Shared Reading - The Wonky Donkey.

WebQuest Description: This Webquset is designed for pre-service teacher of literacy. Using the topic of shared reading to
demonstrate effective teaching in the early years of education."Reading is the process of constructing meaning from print and from
other symbols." (Hill, p.161 2006)
Grade Level: K-2
Curriculum: English / Language Arts
Keywords: Reading,vocabulary,rhyming,model, share, guide, demonstrate, explain, engage, participate, syntax,scaffolding, fun, and
learning.
Published On: 2012-05-20 07:05:44
Last Modified: 2012-05-20 06:09:36
WebQuest URL: http://zunal.com/webquest.php?w=149303

This resource has been developed to provide essential knowledge for beginning teachers on the importance of shared reading.
 Shared reading gives the children the opportunity to hear stories which they cannot yet read themselves. Opening the doors to
new vocabulary and syntax patterns, which will provide opportunities to enhance independent reading in the future (Hill, 2006).
 Using a “scaffolding approach there is a place for the teacher to model, share and guide and encourage independence in
reading and writing”.(Hill, 2006 p.82)The Wonky Donkey is an exciting, entertaining mulitimodel text which opens itself for class
participation and student engagement.  “HEE HAW!”  

This recourse is to provide pre-service teachers with an effective tool to become an accomplished shared reader. The shared reading
model was developed by Holdaway (1979).Shared reading is an interactive experience that occurs when children join in or share the
reading of a large printed book whilst being guided and supported by the teacher ( Fountas & Pinnell 1996; Yaden, 1988). In the
shared reading time there are multiple readings of the same book over several days. Because many of the books include predictable
text, the children often chime in with a word or phrase. Through repeated readings and the predictable text, children become familiar
with word forms and begin to recognize words and phrases (Bridge,Winograd, & Haley, 1983; Pikulski & Kellner, 1992).
Children observe and interact with an expert reader hearing expression and fluency.  The children participate in the reading
process and strategies, learning critical concepts of how text conveys meaning to its readers and begin to see themselves as readers.
( Fountas & Pinnell 1996). Some of the benefits of Shared Reading:Allows students to enjoy materials that they may not
be able to read on their own.Child start to copy and act like readers.Helps children learn about the relationship between oral language
and printed language.Opportunities for concept and language expansion that would not be possible for children on their own. 
Assists children in making connections between background knowledge and new information. Opportunity for the teacher to model
reading for the childrenFocuses on and helps develop concepts about print.Helps in teaching frequently used vocabulary and extends
their vocabulary.Helps students develop increased comprehension. (Hill, 2006)We have created a ‘Process’ page with attached
video, and Youtube link and an ‘Evaluation’ page with teacher self assessment to guide you on the way to be an accomplished
sheared reader.

