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Shared Reading
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How to implement Shared Reading using Predictable Books, Charts and Choral Reading.

 

 

    

 Before-           

-Set the scene with a poem, rhyme or finger play.
-Connect the story to children's background experience and prior knowledge. 

 During-            

-Introduce the book
-Share the cover and title; students predict what the story will be about.

     First Reading

-Model concepts of print by tracking as you read.
-Stop at one or two strategic points in the story and ask for predictions about what will happen next.
-Bring attention to pictures as support for meaning.
-Ask for students' responses to conclusion.

     Second Reading

-Plan movement or pantomime activities for students' participation.
-Identify parts of the story that invite students to naturally join in when the reading occurs.

     Successive Readings

-Plan for teaching points that are easily drawn from the text, focusing on standards and expectations that support the needs of your students.

After-            

-Focus on comprehension
-Discussion
-Act it out
-Move from whole to part

 

Sample Lessons are provided in The Teacher's Guide To Building Blocks, pg. 48-57

 

Click for a Five-Day Cycle for Predictable Charts Lesson Outline

"Some children come to school lacking the skills and understanding that leads to success in beginning reading instruction.  Using a predictable chart gives these children a chance to take part in reading and writing instruction with good language models." Predictable Charts by Dorothy Hall and Elaine Williams

Predictable Charts...

1. Use the language of the student.

2. Enhance the child's self-concept.

3. Provide greater opportunity for oral language development.

4. Require reading and writing, which are both reinforced when taught simultaneously.

5. Keep reading in its rightful place-interrelated with seeing, hearing, speaking, and writing, and integrated with other curriculum areas.

6.  Help sound-symbol relationships become meaningful as the teacher goes from the whole (the chart) to the part (a sentence, a word, a letter, or a letter sound).

7.  Promote divergent thinking as children think of how to finish their sentences.

8. Orient the curriculum to both male and female interests.

9.  Help children become authors as they see their words written down and read by all.

10. Foster appreciation for literature when used to follow the reading of a book.

11. Help students develop an appreciation and understanding of the abilities of other children in the class.

12. Encourage appreciation and understanding for the contributions of other children in the class.

   Five Day Cycle for Predictable Charts

Days 1 and 2: Dictation of the Sentences

        First, the teacher reads a book, introduces a topic, or takes the children on a field trip.  Next, the teacher gives the students a pattern or model sentence to follow.  The children dictate their sentences using the model given, and the teacher writes the sentences on a large piece of chart paper, putting the children's names in parentheses at the end.

Day 3: Touch Reading the Sentences and Matching Words

        The teacher asks the students to "touch read" their own sentences on the chart.  By touching each word on the chart as they read their sentences, the children will learn to "track print".

        The teacher gives the children cut-up sentences in clear, resealable plastic bags.  Then the teacher calls on two or three of the children to match their cut-up sentences to their written sentences on the predictable chart.

Day 4: Sentence Builders

   The teacher focuses on the sentence, each of the words, the sounds of letters, and the letters with an activity called "sentence builders." 

            Before the lesson, the teacher writes three sentences from the chart on sentence strips.  She includes the name of the child.  Next, the teacher cuts the words apart and passes out the words to as many children as she has words, giving the name to the child whose sentence the children are going to build.  The students are then asked to be "sentence builders".  These children then come to the front of the room and arrange themselves in the correct order. Finally, the teacher stands behind the sentence builders and touches each child as she reads the words in the sentences with the class.  Repeat this process for the other two cut-up sentences.

Day 5:  Making a Class Book

   Begin by letting the children read their sentence from the chart, one sentence at a time.  After the readings, give each child his cut-up sentence.  After you have modeled gluing your sentence on a blank piece of paper, the children put the words in their sentences in the correct order and glue them at the bottom of a sheet of paper and illustrate their sentence in the space above the pasted words.  These will serve as the pages for the class book.

****Some sample lessons appear in Predictable Charts by Dorothy Hall and Elaine Williams

Follow this link for a good resource...  Predictable Charts

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Poems, Finger Plays, and Nursery Rhymes

  • Recite the poem in whispers, but say the rhyming words aloud.
  • nRecite the poem in very loud voices, but whisper the rhyming words.
  • nRecite the poem in crecendoing voices, getting louder and louder as you go.
  • nRecite the poem in decrecendoing voices, getting softer and softer as you go.
  • nSeat the children in a circle, and ask them to recite successive lines of the poem, one at a time in turn.
  • nSeat the children in a circle, and ask them to recite successive words of the poem, one at a time in turn.