Modelled Reading Procedure

Modelling is the most significant step when teaching any reading strategy. Conducting regular,
short sessions that involve modelling and thinking aloud will show how an effective reader makes
use of a particular strategy.
By using the practice of modelling to introduce new reading strategies, teachers are able to
articulate what they are thinking as they read silently. The reading process will become obvious to
students. Thinking aloud is a vital part of the modelling process.
When introducing a new strategy, consider planning for multiple demonstrations of how to use the
strategy and its benefits.
Modelling sessions need to be well planned and thought out. It is more effective to think through
what needs to be modelled and where in the text that might happen, than to make spontaneous
comments as the text is being read.

Planning Modelling Sessions

Consider the following questions, prior to modelling for students, so modelling sessions are
effective and successful.
1 How do I use this strategy in my own reading?
2 How does this strategy help me become a more efficient reader?
3 What is important for students to know about this strategy?
4 Which texts might be the most appropriate to model this strategy?
5 Where in this text will it be possible to demonstrate the use of the strategy?
6 What language can I use to best describe what I am doing and my thinking?

A Strategy Demonstration Plan (see Figure 4.19) may also help to create a successful modelling
session. Demonstration Plans are completed prior to sessions and help to keep sessions focused.

Conducting Sessions to Model the Use of Strategies

• Introduce the name of the strategy. Explain what it means.
• Explain why it is useful and how efficient readers use it.
• Explain to students that modelling involves times when the text is being read and times
when thinking is being described. Alert students to how they will know what is happening,
o e.g. laying down book or looking up.
• Begin reading text to students, stopping at selected places to think aloud. Use precise,
accurate language to describe the thinking while demonstrating the use of the selected
strategy.
• Invite students to discuss their observations of the demonstration,
o e.g. “What did you notice? What language did you hear me use?”
• If appropriate, jointly construct a chart listing the key points about the use of the strategy or
the type of language that can be used.
 Shared Reading Procedure
Sharing sessions provide the opportunity for students and teacher to think through texts together.
In these sessions, the teacher continues to demonstrate the use of the selected strategy.
However, the major difference between modelling and sharing sessions is that students are now
invited to contribute ideas and information during these demonstrations.

Thinking aloud during sharing sessions is an opportunity for the teacher to demonstrate the use of
a selected strategy and enables individual students to participate. For example, while the text is
being read and a strategy being demonstrated, students can be asked to share how they are using
the strategy, e.g. “What connections are you making?” Inviting different students to share their
thinking will allow others to hear a range of ideas which is important when teaching reading
strategies.

It is beneficial to use a variety of informational and literary texts for demonstrations during sharing
sessions. As students begin sharing their use of the strategy, the jointly constructed strategy
charts can be refined. Created over time, these cumulative charts document how to make use of a
particular strategy.

Planning Sharing Sessions

Considering the following questions, prior to sharing sessions with students, will help to maintain
the focus of sharing sessions.
1 What aspects of the strategy do I need to further demonstrate?
2 Which texts might be the most appropriate to reinforce this aspect of the strategy?
3 What language associated with this strategy do I want to review?
4 How can I best involve the students in contributing to the demonstrations?
5 Will I create an opportunity to add to a class cumulative strategy chart?

Conducting Sharing Sessions to Continue the Demonstration of Strategies

• Re-introduce the strategy. Invite students to explain what it means.
• Elicit from the students why it is useful and how effective readers use it.
• Begin reading text to students, stopping at selected places to think aloud and demonstrate
the use of the strategy. Use precise, accurate language to describe the thinking involved.
• Re-read the text and invite students to make use of the strategy throughout the
demonstration and share their thinking.
• Provide constructive feedback and positive comments about students’ use of the strategy.
• Summarise different ways that individuals made use of the strategy and add to class chart if
appropriate.