Lesson plan ideas when share reading, The Wonky Donkey."In planing literacy events, teachers can explain their goals for the
lesson, tell children what to focus on, and explain the literacy lesson to be learnt. Children need to be reminded of both purpose
and focus as the lesson unfolds." (Comber & Reid. Ch 2 p.24, 2002)LESSON 1: Objective:Introduce the children to the story The
WonkyDonkey, focusing on the reading of the story for enjoyment and to share a passion for reading (Whitehead 2002). So this book
becomes a favorite (Hill, 2006).Before Reading:Posses question: What do you think this story is about? Looking at this cover? Does
the picture tell us? What do you think might happen?As Reading:The teacher will read the story without asking questions to prevent
interruption to the flow, concentrating on the plot of the story and the narrative style and the enjoyment of the illustration(Whitehead,
2002).After Reading:Teacher will have a discussion with the students by re-posing original questions: Is the story different to original
ideas? How has the story made the student's feel? Note: You may have to read this book several times with this learning objective for
it to become a favorite. LESSON 2:Objective:Reread story, focusing on the comprehension, making meaning and personal
connections to the story. (Hill, 2006) Before reading:Ask : What is the main idea? What is this story about? Can you make a
connection?As reading:Make the story fun and engaging using your voice encouraging the children to join in and ask questions to
help them establish the main ideas.After reading: Re-pose questions: What is the main idea? What is this story about? Can you make
a connection?LESSON 3:Objective:To begin to engage the children with the text itself , pointing out the flow of the printed
words  from left to right,turn the pages and pointing out the title of the book, the authors' and illustrators' names. (Whitehead,
2002). Still being engaging and reading for enjoyment and fun.Before Reading:Explicitly say to the children: How do we follow the
printed words on the page?  Open discussion.As Reading:Point to the front cover and state the title of the book point to and
state the Authors' and Illustrators'.The teacher will point to the words whilst reading the story indicating the direction of the write text
whilst modelling how to turn the pages.Encouraging the children to join in chanting and reading the familiar words.  After
Reading:Teacher will have a discussion with the students byre-posing intention; what way does the written text flow? How did I turn
the pages?LESSON  4:Objective:For the children to start to understand that the size and placement of the written text, will
convey meaning to the reader.(Whitehead, 2002)Before reading:Revisit the meaning of the story. Ask: What is this story about? What
was the main idea of the story? What connections did we make?Now ask: Does the text talk to us? Do you think the way the written
text is written can convey a message? As reading: Point out the large printed words HEE HAW! Does this mean we say it softly or do
we use a loud voice? Encourage the children to join in and use a loud voice for HEE HAW!As reading, point out the bold print such as
and he was quite tall and slim and lanky. Why is it in bold print? What is the massage and meaning?Encourage the children to
emphasize the bold print and make the connection to the describing words. After reading:Re-posse the question: Did the text
talk to us?  Why? Does it convey meaning? Why?Resource 1: The YouTube clip can be used to enhance and engage the
children's learning. Has the clip conveyed a new message or meaning?Resources 2:  The video is an example of a shared
reading time with prep children.  (Thank you to Sam one of the children who carefully videoed this shared reading time) .

Assessment is a vital process information about what students know and can do, and to make recommendations for their future
learning. (source from The Victorian Curriculum & Assessment Athority website) [VCAA]The purposes of assessment has three
folds: Assessment of Learning - occurs when teachers use evidence of student learning to make judgements on student
achievement against goals and standards. (VCAA). The objective of assessment of learning provides information to
teachers on students' prior knowledge on the topic.  This form of assessment usually carries out at the begining of the
lesson.Assessment for Learning - occurs when teachers use inferences about student progress to inform their teaching.
(VCAA).  This process provides feedback and opportunities for students reflection to support future learning.  The
process should be ongoing and carried out during the lesson through observation and students'
activities. Assessment as Learning - occurs when students reflect on and monitor their progress to inform their future learning
goals. (VCAA).  This is done after the lesson, teacher will find out students what they have learned and will record the learning
outcomes for future learning.  

Category and Score Needs Improvement Progressing Achieving Well Examplary Score
Introduction to the lesson Learning intention is not Learning intention is Learning intention is Learning intention is 25%
being outlined clearly to outlined to students. clearly outlined to outlined to students very
students. Unable to Explain to students the students. Explain to well and well understood
explain to students the importance of the lesson. students the importance by students. Highlight to
importance of the lesson of the lesson clearly. students the importance
of the lesson clearly.
Organisation of Lesson is not being Lesson is being Lesson is well prepared Lesson is planned and 25%
materials, resources planned properly. Not prepared. Knows and and planned. Knows organised outstandingly
knowing how to source applies materials, and applies materials, well. clearly Knows and
materials, apply teaching methods and teaching methods and applies materials,
teaching methods and curriculum frameworks curriculum frameworks teaching methods and
curriculum frameworks associated with the associated with the curriculum frameworks
associated with the curriculum strands being curriculum strands being associated with the
curriculum strands being taught. taught. curriculum strands being
taught. taught.
Communication with Unable to communicate Communicate with Communicate with Communicate with 25%
students: explanation, with students effectively. students well. Able to students very well. students very effectively.
question skills Unable to explain ideas explain ideas and Explain ideas and Explain ideas and
and concepts to concepts to students. concepts to students at concepts to students at
students clearly. different developmental different developmental
stages. stages. Assess
student's learning and
address their learning
needs by asking
effective questions.
Conclusion of lesson: Unable to capture the Capture the main idea of Capture the main idea of Capture the main idea of 25%
transition to next lesson main idea of the lesson. the lesson and ready to the lesson very well the lesson outstandly
Lack of assessment or move on to the next ready to progress to the well and ready to
reflection at the end of lesson. Do assessment next lesson. Do progress to the next
the lesson. or reflection at the end assessment or reflection lesson. Do assessment
of the lesson. at the end of the lesson. or reflection at the end
of the lesson.

