The teacher invites students to share in the demonstration of cognitive for comprehending and responding. It is this participation that helps build confidence in the development of new and previously taught skills. Interaction is fostered in a variety of settings, including whole group, small group, and partner. Shared reading texts, based on curricular expectations and purpose, are selected, revisited, or created.
Choosing Texts
The teacher looks for texts that:
• represent many viewpoints that reflect the perspectives, cultures, and ways of knowing of First Nations, Métis, and other cultures;
• include strong examples of cues and conventions or comprehension strategies to be highlighted; and
• reflect formative assessment data and incorporate curricular expectations across
disciplines.
A variety of texts, often at students’ instructional level, are used during shared reading,
such as:
- big books;
- poems;
- graphs, maps and charts;
- posters;
- morning message;
- environmental print;
- repetitive pattern books;
- visual images;
- songs; and
- student created books.
Purpose
Shared reading serves a variety of purposes, including:
• exposing students to a wide range of text forms and genres;
• engaging students in supported reading so that the whole class can share thereading experience;
• increasing students’ exposure to text;
• teaching before, during, and after reading strategies (see Appendix A);
• integrating content of other curricula areas;
• teaching intentionally concepts of print, phonemic awareness, phonics, andfluency in context;
• sharing responsibility toward the goal of independent reading; and
• engaging students in conversation.
Assessment
• Formative assessment of a student’s application of the skills and strategies explicitly demonstrated in a shared read can be assessed through teacher observations, conversations with students, and student products.
• Teachers utilize checklists and/or anecdotal records to record observations and conversations on students’ use of strategies.
School Division/First Nation Educational Authority Resources
•Shared Reading – Cass the Colour Robber(word)
• Lesson Plan Template Sample Shared Reading(word)
•Shared Reading Lesson Planner Template 2(word)
•Shared Reading Day Plan Page One(word)
•Shared Reading Day Plan Page Two(word)
•Shared Reading Reflection Sheet(word)
• Shared Reading in GSSD revised Oct_2015(pdf)
• Shared Reading Look-fors (pdf)
• Shared Reading Self Reflection(pdf)
• Shared Reading Instructional Approach (word)
FAQs
Shared reading is a highly beneficial way to spend 10-15 minutes of your instructional time daily. Shared reading is a time in which the teacher and students read an enlarged text at the same time (choral reading). Often the text is written on chart paper or projected by some means.
What is an example of a shared reading? ›
Shared reading usually involves the whole class and the teacher reading an enlarged text (for example, a big book, website projected via the interactive whiteboard or large-screen tv) that is beyond the level students can read by themselves.
How to assess shared reading? ›
and strategies explicitly demonstrated in a shared read can be assessed through teacher observations, conversations with students, and student products. Teachers utilize checklists and/or anecdotal records to record observations and conversations on students' use of strategies.
What are the learning outcomes of shared reading? ›
Children can learn how to make connections between background knowledge and new information. It offers teachers opportunities to expand vocabulary, demonstrate decoding and reading comprehension strategies, and show children conventions of print, such as reading from left to right.
What are the disadvantages of shared reading? ›
On the flip side, there are some drawbacks:
- Shared reading can become an exercise in listening comprehension if both partners are not looking at the text; listening alone does not strengthen reading comprehension. ...
- You cannot assess independent reading comprehension if students are not reading independently.
Shared Reading is for ALL students at ALL grade levels! All students in EVERY grade level should have opportunities to co-create meaning WITH the teacher.
What is the strategy of shared reading? ›
During shared reading, a teacher or proficient student reads the text aloud, pausing at pre-selected moments to discuss content and analyze the text. This strategy facilitates close reading of a complex text in small or whole group settings.
What is the car method for shared reading? ›
Understanding the CAR Strategy
It stands for Comment, Ask, and Respond: Comment: Start by making engaging comments about the book or text you're reading. Share your thoughts to spark your child's interest. Ask: After your comment, ask open-ended questions related to the story.
What are the steps in shared reading? ›
How to use shared reading
- Introduce the story by discussing the title, cover, and author/illustrator. ...
- Read the story aloud to the students using appropriate inflection and tone. ...
- Point to words as you read to help students follow along. ...
- Conclude the reading by reserving time for reactions and comments.
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.
Here are some picture books we are using for shared reading:
- Monkey and Me by Emily Gravett.
- I Am the King by Leo Timmers.
- Where Are You, Little Frog? by Kayleigh Rhatigan.
- Hello, Day! by Anita Lobel.
- Dinosaur vs. Bedtime by Bob Shea.
- This Is the Way by Charles Fuge.
- Who Ate All the Cookie Dough? ...
- What Will Fat Cat Sit On?
A main difference between shared vs. guided reading is that during shared reading, interactions are maximized. During guided reading, thinking is maximized. During guided reading students actively participate in the group reading process – by listening or reading – and making their own conclusions about the text.
What is the goal of shared reading IEP? ›
The main goal of shared reading is for the student to lead the interaction with the story. Furthermore, shared reading can be implemented in special education during whole-group or small-group instruction.
What is the power of shared reading? ›
Shared reading is a method for teaching literacy that focuses on the interaction of the text that is being read. This evidence-based instruction is beneficial throughout K–12 settings and helps support learners in developing strong reading skills, comprehension, language proficiency, and overall literacy.
What do shared reading experiences focus on? ›
The focus during shared reading is on the interaction and meaning making that occurs when a child and adult look at or read a book together.
How long should it take someone to read 70 pages? ›
Answer: the average reader takes about 1.9 hours to read 70 pages. You might take more or less time than 1.9 hours to read 70 pages, depending on your reading speed and the difficulty of your text. The average person's reading speed is around 300 words per minute (WPM).
How long should a guided reading group last? ›
Time. In guided reading, lessons should take approximately 15 to 25 minutes daily, while LLI lessons are 30 minutes daily, stretching to 45 minutes for upper elementary grades. Teacher. Guided reading lessons are given by the classroom teacher.
How long should each reading passage take? ›
Don't spend too much time reading the passage
This means you need to spend 13 minutes per passage on average. You should plan to read through an SAT passage in about 5 minutes. If you spend longer than 5 minutes reading, you will likely be compromising your time on the questions.
How long should a read aloud take? ›
Children respond best when a reading is between 15-20 minutes (10 minutes for preschoolers). Before you read the book to the child, plan to read the book first to be familiar with the story and prepare open-ended questions you may ask that helps get the child engaged in the story.
and strategies explicitly demonstrated in a shared read can be assessed through teacher observations, conversations with students, and student products.
