Starting point
Students were present during read aloud, but engagement was inconsistent. Some looked away, participated briefly, or were unsure how to interact with text.
Instructional focus (based on the scale)
The team used the Engagement with Text → Comprehension scale to examine how students were attending, interacting, and demonstrating understanding during shared reading. The scale emphasizes a progression from attention and interaction → understanding → comprehension.
Evidence gathered
Teachers collected notes and examples during shared reading, noticing:
- emerging responses to prompts (gestures, vocalizations, eye gaze)
- brief attention to text during certain moments
- increased engagement during repeated lines or familiar parts
Interpretation and decisions
Working with a coach, the team interpreted this evidence and recognized that:
- students were beginning to engage—but only when supports were predictable and interactive
- engagement was tied to how the text was presented, not just the text itself
Together, they decided to:
- implement consistent shared reading routines
- use repeated readings of the same text
- build in intentional opportunities for student response (pause, wait, respond)
- add objects, gestures, and communication supports
What changed
Students began to:
- anticipate repeated lines and actions
- respond more consistently during reading
- identify key parts of the text
- demonstrate emerging understanding
Instruction shifted from reading to students to engaging students as participants in meaning-making.