Total Score 100%

When shared reading it would be useful if the teacher holds a sociocultural perspective of children's learning, for  it recognises
the links between, social and cultural beliefs and literacy practices (Martello, 2002). Therefore opening the literacy learning up for a
active and  meaningful engagement, where best leaning happens (Hill, 2oo6). Shared reading is a form of  scaffolding.
Scaffolding is a term used by Bruner (1985) based on the aspects of Vygotsky's (1962) work, where the adult assists the child and
gradually enables them to achieve language tasks independently (Martello 2002).  Therefore shared reading is critically
important for learning to read and write because it  enables children to hear language, perceive differences in meaning and
articulate language. (Hill 2006) 'The Wonky Donkey' is a perfect way to provide a rich literature experience which children can
connect to, really enjoy and make active meaningful engagement with. It provides new syntax patterns and meanings not found in
everyday conversations (Hill, 2006).  Holdaway (1979) states: 'If the labours of learning to deal with written language are to be
thought worthwhile by the learners, they must be rewarded by special meanings and satisfactions such as those stemming from
exciting stories or patterned language' (p.29). The Wonky Donkey, is a wonderful cumulative story/song with a rhythmic style, where
each page informs us of something new about the donkey in an exciting way.  " He was a spunky hanky-panky cranky stinky-
dinky lanky honky-tonky winky wonky donkey!"  "HEE HAW!" Making this book a worthwhile literacy experience for
children. 

ReferencesBruner, J. (1985), Vygotsky; A hiostorical and conceptual perspective',in Culture, communication and cognition:
Vygotskian Perspectives, J. V. Wersch (ed), Cambridge University Press, Cambridge.Bridge, C., Winograd, P.N., & Haley, D.
(1983). Usingpredictable materials vs. preprimers to teach beginning sight words. TheReading Teacher, 884-891.Colemen, G and Ng,
M. (2012), Shared Reading – The Wonky Donkey   videoComber & Reid,(2002). Theoretical perspectives in early
literacy education: Impications for practice: In L. Makin & C. J. Diaz (Eds.), Literacies in early childhood: changeing views,
challenging practice (pp. 15-32). Maclennan and Petty.Fountas, Irene C. and Pinnell,Gay Su. (1996). Guided Reading, Good First
Teaching for All Children. Portsmouth, NH:Heineman.Hill, Susan. (2002). Developing early literacy:  Assessment and teaching.
(2nd) Eleanor Curtain Publishing.Holdaway, Don. (1979).The foundations of literacy. New Hampshire: Heineman. Martello, (2002).
Many roads through many modes: Becomeing literate in early childhood. In L. Makin & C. J. Diaz (Eds.),Literacies in early
childhood: changeing views, challenging practice (pp. 35-50). Maclennan and Petty.Pikulski, J.J. & Kellner, M. (1992). The
repeated,shared reading of big books: More than the memoriation of text. Trade Secrets,11(2), 3-5.Smith, C. & Cowley, K.
(2007). The Wonky Donkey. Scholastic Australia Pty LimitedWhitehead, Marian. (2002). Developing language and literacy with young
children. (2nd) Pau Chapman Publishingwww.vcaa.vic.edu.au Yaden, D. B. (1988). Understanding stories through repeated
read-alouds: How many does it take? The Reading Teacher, 41, 556-566 The Wonky Donkey Song unofficial music
videohttp://www.youtube.com/watch?v=SDeQT9zCvi4  
Standards

Credits

Other