How long is shared reading

I was very inspired, and It is very impressive. I really appreciate the simplistic way you explained everything. Thank you your time and effort and for sharing it. I love getting kids excited about reading and writing — and sharing teaching ideas with other teachers! Phonics Program. January 19, For example, you may have heard of these 3: Read-aloud Shared Reading Guided Reading They kinda sound the same, right? There are subtle — but important — differences among these 3 instructional practices.

Related Posts:. Notify of. Oldest Newest Most Voted. Inline Feedbacks. Love me some color-coded charts! Thank you for the clear, easy reference! Reply to Catherine. Reply to shonali thomas. Tenya Choi. Call it "shared reading," because I would guess that when you're doing read aloud, your kids are sitting next to you or maybe even on your lap.

For shared reading you want to explain, "This is a special kind of book or special kind of reading time—we're going to be reading together. Follow along with your eyes as I use my finger, and say the words with me—as many as you can. This is a great question, and it's really important we answer it, because without an answer, teachers get slowed down, or stopped, or don't even get started to begin with, because they don't feel they have what they need to do shared reading.

A perceived problem is lack of supplies. But, remember, all you need is a document camera thankfully they are not crazy expensive and you can make any text into a shared reading text, because it allows you to display the text on a wall or screen so everyone can see it.

Make sure the text is something that you and your students will enjoy reading over and over for several days. And, make sure it's above the average reading level of your group. I would say at least one to two levels above the reading level of your group, sometimes more. It should provide opportunities to teach reading skills your students need, or are going to need, as they progress through reading levels.

This is the question that I hear most often about shared reading. How do you keep everyone's attention? How do you make sure they're interested? How do you make sure they're actually following along and reading with you? If you are doing shared reading right, most of your students will be engaged. When you choose a great text, you make sure everyone can see it, you read it enthusiastically, you mix it up creatively, and you use your own personal teaching super powers to keep your students on task, you will not have a huge problem with students misbehaving.

I'm not promising everybody's going to be listening, because it's not a perfect world, but I would say that most of your students are going to be listening and enjoying it. Here are some questions to ask yourself. First, can everyone see the text? Easels are great, but I know how it is—that ledge can be really low and so sometimes only the kids in the very front can see all the words. Figure out a way to display it that everyone can see it. Do you need to back up and practice procedures and behaviors?

Maybe when your students come together for that shared reading time, it's a little bit of chaos: they're fighting about who sits where, they're poking each other, they're being noisy, and it takes effort to get everyone's attention focused on you. You may need to take a few days off of shared reading and just practice that procedure of leaving their seats and coming to the center and being ready to learn and listen. Is the text too easy?

This can be a problem if most of the class can read your shared reading text every day with you—by the second day, they can read the whole thing—I would go up a level or two. You also want to ask yourself if you're reading a book to death.

If the kids are engaged with you the first day or two, but by the end of the week it's going to pieces, then you may be using the book for too long. You are not a slave to shared reading lessons. If you use shared reading lessons by a big name publisher, or by someone on Teachers Pay Teachers, or one of mine that you downloaded from my membership, The Measured Mom, Plus! YOU are in control, not the creator of the lessons. If the lessons are for five days, but by day three, you and your students are kind of sick of the text, set it aside.

Choose a different text to finish the week, or set aside shared reading for that week and resume the following Monday.

You get to decide how long to use a text, no one else. Another thing to ask yourself if you're having trouble with behavior during shared reading is are you keeping the reading interesting? Last week, I shared a common mistake with shared reading, and that is letting it get stale. Mix things up. Use fun tools like highlighter tape, magnifying glasses, sticky notes, word masking cards. Change how you read the text. Incorporate fun, hands-on activities that will drive home your teaching points.

If you need ideas for how to mix it up, go back and listen to Episode 1, because there I give you lots of ideas for mixing up shared reading. Another thing to try if your kids are not listening is to adjust the pace of the lesson. Finally, ask yourself: "Are you asking the right questions? Here are some questions that you can ask to help your students take more of a role: "What do you notice? You see that changing the types of questions you ask can help your students stay on track and be more interested in participating.

Here's our final question about shared reading and it's a very important one and a common issue that many teachers face. That is: What do you do when you have students whose reading levels are way above the rest of the group? This is such a good question, because it's a real challenge that I faced as a primary teacher.

