Shared Reading

SHARED READING

WHAT
· A “Read -and-Think-Aloud” demonstration
· Focus on enjoyment of reading
· Make it non-threatening

WHY
· Establish reading as enjoyable and non-threatening
· Model the reading strategies that proficient readers use (3 cueing systems)
· Introduce conventions and concepts of print
· Positively influence attitudes and habits
· To provide models for writing

WHEN
· Throughout the school year
· In all learning areas – yes, in secondary science also

WHAT TO MODEL
· Model what reading is – that reading makes sense
· Point out concepts of print
· directionality
· cover and title page
· illustrations
· print conventions & one to one matching
· differences between letters, words, and sentences
· capital letters
· punctuation

· Letter/sound relationships

· How to read strategically - what do you do when you get stuck - developing independence

· High frequency words

HOW
Choose suitable texts
Show the cover, ask them what they see; ask them to make predictions for fun
Show the title page; begin to help them develop appreciation for authors and illustrators
Introduce the story
Read it again
· Invite participation
· Have fun retelling
· Dramatize if appropriate

· Add it to the “old favorites”
· Make it available for independent reading
· Try to get multiple copies
· Set up book boxes
· After they have been in the current book boxes for a while, put them into the classroom library

· Kid watch

· You and the kids can make your own big books and wall stories

References:
Holdaway, Don. Foundations of Literacy, Ashton Scholastic, 1979
Mooney, Margaret. Reading to, With, and By Children