Shared Book ExperienceShared Book Experience

Presentation by Mary LuekingPresentation by Mary Lueking

What is the Purpose ofWhat is the Purpose ofShared Reading?Shared Reading?

Provide students with an opportunity to enjoy Provide students with an opportunity to enjoy listening to and interacting with books.listening to and interacting with books.

Introduce students to a wide variety of genres, Introduce students to a wide variety of genres, authors, and illustrators.authors, and illustrators.

Model high quality reading and thinking skills.Model high quality reading and thinking skills. Encourage students to want to read and write.Encourage students to want to read and write. Participate in pre and/or post reading activities.Participate in pre and/or post reading activities.

What Materials are Necessary for What Materials are Necessary for Shared Reading Activities?Shared Reading Activities?

Positive Attitude and Positive Attitude and Excitement Toward Excitement Toward Reading.Reading.

Big Book, Picture Book, Big Book, Picture Book, or Other Textor Other Text

Appropriate materials for Appropriate materials for before/after reading before/after reading activities as applicable.activities as applicable.– Chart Paper/MarkersChart Paper/Markers– Sentence StripsSentence Strips– Magnetic LettersMagnetic Letters– Response JournalsResponse Journals– Graphic OrganizersGraphic Organizers

Suggested Grade Levels for Suggested Grade Levels for Shared Reading ExperiencesShared Reading Experiences

Big Books - Big Books - Kindergarten and First Kindergarten and First GradeGrade

Picture Books - Picture Books - Kindergarten through Kindergarten through High SchoolHigh School

QuickTime™ and aTIFF (Uncompressed) decompressorare needed to see this picture.

QuickTime™ and aTIFF (Uncompressed) decompressorare needed to see this picture.

What Does Shared ReadingWhat Does Shared ReadingLook Like?Look Like?

Teacher introduces story and Teacher introduces story and allows for predictions to be allows for predictions to be made. made.

Teacher reads a big book, picture Teacher reads a big book, picture book, or other material and book, or other material and positions the book so all students positions the book so all students can see the print and pictures.can see the print and pictures.

Teacher stops at strategic points Teacher stops at strategic points asking questions about what is asking questions about what is being read. being read.

Students participate in reading Students participate in reading repetitive or familiar parts of the repetitive or familiar parts of the text.text.

After reading activities are After reading activities are performed.performed.

The book is re-read often.The book is re-read often.

What are Some Possible After What are Some Possible After Reading Activities?Reading Activities?

Participating in Vocabulary ActivitiesParticipating in Vocabulary Activities Focusing on Phonics Skills (Breaking Words Apart, Focusing on Phonics Skills (Breaking Words Apart,

Chunking Words, Finding Similar Words, Chunking Words, Finding Similar Words, Identifying Word Families)Identifying Word Families)

Making Connections Making Connections Identifying Book/Genre Characteristics Identifying Book/Genre Characteristics Literature Conversations/DiscussionsLiterature Conversations/Discussions Completing Graphic OrganizersCompleting Graphic Organizers

– WebsWebs– KWL ChartsKWL Charts– T ChartsT Charts

Example of Shared Reading Example of Shared Reading Experience - Using a Big BookExperience - Using a Big Book

Pre-Reading ActivitiesPre-Reading Activities– Students are gathered together Students are gathered together

in a location so that all can see in a location so that all can see the text and pictures in the big the text and pictures in the big book.book.

– Teacher introduces the topic Teacher introduces the topic and builds students’ prior and builds students’ prior knowledge on the subject.knowledge on the subject.

– Appropriate Graphic Appropriate Graphic Organizers are addressed (for Organizers are addressed (for example, K and W on a KWL example, K and W on a KWL chart).chart).

– Students make predictions Students make predictions about the text based on the about the text based on the book’s cover, title, and book’s cover, title, and illustrations.illustrations.

Example of Shared Reading Example of Shared Reading Experience - Using a Big BookExperience - Using a Big Book

Reading the TextReading the Text– Teacher reads the big book story aloud and stops at Teacher reads the big book story aloud and stops at

strategic points to address pre-selected questions.strategic points to address pre-selected questions.

