Step by Step: Language Experience Approach/Shared Writing

1. Provide an experience before writing.

The students will have experienced this individually in our discussion of their
daily news. Who can tell me what the day of the week is today? What was
yesterday, Student A? Yesterday was Monday! Awesome, so Student B, what day
of the week comes after Monday? Yes! Tuesday. Today is Tuesday. The teacher
will write that on the paper strip. What is our month? Student C, can you tell me
the month? Our month is November. What is our day? If yesterday was the 16th,
then today is the? Student C? Yes! The 17th. Today is November 17th. Who
knows what our year is? Yes! Our year is 2015. The teacher will write down the
date on the paper strip.
2. Talk about the experience.
The teacher will ask the students what they would like to share with the class.
Students can either discuss something from the night before or what they intend to
do that day. Student M, what do you have to share with us today? The student will
have a minute to share about his experiences. The teacher will ask questions about
the experience. The teacher will ask the student what she wants them to write on
the paper strip. Student N, what do you have to share with us today? The student
will have a minute to share about his experiences. The teacher will ask questions
about the experience. The teacher will ask the student what she wants them to
write on the paper strip.
3. Record the childs dictation.
The teacher will ask the students (one at a time) what they would like her to
record on the paper strip. What would you like our daily news to say? The teacher
will record what the students say. She will allow the child to say exactly what he
wants recorded, and she will write it on the sheet of paper. If the child needs help
rewording the statement, she will help them organize their thoughts. If the teacher
can reword any phrasing to use examples of digraphs and compound words, she
will do so to use in the further teaching.
4. Read the text aloud, pointing to each word.
The teacher will read the daily news aloud to the class after it is recorded. She
will point to each word as she reads the news. Today is Tuesday, November 17,
2015. The teacher will read the rest of the daily news to the class. Now, we are
going to read the daily news together. The teacher will use a pointer to point to
every word as the group reads together. Excellent reading. We are going to have a
news anchor today. Who knows what a news anchor is? Yes! A news anchor is
someone who reports the news. Do I have a volunteer who can come to the board
and use my pointer to read the news for us today? The teacher will call on a
student. When you report like a news anchor, I want you to read fluently and
confidently! Be proud of your news! The teacher will call on one more student to
be a news anchor. Now even if you did not get to be a news anchor today, the
daily news will be on the board, and you can practice reading it during the rest of
the day.

5. Extend the writing and reading experience.

The students will now act as detectives to look for capital letters, consonant
digraphs, and compound words. Now, we are going to look for our capital letters.
The teacher will use a green marker to circle the capital letters that the students
point out. I see some compound words here; who can raise their hand and tell me
one compound word that they see. The teacher will use a pink marker to draw a
line between the individual words in a compound word. Lets look for digraphs.
What are some of the ones we have discussed so far? We have looked at TH, CH,
and SH. If there are any other digraphs in the daily news, the teacher will briefly
teach the students the sound that the digraph makes. Who sees any of our
digraphs? The teacher will underline examples of the digraphs using a pink
marker. We have also discussed apostrophes. I want you all to use your detective
eyes to see if there are any apostrophes here. The teacher will circle the
apostrophes using a pink marker. Awesome work everyone! Now, we are going to
move into our read aloud.
Data
This lesson went very well! One student shared about her day at home sick. The
other student shared about his baby sister who began walking! We looked at the
digraphs ck, ch, ph, and sh. We also discussed compound words. The students
struggle with some compound words. They always try to say that Friday is a
compound word, so I explain that Fry is a word but Fri is not a word. I will
continue to think of how I can explain that to the students. I did not know that the
class had discussed the long A sound; however, they told me, and we looked for
the long A sounds in the sentences. We looked at the apostrophes as well. When
we looked at the apostrophes, I asked the students about possession. We began the
topic of understanding what belongs to who according to the apostrophe. The
students did not do any individual work, but this group discussion went incredibly
well. The student who read the news did a phenomenal job. He was actually a
student in my action research group, and he read so well. I led the students in a
choral reading of the news first, and then this student read for us. I was so proud
of him, because he read fluently.