Patricia Polacco Shared Reading. An Important Component in Balanced Literacy
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1 Patricia Polacco Shared Reading An Important Component in Balanced Literacy
2 Shared Reading In shared reading, students join the teacher to read aloud in unison from an enlarged text: a big book a poem on chart paper any enlarged message text on overhead or projector
3 Shared Reading Is: Totally supportive of young readers as they begin to attend to the details of print while still focusing on meaning and enjoyment, And highly complementary to the instructional goals of balanced reading.
4 Shared Reading: Builds on previous experiences with books. Provides language models. Mary had a little Expands vocabulary. lamb Lays a foundation for guided and independent reading. Supports children who are on the verge of reading so that they can enjoy participating in reading whole stories.
5 Shared Reading: Provides an opportunity for the teacher to demonstrate phrased, fluent reading and to draw attention to critical concepts about print. Provides a context for learning specific words and features of words. Helps children become familiar with texts that they can use independently as resources for writing and reading.
6 Shared Reading Is: An opportunity for the teacher to: guide the children by pointing to each word. model word-by-word matching. model left to right sweep and return. comment on the way written language works. There w old lady a fly I d
7 Shared Reading Aside from the literacy learning involved, another value of shared reading is the role it can play in creating a community of readers who enjoy participating in literacy events. Later on in school, shared reading becomes: choral reading readers theater literature circles
8 Shared Reading Experiences Children need many opportunities to discuss books they have read or may not be able to read yet. Retells Book Talks Literature Circles Reading Workshop
9 Shared Reading Strategies Model for students how to figure out unfamiliar words: Attending to the initial letter/s and the sound it represents. Using the illustrations. Looking through the word to the end. Looking for a familiar spelling pattern. Using skip and return. Using meaning, structure, and graphophonic cues in combination. Monitoring, cross-checking, and self-correcting.
10 Talking is one of our most personal and natural responses to reading. When you finish a good book, don t you long to talk to someone about it? Sharing with others is a treasured part of reading; for many of us, the experience is not complete without it. And through talk, we bring the text to life.
11 Retelling Stories During Shared Reading Don t forget the value of rereading and retelling student s favorite books. Research has shown that students comprehension improves greatly after several retellings. * Ways to retell favorite books: -Oral Presentation -Dramatization -Choral Reading -Reader s Theater
12 Retelling Stories Good Resources: 25 Science Plays for Emergent Readers by Sheryl Ann Crawford and Nancy I. Sanders, Scholastic - #ISBN Readers Theater for Beginning Readers by Suzanne I. Barchers, Teacher Ideas Press - #ISBN You Read to Me, I ll Read to You by Mary Ann Hoberman, Megan Tingley Books - #ISBN Getting Started With Literature Circles by Katherine L. Schlick Noe and Nancy J. Johnson, Bill Harp Professional Teachers Library - #ISBN We Both Read books by Treasure Bay: About the Rain Forest - ISBN# , About the Seasons -ISBN# , About Bugs - ISBN# Joyful Noise: Poems for Two Voices by Paul Fleischman, Trumpet Club ISBN# I am Phoenix by Paul Fleicshman, Harper Collins ISBN#
13 Book Talks During Shared Reading The students can make connections between one book and another, compare works by an author or illustrator, contrast versions of a story, relate a story to their own lives.
14 Small Group Book Talks Assign (or facilitate choosing) groups. Allow book choice as often as possible. Use reader roles if needed to encourage participation. Celebrate book talks!
15 COOPERATIVE READER ROLES Groups of 7 or less Groups read the story or article together Each person gets a card Each person answers and then discusses his/her question with the group Group prepares to report to class THE FACT GATHERER What did you learn reading this book? THE REPORTER If you were the main character what would you do differently? THE ORGANIZER Retell or Explain the story.
16 THE ANALYZER What part of this story could be real? Explain. THE INTEGRATOR Who else would like this book? Why? THE ELABORATOR If you had been the author what would you change? THE EVALUATOR Was this your favorite book? Explain why or why not.
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