategy or skill being modelled
Comprehension strategy - predicting
Comprehension strategy - predicting
Word solving skills
Word solving skills
Inferring meaning using vocabulary knowledge and images in a text
Inferring meaning using vocabulary knowledge and images in a text
What the teacher says during a think-aloud
What the teacher says during a think-aloud
“I can make the following prediction (insert prediction here) because the author told me…”(state a few facts/observations from the text here).
“I am going to try to figure out this word by looking inside the word for prefixes, suffixes and base words, because many English words have words or parts of words inside them that can help me figure out the meaning of the word."
“When I read, I am always looking for clues to help me understand the text. I see a word clue. The author says Patty is feeling distressed. I can see and hear the word stress in this word and I know stress means to feel worried about something because I have felt distressed before when I missed a call from my mother who was unwell and I started to worry and feel stressed that something had happened to her. But I wonder why Patty is feeling distressed. I think the author will show me this through the character’s actions. I can see Patty's face is scrunched up, she has wrinkles or worry lines on her forehead and I can see she is running after the school bus which has left the bus stop. This is a picture clue that helps me understand why Patty is distressed. I can infer she is distressed because she has missed the school bus, I know how that feels because I missed the school bus once when I was in high school and I felt very distressed, anxious and worried.”
Examples of Modelled Reading
Examples of Modelled Reading
Modelled & Guided Teaching of Reading.mp4Modelled Reading - Stage 1
Walls that teach - 'Bump it up walls'
References:1. Duke, N.K. & Pearson, P.D. (2002). Effective reading practices for developing comprehension. In A.E. Farstrup & S.J. Samuels (Eds.), What research has to say about reading instruction, (3rd Ed.), Newark, DE: International Reading Association. (pp. 205-242).Fischer, D, Frey, N, Hattie, J. (2017) Teaching Literacy in the Visible Learning Classroom. Thousand Oaks, California: Corwin Sage Publications.2. Hill, S. (2015) Developing early literacy: Assessment and teaching (2nd Ed.). Hong Kong: Eleanor Curtain Publishing. p.105.3. Saskatchewan Reads: Modelled Reading (modified slightly) Retrieved 24 Apr. 2018 from: https://saskatchewanreads.wordpress.com/modelled-reading/
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