What Is Shared Reading?
What Is Shared Reading?
What Is Shared Reading?
Shared reading is done in a whole group setting using a big book, printed on chart
paper with the pictures pasted beside the print, sentence strips placed in a pocket
chart, on an overhead transparency or smart board. The teacher models the
reading process by touching or tracking each word as she reads. After the
children have become familiar with the text, they can join in. The teacher is
providing support during the reading process. This provides a comfortable and
supportive environment for the children to participate. The emergent readers
included in the Early Learning Solutions program are designed specifically for
preschool and kindergarten shared reading. The following methods can be used for
shared reading time:
The story Jiggle Worms (found in your free Friendship Theme) was printed on
chart paper and the pictures were glued beside each line to give the children a clue
as to what the text says. Brooke is pointing to the words and reading the
repetitive parts of the story. She has learned to this by observing the teacher
model this.
HISTORICAL BACKGROUND
In Brenda Parkes' important text, Read It Again!, which is a guide for teachers to
do share reading in the classroom, the first chapter asks, what is Shared Reading?
She then answers the question by writing, “Shared reading is a collaborative
learning activity, based on research by Don Holdaway (1979), that emulates and
builds from the child's experience with bedtime
stories."
In primary grades, the teacher reads while the children are encouraged to read
along. The more familiar the text, the more the teachers asks of the students in
terms of reading, talking and answering questions about the reading. In upper
grades, the teacher reads the text aloud after stating a focus, and then re-reads
the text, asking questions specific to the focus of choice (and may ask students to
join). The focus may include things like: analysis, predictions, drawing inferences,
grammar and punctuation, vocabulary development, questioning, literacy elements,
critical thinking, phrasing, fluency, intonation, character and plot Development.
Initial reading (done by teacher) follows this pattern: Gather children in an area
close to the book. The book must be easily seen by the children.
Introduce book (share theme, examine title, cover, illustrations, etc. make
predictions)
Excite student's imagination and relate prior experience to text
Concentrate on enjoying the text as a whole (Read with few stops)
Encourage students to use background knowledge to make predictions
Encourage spontaneous participation in the reading of the story
Discuss personal responses to the book
Be positive in accepting/encouraging children's responses
Teacher is almost entirely responsible for the reading of the text.
Close Reading- (Subsequent readings)
Direct children's attention to various aspects of the text, and reading
strategies, and skills. Many of the strategies needed for independent
reading can be taught during shared reading, especially when shared reading
takes place with a small group versus the whole class.
Identify vocabulary, ideas and facts; discuss author's style, skill, and
viewpoint. Remember to focus on the enjoyment of the story. Try not to
draw attention away from the story with too many teaching points or too
much attention to detail.
Experiment with intonation and expression, discuss colorful phrases or
words.
Attend to teaching points as they arise.
The children's contributions may range from reading in their heads or mouthing
some of the words to more complete renderings which may include a number of
approximations. Techniques for children participation could include:
choral reading
oral cloze (where the teacher pauses or drops his/her voice out of a choral
reading)
dramatization
recording children reading the text
masking activities
word work such as "Be the Words" or sorting the words
Help children become familiar with texts so they can use the book independently
for writing and reading.
The benefits of Shared Reading can be extended when teachers and children
choose to make their own "big book" in response to a story or text. This provides a
way for the teacher to model how author's ideas can be revisited and related to
one's own experiences.
Classroom Activities
Alphabet-Frame
Students having learned about a topic begin recall and list words that
reflect their understanding. For example students studying bears might
decide that den, honey, furry, and hibernate are key concept words. They
might write:
o D is for bears. Why? Because bears live in dens.
o H is for bears. Why? Because bears love to eat honey.
o F is for bears. Why? Because bears are furry.
o The students can illustrate their sentences.
I. ECHO READING
The teacher reads a word or sentence. The children echo what she just read. She
continues to touch each word as they read.
II. CHORAL READING
Introducing the alphabet in the context of using alphabet and sight word readers
gives the children a much greater understanding of why they are learning the
letters (to read) rather than in isolation. The readers also provide a powerful tool
in modeling the reading process to the children. The program includes alphabet
readers. For example, the reader “Cool Clouds" found in the Weather theme unit
introduces the letter of sound of "Cc". The story line is a follows:
CONNECTION TO LITERATURE
"It Looked like Spilt Milk" by Charles G. Shaw is a favorite book to read
to young children. The simple story line and pictures are very appealing
to this age group. The emergent reader "Cool Clouds" would be used as a
follow-up shared reading experience.
In the member's area you will find alphabet picture cards that are great to use for
phonemic awareness activities. Each day display alphabet pictures beginning with
the review sounds (found in the member's area). These can be displayed on a
flannel board or white board. Discuss what pictures begin with the focus sound
and those that do not. After discussing, have the children close their eyes while
you remove one of the pictures. The children guess what picture is missing. The
person that guesses the correct picture will have an opportunity to remove the
picture for the next round. This game could continue in the Literacy Center. In
the link below you will find a link to a video on phonemic awareness. The alphabet
picture cards could be used for similar activities shown in the video.
The "Alphabet Program" is a sequential theme program that teaches the alphabet
and their related sounds, printing of the letters and sight words (if you are a
kindergarten teacher). In the link below you will find more information about the
program.
Alphabet Program
PREDICTABLE CHARTS
1. The children act out different parts of the story. The story is about how to
look after a dog. The children can choose one of these to act out to the rest of
the class. Other classmates can guess what part of the story they are acting out.
2. The interactive component in the story requires the children to draw or cut out
a dog. Present drawing lessons on how to do this (an artistic child is a valuable
resource for this).
3. Children bring in pictures or their real pet to share with the class. Discuss
what they do to look after them.
6. Complete a craft like the one shown above depicting how to look after a dog.
Note: Templates to complete the craft are found in the members' area.
Guided reading is different from shared reading because it is done in a small group
setting. The teacher works with a small group of children, focusing on specific
skills. The teacher may focus on the children tracking words, identifying sight
words or blending sounds. Books used for this purpose are called emergent
readers because they have predictable text. The photograph shown above was
taken from the "Community Helpers" theme unit. The text is predictable and
repetitive making it easy for younger learners to be successful in their first
reading experiences. There are over 80 printable theme-related emergent readers
found in the member's area. These are great for guided reading as they can be
copied and used for each member of the group.
When selecting texts for reading, teachers typically look for text that is
appropriate for the reading level of the students that is also cross-curricular and
relevant in its nature. The text should be of an appropriate length for study and be
adequately complex. The text should also have an impact.
Emerging literacy
-Letter knowledge
- Writing: - Writes own name first and last and first name of some
friends.