Vygotsky, L. Mind in Society: The development of higher psychological processes. What is Shared Reading? Why Is Shared Reading Important? Why Use Big Books in the Classroom? Guided Reading Shared Reading vs.
Read-Alouds Shared Reading vs. Interactive Reading Shared Reading vs. Close Reading Shared Reading vs. Independent Reading Shared Reading vs. Modeled Reading Shared Reading vs. Dialogic Reading Shared Reading vs. Literature Circles Shared Reading vs. Shared Reading Definition Shared reading is an interactive reading experience that takes place when students share the reading of a book with the help and assistance of a teacher.
History Behind Shared Reading "Shared reading is a collaborative literacy learning activity based on the research of Don Holdaway that emulates and builds from the child's experience with bedtime stories" Parkes, B. What Are Big Books? Features and characteristics of big books that captivate readers include: The overall size being an enlarged version of a book.
Large, bolded print that can be easily read from a distance. Large, colorful pictures that are supportive of the story's meaning. Simple text with one or two lines of print per page. Shared Reading in Balanced Literacy The shared reading approach to teaching reading is an instructional strategy within balanced literacy. Teachers are expected to: Provide a safe and enjoyable setting for learning.
Engage students in reading stories aloud as a group. Model fluently phrased reading with expression. Systematically and explicitly teach reading strategies that will assist students in becoming proficient and successful readers. Use shared reading questions before and during a story to help students make connections using prior knowledge. Help students record their thinking in the form of a shared reading graphic organizer such as an anchor chart.
Help students understand the reciprocity between shared reading and writing. Gradually decrease the amount of support given to the child. During shared reading, students are expected to: Engage in the reading of the story. Activate prior knowledge and make connections to the story that will help them with meaning. Share in the discussion and join in activities related to the story. Observe and focus on the modeling done by the teacher. Participate in the building of shared reading anchor charts and graphic organizers for future reference.
Develop an understanding of the reciprocity between shared reading and writing. Become more independent with each rereading of the story. Shared Reading and Writing Reading and writing are reciprocal. By allowing students to share in the composing of sentences, they can share their knowledge of writing by: Recording the appropriate letters that represent sounds they hear in words. Supplying known words. Supplying punctuation. Shared Reading Teaching Points Teaching points for shared reading vary depending on the grade level and complexity of the students' reading levels.
These are appropriate for pre-school through first-grade-aged students: One-to-one matching. Differences between letters and words. Making predictions. Modeling how phrased and fluent reading sounds with expression. Shared Reading Anchor Charts Anchor charts are instructional tools used to facilitate learning and support instruction.
Shared Reading Assessment It is important for teachers to monitor instruction and student progress throughout shared reading. Assessments help: Identify skills that need to be taught. Monitor student progress. Guide instruction. Determine the effectiveness of instruction. How to Assess Shared Reading There are many assessments, both formal and informal, that can be used to assess literacy knowledge in shared reading.
Below are several suggestions for assessing students: Informal anecdotal notes based on observations made by the teacher to help monitor the progress of individuals or groups of students.
These can be used with any age student. It helps measures those early concepts and skills explicitly taught by the teachers during shared reading with beginning readers. Administered individually to children, they provide a written recording of a student's oral reading and should be done frequently to monitor individual reading progress. A child's independent, instructional reading levels can be determined with this assessment. Running records can be administered to students of any reading level.
The Purpose of Shared Reading The Goal of Shared Reading The goal of shared reading is to introduce children to the reading process while systematically and explicitly teaching them how to become successful readers and writers.
Shared Reading Objectives There is a wide range of objectives that can be taught during shared reading. Here is a sampling of objectives for kindergarten and first grade: Develop print awareness: Identify parts of a book and their function. Demonstrate an understanding of directionality. Demonstrate an understanding of voice-print match using one-to-one matching when listening to or reading familiar text aloud. Identify the title, name of the author, and the name of the illustrator.
Develop and apply enabling strategies and skills to read and write. Identify the sequence of events in a story. Predict possible events in the text before and during reading. Make connections to one's own experiences and ideas in other texts. Retell or act out important events in the story. Effectiveness of Shared Reading Research supports the power of shared reading. Among the findings concerning reading to children, research indicates that: Reading to children provides them with opportunities to positively experience the act of reading.
Cummings, ; Thomson, Hillman and DeBortoli, Students who are engaged and motivated readers perform better on comprehension tasks Cummings, ; Thomson, Hillman, and DeBortoli, Children do not automatically know how to use reading strategies. Thus, it is imperative that they see and hear teachers model these strategies during reading, while explaining them, in order to develop them on their own. Rogoff, ; Vygotsky, The value of share reading is giving children the opportunity to: Actively engage in literacy with the entire class while allowing for a non-threatening and successful experience with a book.
Connect and learn with others through a shared and common experience. Hear what phrased and fluent reading should sound like when the teacher models reading aloud. Practice phrased and fluent reading by rereading texts orally. Receive explicit and systematic instruction on strategies used by proficient readers.
