Shared Reading
Definition and Purpose
Teachers’ use shared reading to read authentic literature with children who are unable to read such books independently. Teachers will read the book aloud, modeling fluent reading, and then they read the book again and again for several days. The focus for each reading will be slightly different. For the first reading the focus is on the children’s enjoyment; during the next couple of readings, teachers draw children’s attention to concepts of print, comprehension, and interesting words. Finally, children will begin to focus on decoding particular words in the last few readings.
Shared reading actively involves children as teachers encourage them to make predictions and take turns reading repeated words and phrases. Individually or in small groups children take turns reading brief sections of the text once they begin to recognize words and phrases. Children are encouraged to point out interesting features within the book including punctuation marks, illustrations, and the table of contents. Teachers talk with children about the book, both while reading and afterwards.
Steps
1. Teachers talk about the book or text by activating or building on children’s’ prior knowledge on topics related to the book. Teachers will read aloud both the title and the author’s name.
2. Teachers read the story aloud to children, using a pointer or their finger to track the text as they read. Teachers will invite children to make predictions about the text and to join in the reading if it is repetitive.
3. Children will talk about the story, ask questions and share their responses to the story.
4. Children take turns using the pointer to track the reading and turning the pages as they reread the story. Teachers invite children to join in reading familiar and predictable words.
5. Teachers continue to reread the story with children over a period of several days. They will encourage those who can read the text to read along with them.
6. After children have become familiar with the text, teachers distribute individual copies for children to read independently and use for a variety of activities.
Application and Examples
Kindergartens through third grade students sit on the carpet for a shared reading lesson. The children listen intently as their teacher, Miss Robinson prepares to read Make Way for Ducklings (McCloskey, 2004), the big book version of an award-winning story about a family of ducks living in downtown Boston. She reads the title and the author’s name. Next, she reads the first page and asks the children for predictions. During this first reading she reads each page expressively and tracks the text, word for word, with a pointer as she reads. After she has finished reading they talk about the story.
The next day she rereads the book to her students. She begins by asking for volunteers to retell the story and calls up children to take turns retelling each page, using the illustrations as clues. Next, she rereads the story, stopping several times to ask the class to think about the characters, draw inferences and reflect on the theme of the book.
Teachers’ use shared reading to read authentic literature with children who are unable to read such books independently. Teachers will read the book aloud, modeling fluent reading, and then they read the book again and again for several days. The focus for each reading will be slightly different. For the first reading the focus is on the children’s enjoyment; during the next couple of readings, teachers draw children’s attention to concepts of print, comprehension, and interesting words. Finally, children will begin to focus on decoding particular words in the last few readings.
Shared reading actively involves children as teachers encourage them to make predictions and take turns reading repeated words and phrases. Individually or in small groups children take turns reading brief sections of the text once they begin to recognize words and phrases. Children are encouraged to point out interesting features within the book including punctuation marks, illustrations, and the table of contents. Teachers talk with children about the book, both while reading and afterwards.
Steps
1. Teachers talk about the book or text by activating or building on children’s’ prior knowledge on topics related to the book. Teachers will read aloud both the title and the author’s name.
2. Teachers read the story aloud to children, using a pointer or their finger to track the text as they read. Teachers will invite children to make predictions about the text and to join in the reading if it is repetitive.
3. Children will talk about the story, ask questions and share their responses to the story.
4. Children take turns using the pointer to track the reading and turning the pages as they reread the story. Teachers invite children to join in reading familiar and predictable words.
5. Teachers continue to reread the story with children over a period of several days. They will encourage those who can read the text to read along with them.
6. After children have become familiar with the text, teachers distribute individual copies for children to read independently and use for a variety of activities.
Application and Examples
Kindergartens through third grade students sit on the carpet for a shared reading lesson. The children listen intently as their teacher, Miss Robinson prepares to read Make Way for Ducklings (McCloskey, 2004), the big book version of an award-winning story about a family of ducks living in downtown Boston. She reads the title and the author’s name. Next, she reads the first page and asks the children for predictions. During this first reading she reads each page expressively and tracks the text, word for word, with a pointer as she reads. After she has finished reading they talk about the story.
The next day she rereads the book to her students. She begins by asking for volunteers to retell the story and calls up children to take turns retelling each page, using the illustrations as clues. Next, she rereads the story, stopping several times to ask the class to think about the characters, draw inferences and reflect on the theme of the book.