read aloud/reading
response
Prior to reading Koala Lou
by mem Fox, the educator
accesses children’s
prior knowledge about
experiences with
competitions and with
younger siblings.
Shared response
Educator reads book
again, asks children to
be ready to share how
they would feel if they
were Koala Lou. Educator
writes some of the words
associated with feelings
on a chart.
guided response
Educator asks children
to turn and talk to their
talking Buddy about how
they would feel as Koala
Lou. Educator adds more
words to chart, if they
are generated during this
time.
independent response
children are invited to
draw a picture of koala
lou (or themselves in
similar situation), and
write how koala lou (or
they) felt. sh flt sad. KL
flt hpy wn hr mom hgd
hr. I flt lonely.
Write aloud
Educator models a chart
story of an experience
after a trip to the pet
store. Ms ______ liked the
big snake.
Shared writing
Educator invites a child
to contribute a story,
and asks for help in
identifying how to write
a child’s name or that of a
favourite pet.
interactive writing
Educator invites a child to
come up and write their
own sentence or parts
of it on chart paper or
some words, following the
model.
independent writing
Each child is asked
to write their own
sentence (as able), and
make a picture for a
class big book.
Model Writing
Educator models writing
a thank-you note to the
pet store owner, letting
children hear the thinking
process.
Shared writing
Educator asks children
for input as she continues
to write the letter. “what
letter should i use for
the sound in this word?”,
“how would i say that?”
interactive writing
Educator asks individual
children to write some of
the words in the letter.
independent writing
all children sign the
letter. they are each
encouraged to write
their own response
letters, with pictures, to
the pet store owner.
Storydrama
Educator models the
retelling of a story
with the entire class,
encouraging children to
assume roles.
Puppet/Storytelling
centre
Educator gets in role
along with interested
children and models
retelling a familiar story
with props.
Puppet/Storytelling
centre
children put on puppet
play, retelling with props
while the educator
supports and watches
from the side.
Puppet/Storytelling
centre
children re-enact
stories independently
without educator
support.
educator models literacy
role* at dramatic play
centre.
educator assumes
literacy role** at centre,
asks for help.
child assumes literacy
role*** at centre, educator
helps.
children assume
literacy role****
independently.
** Educator encourages another child to follow her model as a customer and helps child be the ‘receptionist’,
if necessary. Educator models, as necessary, to move the ‘action’ along.
*** children assume roles of customer, receptionist, or beautician/barber, and educator stays on sidelines to
help if necessary.
**** children assume roles independently during activity time.