Why use Shared Reading?
- It provides struggling readers with necessary support.
- Shared reading of predictable text can build sight word knowledge and reading fluency
- Allows students to enjoy materials that they may not be able to read on their own.
- Ensures that all students feel successful by providing support to the entire group.
|When to use:||Before reading||During reading||After reading|
|How to use:||Individually||With small groups||Whole class setting|
How to use shared reading
- Introduce the story by discussing the title, cover, and author/illustrator. Ask the students to make predictions regarding what they think the story might be about.
- Read the story aloud to the students using appropriate inflection and tone. Pause and ask the students to make predictions. Ask brief questions to determine students' comprehension level.
- Conclude the reading by reserving time for reactions and comments. Ask questions about the story and relate the story to the students' similar experiences. Ask the children to retell the story in their own words.
- Re-read the story and/or allow time for independent reading.
- Conduct follow-up activities such as making crafts related to the story.
This website gives teachers some ideas for using shared reading with younger students and less skilled readers.
This link provides several examples of how activities related to learning about science topics can be centered around the shared reading strategy. Downloads of several different poems are provided.
This website provides five examples of shared reading lessons based upon the book Map It! by Elspeth Leacock.
Children's books to use with this strategy
Emma's Yucky Brother
Emma becomes jealous when her 4-year old adopted brother joins the family in this first of the easier to read books about a recognizable family and familiar concerns.
The Tree that Time Built
While not all poems are suitable, this is a rich collection of poems dealing with nature and science from which the teacher may draw.
Honey I Love
Rhythmic poems capture a child's perspective and joy in everyday things. (Not only do they appeal, the poems may evoke discussion and encourage writing.)
For second language learners, students of varying reading skill, and for younger learners
- Teachers may wish to have Spanish copies of the shared reading books.
- Books can be kept in an area accessible to students for independent and familiar rereading by students.
- Ask students to write their own similar story using the same theme or sentence/language pattern of the book that has been shared.
- Teachers can use sentence strips and have students can retell or build the story by putting the strips in order.
- Have students write their predictions based upon what would happen next if the story were to continue.
See the research that supports this strategy
Fountas, I. C., & Pinnell, G. S. (1996). Guided Reading, Good First Teaching for All Children. Portsmouth, NH: Heinemann