Shared Book Programme – same text over the whole week

Title: Author: Term: Week:

Monday Tuesday Wednesday Thursday Friday

Critical Thinking: comprehensionIntroduce the story – cover illustrations, build eagerness, sense of anticipation.

Encourage students to think critically about the story contents.

Read, asking predictive questions (as appropriate).

Discussion about storyline, characters, setting using literal & inferential questions

Retell

Exploring Language:VocabularyRevisit the same text, reread whole text first

Encourage students to join in where/when they feel comfortable

Focus on clarifying vocabulary

Interest words,

Synonyms

contractions, compound

words, singular/plurals,

Retell

Exploring Language:Print conventions, Visual information, FluencyRevisit the same text

Look at first couple of pages – focus on Print Conventions that affect the way we read.Find all visual information in text (bold or illustrative font, changes in type size)Encourage full participation, practising most appropriate conventionsEg. At Beginner stages-

full stop capital letter comma question mark speech marks exclamation markAt Later stages –

possessive apostrophe

parenthesis colon semi-colon dash ellipsis

Retell

Exploring Language: Phonological Patterns(Phonic knowledge, Phonetic Awareness) Revisit the same text. Reread together with enthusiasm & vitality. Then focus on Phonological Patterns

Eg. At Beginner stages –

initial consonants

blends

suffixes –s, -ed, -ing

compound words

contractions

word families

rhyming words

At Later stages –

suffix –ly

short/long vowels

prefixes

singulars/plurals

homonyms

synonyms

antonyms

word families

word derivations

Retell

Processing InformationReread together with enthusiasm & vitality. Discuss - Visual Information

- features of the text

Eg. Plot

discuss how the story begins, develops, ends

CharactersMajor, minor, characteristics

SettingHow is this conveyed?

ThemeDiscuss, compare to other stories.

Use drama, role play to act out story or partsRespond to story using written/visual language – present responses as book or wall display as independent reading resource.Keep shared book in room as another independent reader for students

Adapted from Jill Eggleton and Jo Windsor’s Shared Reading ideas Sharon Ross, Literacy Adviser, 2006