– Teacher offers feedback to the students regarding their Teacher offers feedback to the students regarding their answers to the questions.answers to the questions.

– Teacher should make sure the reading is fluent and Teacher should make sure the reading is fluent and interesting. interesting.

– Teacher addresses strategies that good readers use.Teacher addresses strategies that good readers use.

– Teacher continuously monitors the students, making Teacher continuously monitors the students, making sure they are on-task.sure they are on-task.

Example of Shared Reading Example of Shared Reading Experience - Using a Big BookExperience - Using a Big Book

After Reading ActivitiesAfter Reading Activities– Teacher and students participate in after reading Teacher and students participate in after reading

activities connected to the big book text.activities connected to the big book text.» Completing the KWL chartCompleting the KWL chart

» Discussing Story ElementsDiscussing Story Elements

» Identifying Favorite Parts of the StoryIdentifying Favorite Parts of the Story

» Participating in a Summary or Retell of the StoryParticipating in a Summary or Retell of the Story

» Comparing and ContrastingComparing and Contrasting

» Analyzing Cause and EffectAnalyzing Cause and Effect

» Completing a written responseCompleting a written response

» Creating Story Maps/WebsCreating Story Maps/Webs

Possible Additional Activities Possible Additional Activities Following Shared ReadingFollowing Shared Reading

Repeated ReadingsRepeated Readings Teaching additional Teaching additional

strategiesstrategies Including vocabulary Including vocabulary

instructioninstruction Discussing conventions in Discussing conventions in

the writing.the writing. Addressing phonics skills.Addressing phonics skills. Identify spelling patternsIdentify spelling patterns Including Higher Level Including Higher Level

Questioning including Questioning including inferencing, generalizing, inferencing, generalizing, and evaluating.and evaluating.

ReferencesReferences

Bailey, T. (2003, March). Shared reading in the upper grades? You bet!. Bailey, T. (2003, March). Shared reading in the upper grades? You bet!. Instructor, 112(6), 31. Instructor, 112(6), 31.

Burns, B. (1999). The mindful school: How to teach balanced reading and Burns, B. (1999). The mindful school: How to teach balanced reading and writing. Arlington Heights, IL: Skylight Training and Publishing.writing. Arlington Heights, IL: Skylight Training and Publishing.

Cole, A. (2003). Knee to knee, eye to eye: Circling in on comprehension. Cole, A. (2003). Knee to knee, eye to eye: Circling in on comprehension. Portsmouth, NH: Heinemann.Portsmouth, NH: Heinemann.

Cunningham, P.M., Cunningham, J.W., Moore, S.A., & Moore, D.W. (2004). Cunningham, P.M., Cunningham, J.W., Moore, S.A., & Moore, D.W. (2004). Reading and writing in elementary classrooms: Research based K-4 Reading and writing in elementary classrooms: Research based K-4 instruction (5instruction (5thth ed.) New York: Pearson. ed.) New York: Pearson.

Justice, L.M. & Kaderavek, J. (2002, March/April). Using shared storybook Justice, L.M. & Kaderavek, J. (2002, March/April). Using shared storybook reading to promote emergent literacy. Teaching Exceptional Children, 34(4), reading to promote emergent literacy. Teaching Exceptional Children, 34(4), 8.8.

Manning, M. (1997, September). 14 Ways to use shared reading. Teaching K-Manning, M. (1997, September). 14 Ways to use shared reading. Teaching K-8, 28(1), 129.8, 28(1), 129.

Morrow, L.M., Tracey, D.H., Woo, D.G., & Pressley, M. (1999, February). Morrow, L.M., Tracey, D.H., Woo, D.G., & Pressley, M. (1999, February). Characteristics of exemplary first grade literacy instruction. The Reading Characteristics of exemplary first grade literacy instruction. The Reading Teacher, 52(5), 462.Teacher, 52(5), 462.