shared reading - Reading Matters
shared reading - Reading Matters
shared reading - Reading Matters
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it develops concepts of print such as directionality, punctuation, use of bold<br />
type etc.<br />
it helps teachers cope with a range of <strong>reading</strong> abilities as less able readers are<br />
supported.<br />
What books are suitable for <strong>shared</strong> <strong>reading</strong>?<br />
Shared <strong>reading</strong> books should be produced in Big Book format and should have<br />
◆ print that is big enough to be <strong>shared</strong> with the whole class<br />
◆ clear illustrations that support the text<br />
◆ a strong storyline that engages the children<br />
◆ interesting events that encourage prediction about what could happen next<br />
◆ use of natural flowing language that encourages joining in through rhyme,<br />
repetition and rhythm.<br />
How do you give a <strong>shared</strong> <strong>reading</strong> lesson?<br />
1. Set the scene<br />
Make <strong>shared</strong> <strong>reading</strong> enjoyable by gathering the children around you so that<br />
they can all see the text. Ensure that you can read the book comfortably by<br />
using an easel or balancing the book against the board. You will need to point<br />
to the words as you read so have a pointer ready. Talk about the words and<br />
pictures on the cover. Ask questions to link with what the children already know<br />
and to make them want to find out what is in the book. Keep this part of the<br />
lesson very brief.<br />
2. Read the story<br />
Read the text with the children. Point to each word but do not make the pace<br />
slow. Make the story as interesting and exciting as you can. Encourage<br />
prediction. Remember to give the children the best model of the way a<br />
proficient reader reads. <strong>Reading</strong> for meaning is the main purpose.<br />
3. Re-read the text with the children joining in<br />
This time give the children as many opportunities to join in as possible.<br />
4. After <strong>reading</strong>, have the children<br />
• recall events in sequence<br />
• wonder about why things happened<br />
• observe things that interest them in the illustrations<br />
• connect the events to their own lives.<br />
Shared <strong>reading</strong><br />
has been found<br />
to be very<br />
valuable in<br />
teaching<br />
children who<br />
speak English<br />
as a second<br />
language.<br />
(Early Literacy in the<br />
Classroom, Helen Depree<br />
and Sandra Iversen, 1994)<br />
How do you teach <strong>reading</strong> skills using <strong>shared</strong> <strong>reading</strong>?<br />
Shared <strong>reading</strong> allows a variety of skills to be taught in the context of the story in<br />
the Big Book. In the Foundation Phase you can teach<br />
• high-frequency words<br />
• new vocabulary words<br />
• phonics such as initial letters, word families, letter clusters etc.<br />
• concepts of print such as directionality, punctuation, bold print etc.<br />
• language structures such as tenses, prepositions, adjectives etc.<br />
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