Shared reading just happens in big books ANY big book can be used for a shared
reading lesson Repeated reading of a big book is a
sufficient shared reading lesson, it doesn’t need to be systematic
If all kids sound like they’re reading chorally, they’re all engaged and learning
If there aren’t any big books in my classroom, I’ll just use poems or songs everyday
my phonics program’s materials are sufficient for shared reading
Where the students join the teacher to read aloud in unison from an enlarged text
The teacher guides the reading by using a pointer
Can be used with the whole class or a small group
Based on research by Don Holdaway (1979) and builds from a child’s experience with bedtime stories
Provide children with an enjoyable reading experience
Introduce them to a variety of authors and illustrators
To teach children systematically and explicitly to be readers and writers themselves
To support young readers as they begin to attend to the details of print while still focusing on meaning and enjoyment
Builds on previous experiences with books Provides language models Expands vocabulary Lays a foundation for guided and
independent reading Supports children who are on the verge of
reading so that they can enjoy participating in whole class stories
Provides an opportunity for the teacher to demonstrate phrased fluent reading and to draw attention to critical concepts about print
Helps children become familiar with texts that they can use independently as resources for reading and writing
Shared reading resources should be carefully selected to teach specific skills and strategies in reading and writing
Each book should be used in many different ways over a long period of time
What you teach will depend on the needs of your class
Look carefully at your assessments and conference notes to determine what needs to be focused on in shared reading lessons
Big books Well known poems Well known songs Non-fiction pieces Interactive writing Narrative stories
Chart paper Books Overheads Posters Teacher made
books Student copies
Rhyme Repetition Rich language A simple,
satisfying story line
Clear spacing between words
Action A dramatic ending A strong, rhythmic
quality to the language
Revisiting a text for an entire week will allow students to see how the three sources of information are used when reading
Developing familiarity with a text will allow students to focus on the skill or strategy being taught
Shared reading should be used to support the overall teaching of reading
The five key areas of reading instruction are:
ComprehensionPhonemic awarenessPhonicsFluencyVocabulary
let’s consider adding decoding and concepts of print
Monday: focus on comprehension
Tuesday: focus on decoding/phonics/concepts of print
Wednesday: focus on vocabulary/sight words
Thursday: focus on phonemic awareness/phonics
Friday: focus on fluency
Arrange your week in an order that makes sense for your grade level
Consider how and when you teach reading in other formats
How often and in what format do you work on those 5 key areas of reading instruction?
Consider using Isabel Beck’s book, Bringing Words to Life, to teach vocabulary at another time
1. Teacher and students reread a familiar text
2. Teacher and students read a new text3. Teacher explicitly models a specific
skill or strategy in the new text4. The teacher invites the students to try
the skills or strategy modeled in the new text- guided practice
5. Teacher reviews skills/strategy covered6. Teacher and students reread the new
text or portion of the text
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