Develop reading strategies with repeated opportunities for practice. Discover how meaning and visual and structural cues can help in reading. Expand vocabulary while becoming familiar with high-frequency sight words.
Use and build background information as they encounter various types of text. The advantages of big books in the classroom include: Allowing the whole class to participate together as one group, with every eye on a single large book. The teacher is better able to engage all students at the same time.
The opportunity for every student to read a book or hear a book read out loud together while visually following along in the text. The large text, which makes it easier for students to follow along with the teacher, while the teacher models fluency or strategies.
Literacy abilities students acquire from shared reading include: Increased vocabulary. Phrased and fluent reading. New connections between the spoken and written word. Understanding how stories work. Enhanced listening skills, which can increase attention span. Reads the story aloud to the students for the first time. Rereads the story aloud with the students. Follows up with discussion. Teacher: Engages the students in a shared rereading of the story.
Sets the purpose for reading. Uses shared reading comprehension questions to help prompt discussions and thinking. Models a reading strategy and uses think-alouds to demonstrate the thinking process behind the strategy.
Optional: Presents an anchor chart for the student to help complete to support the learning of a strategy for now and as a future reference.
Provides students with literacy-focused activities, related to the story, while the teacher works with small guided reading groups. Students are expected to: Participate in pre-reading activities. Listen to the teacher read the story aloud. Join in with the shared second and subsequent rereadings of the story. Participate in discussion. Students are expected to: Engage in the shared rereading of a story with the teacher.
Participate in discussions about the story. Observes the teacher modeling and demonstrating strategies. Participate in activities within the lessons that the teacher is modeling or demonstrating.
Work independently on literacy-focused activities related to the story while the teacher works with small groups of students. Participate in a small-group lesson with the teacher that targets a specific skill or strategy. Shared Reading Questions Questioning plays an important role in teaching literacy during shared reading. Here are a few sample questions to ask during shared reading: Before Reading Look at the cover.
Can you predict what will happen in the story? What makes you think that? Does this story make you think of anything that you have read or done? During Reading What do you think will happen next?
What are you wondering about as you read? Can you predict how this story is going to end? After Reading Were your predictions about the story right? What was your favorite part of the story? Did you like the way the story ended? Why or why not? What did you learn from this story? Shared Reading with Older Students Commonly used in the lower elementary grades to support the development of early reading skills, shared reading also has advantages for older students in upper grades, including middle and high school.
Shared reading can help older students with: Improvement in their attitudes toward reading. Increased ability to read a wide range of diverse texts. Success in reading by sharing the task collaboratively with other readers. Connection to other students, by using a common text and experience, as with younger students.
Designing a Shared Reading Area In many preschool and elementary classrooms, teachers set aside an area in the room for students to come together, seated on the floor, for story time or shared reading. Shared Reading Strategies The shared reading methodology is an instructional strategy used to help students become strategic readers.
By using shared reading techniques teachers can: Read aloud a story for the enjoyment of the students. Reread the story aloud with the class to give support and a feel for success during their first reading.
Explicitly model fluency, phrasing, and expression in continuous text when reading out loud. Invite students to participate in the thinking process of the story. Using a big book to explicitly model the strategies and skills of proficient, such as: Teaching print concepts: Left-to-right. Return sweep.
Left page before right page. Matching one spoken word to one cluster of letters. Differences between pictures and print. Teaching text features of books such as: Book cover. Book title. Book author. Book illustrator. Table of contents. Locating familiar sight words. Teaching children how to search for words using: First letter.
First and last letters. During shared reading, you and your students read aloud an enlarged version of an engaging text that provides opportunities for your students to expand their reading competencies.
The goals of the first reading are to ensure that students enjoy the text and think about the meaning. After the first reading, students take part in multiple, subsequent readings to notice more about the text. They discuss the text, and you select teaching points based on their needs.
Fountas and Gay Su Pinnell. Students sit together as a whole group and, following your first reading, engage in an oral reading of a common text. They use their voices to interpret the meaning of a text as they read in unison with others.
Alternatively, students are assigned parts to read. Check out the entire "What is? Effective reading practices for developing comprehension Chapter 10 , In A. Farstrup and S. Samuels Eds. Heath, S. What no bedtime story means: Narrative skills at home and school, Language in Society, Vol.
Konza, D. Understanding the process of reading: The Big Six. Scull and B. Raban Eds. Growing up literate: Australian literacy research for practice, pp. Hong Kong: Eleanor Curtain Publishing. Nodelman, P.
Rogoff, B. Wertsch, P. Del Rio and A. Alvarez Eds. Thomson, S. Vygotsky, L. Mind in Society: The development of higher psychological processes.
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Page Content. On this page The importance of shared reading Research Theory to practice Using prompts Specific teaching using shared reading In practice examples References Shared reading is part of a suite of practices the teacher can use to support the teaching of reading. The importance of shared reading Shared reading usually involves the whole class and the teacher reading an enlarged text e.
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