Download Shared Reading Overview

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Grouping Options: One-on-One, small group, large group Heterogeneous—mixed levels Materials: Picture Books, Big Books Major focus areas:  Reading for enjoyment,  Modeling concepts about print,  Reinforcing language conventions,  Reinforcing word patterns, sentence patterns, and story patterns. Repeated reading of a text

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Children are active participants in the reading. The shared reading experience helps students see reading as pleasurable and meaningful (Butler & Turbill, 1987). It helps students develop concepts about reading and language:     

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including about story and narrative, rhythm and rhyme, the relationship between print and speech, conventions such as punctuation, and it helps them with specific letter–sound correspondences and word recognition.

The use of big books also gives students opportunities to learn about language together as a classroom community (Davidson, 1989).

Big books that are most useful for shared reading are those where: 

 the amount and location of text on a page is controlled, and  where the language is repetitive and/or otherwise predictable.

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Such books encourage:

 students’ participation,  facilitate their learning about books, stories and story structures,  facilitate their knowledge of language patterns and structures, and  scaffold their later attempts to read the story independently.

 Rhyme and rhythm—the sentences have a strong rhythm, or beat, and rhyme may be used at the end of sentences.  Seuss, Dr. (1963). Hop on Pop. New York: Random House.  Guarino, Deborah (1989). Is Your Mama a Llama? New York, NY: Scholastic, Inc.

 Repetitive sentences—these books have phrases or sentences that will repeat throughout the book.

 Carle, Eric. From Head to Toe. New York, NY: Philomel.  Martin, Bill, Jr. (1983). Brown, Bear, Brown Bear, What Do You See? New York, NY: Holt, Rinehart, and Winston.

 Cumulative pattern—phrases or sentences are repeated with each page and new phrases are added as the story unfolds.  Galdone, P. (1979). The Little Red Hen. New York, NY: Clarion.  Simms, T. (2002). The House that Jack Built. New York, NY: Putnam.

 Sequential pattern—these books use colors, numbers, alphabet, or other patterns to move through the book.  Numeroff, L. J. (1985). If You Give a Mouse a Cookie. New York, NY: HarperCollins.  Wood, A. (1984). The Napping House. San Diego, CA: HarperCollins.

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Begin by introducing the book. Discuss the author and illustrator. Give a brief overview of what the book will be about. When reading the book, make sure that all children can easily see the book (Ruddell, 1999). As you read the book, track the print using a pointer or your finger, so that students can follow and in order to reinforce such concepts as left-to-right and top-to-bottom directionality and the one-to-one correspondence between the spoken word and the written word. Where relevant, make and ask for predictions about the story (e.g., by saying “I’ll bet this is a story about…, I wonder what will happen next…”). Explore key vocabulary. Invite children to repeat key words or phrases of the story and thereby to join in the reading.

Usually, you will share a book at least a few times, with the students increasingly being able to join in.  Remember each time to track the print as you read. After one or two readings, encourage the children to join in with you by echoing what you read.  On subsequent rereadings of the book, cover up word or word parts with sticky notes, then focus students’ attention on:  word structure (letter-sounds, onset-rime patterns, inflections, syllables), and  language patterns (repetition, rhyme, unique words). 

Write the story, or a portion of the story, on sentence strips so that students can retell or build the story in a pocket chart (McCracken & McCracken, 1995).  Have the students write their own big book pages that extend the story, showing what would happen next.  Encourage the students to act out the story as a creative drama activity. You might assign each student a character and have the students wear index cards with their characters’ names (Fisher & Medvic, 2000).  Have the students dramatize the story but with puppets as the characters (Fisher & Medvic, 2000). 

Print ConceptsFoundational Standards K 1. Demonstrate understanding of the organization and basic features of print. a. Follow words from left to right, top to bottom, and page by page. b. Recognize that spoken words are represented in written language by specific sequences of letters. c. Understand that words are separated by spaces in print. d. Recognize and name all upper- and lowercase letters of the alphabet.

Phonics and Word Recognition Foundational Standards 2. Know and apply grade-level phonics and word analysis skills in decoding words. a. Read common high-frequency words by sight (e.g., the, of, to you, she, my, are, do, does). Could also do more phonic related skill— depends on skill that could be targeted in book

4.

Fluency (Scaffolded) Foundational Standards

Vocabulary Acquisition and Use Language Standards

Read emergentreader text with purpose and understanding.

4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. a. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck). b. Use the most frequently occurring inflections and affixes (e.g., -ed, -s, -es, re-, un-, pre-, -ful, -less) as a clue to the meanings of words.

Print ConceptsFoundational Standards

Phonics and Word Recognition Foundational Standards

Depends on skill 1 1. Demonstrate understanding of the reflected in book organization and basic features of print. a. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

Fluency (Scaffolded) Foundational Standards

Vocabulary Acquisition and Use Language Standards

4. Read with sufficient 4. Determine or clarify the meaning of accuracy and fluency to unknown and multiple-meaning support words and phrases based on grade 1 comprehension. reading and content, choosing a. Read grade-level text flexibly from an array of strategies. with purpose and a. Use sentence-level context as a understanding. clue to the meaning of a word or b. Read grade-level text phrase. orally with accuracy, b. Use frequently occurring affixes appropriate rate, and as a clue to the meanings of expression on words. c. Identify frequently occurring root successive readings. words and their inflectional forms (look, looked, looking)

Gr

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Print ConceptsFoundational Standards

NA for 2nd Grade

Phonics and Word Recognition Foundational Standards

Fluency (Scaffolded) Foundational Standards

Vocabulary Acquisition and Use Language Standards

Could also do more 4. Read with sufficient 4. Determine or clarify the meaning of phonic related skill— accuracy and fluency to unknown and multiple-meaning depends on skill that support words and phrases based on grade could be targeted in comprehension. 2 reading and content, choosing a. Read grade-level text flexibly from an array of strategies. book with purpose and a. Use sentence-level context as a understanding. clue to the meaning of a word or b. Read grade-level text phrase. orally with accuracy, b. Determine the meaning of a new appropriate rate, and word formed when a known expression on prefix is added. c. Use a known root word as a clue successive readings. to the meaning of unknown words with the same root. d. Use knowledge of individual words to predict the meaning of compound words (e.g., birdhouse, housefly, lighthouse)