My first year of teaching first grade, I had a student who still didn't know all the alphabet and I had two students who were easily reading at a fourth grade level. You might ask: "Was shared reading a lost cause with this group? But I will agree that it is tricky. Here are some suggestions for when you have this big range of reading levels and you're struggling to find a book or a text that's just one to two levels above the average reader.

Here are some things to try. Low readers can still benefit from a text that's much higher than their reading level if you use it right. What you can do is train your high readers to solve those words in their heads. You can do this when you're meeting with them at their small group guided reading instead of talking about it in front of the whole class.

You can teach them that when they know the word they can signal that to you by just putting a small thumbs up next to their chest. They would do that instead of raise their hand and say, "I know, I know! Something else you can do to make sure you're keeping the interest of everybody, whether it's a low or a high reader: take the skills OUT of the text and differentiate with the activities.

For example, if you are teaching CVC words because you're reading a book that focuses on sounding out simple words, and you know you have students who are reading much higher, what you can do is pull out some word cards for students to read in pairs or to sort by pattern and you can give those higher readers harder words.

Give them a chance to practice something that will actually benefit them instead of forcing them to review something that they've already known for a long time. Here's another tip for making sure that your shared reading lessons are meeting the needs of everybody: vary the type of comprehension questions that you ask. Make sure you're asking a variety of low- and high-level questions. Another example. You could ask a low-level question such as, "How did the character solve this problem?

Finally, tip number five, how to differentiate in your shared reading lessons. I kind of recommend this one as a last resort, because I think doing shared reading as a group is good for a lot of reasons and a big one is time management. Both are done in a whole-group setting, and shared reading begins each new book with an interactive read-aloud. Shared reading is an interactive reading experience that takes place when children share the reading and rereading of a big book with a teacher in a whole group setting.

The text reading level is usually above the independent and instructional levels of most students. The students and the teacher are able to view, read aloud, and have conversations about the same text. Strategies to be used by proficient readers are modeled by the teacher. The goal of a read-aloud is to provide children with an enjoyable reading experience that allows them to focus on the story.

By listening, they are introduced to complex ideas and are exposed to vocabulary and language patterns that are not always a part of their everyday speech. Shared reading is an interactive reading experience that takes place when children share the reading of a big book with the help and assistance of a teacher.

It is an opportunity for the students and teacher to view, read aloud, and have conversations about the same text. The teacher reads aloud a specific text to students, occasionally pausing for discussion about the story. Interactive reading is embedded in shared reading.

Shared reading is an interactive reading experience with strong teacher support. Close reading has low teacher support, and the student is expected to independently analyze the text. Shared reading is an instructional strategy where teachers help students construct reading comprehension and fluency by providing graduated levels of support.

This interactive reading experience is characterized by children sharing the reading of a big book with the help and assistance of a teacher. Close reading is a critical analysis of a text where students read and reread to uncover layers for a deeper understanding of the story. Students focus on main ideas and supporting details to develop ideas while reading the text.

Students are prompted with questions to help guide them. In shared reading, strategies are explicitly taught and modeled by the teacher to create independent readers.

In independent reading, students take responsibility for their reading by using the skills and strategies learned in shared and guided reading. Shared reading is an interactive reading experience that takes place when children share the reading of a big book with the strong help and assistance of a teacher.

The explicit instruction and modeling by the teacher help guide students into becoming independent readers. Students are able to easily navigate and practice what they have learned about reading, with little or no support from the teacher.

While these two types of reading are similar, the teacher does the reading in modeled reading, while in shared reading, the students and the teacher read the text together. Strategies and skills used by proficient readers are explicitly taught and modeled by the teacher during the subsequent rereadings of the story. Modeled reading is an instructional practice in which the teacher verbally models a reading process or a strategy to students. The text is read aloud to students while they listen and observe.

The teacher demonstrates, through thinking aloud, the use of reading strategies that are characteristic of proficient readers. In dialogic reading, the teacher or parent helps the child retell the story by becoming the teller of the story. In guided reading, students are learning how to read the story. Shared reading is an interactive reading experience that takes place when children share the reading of a big book with a teacher.

The same text is reread again and again for fluency, with the teacher explicitly teaching strategies and skills used by proficient and independent readers. Dialogic reading is a strategy that allows children to become actively involved in the retelling of a teacher-selected story. Intended for use with individual or small groups of children, it enhances language and literacy skills.

Literature circles are small groups formed around a particular book, while shared reading is done in a whole group with strong teacher support. Both allow students to collaborate and work together on a text. Shared reading is an interactive reading experience that takes place when children share the reading of a big book with the teacher.

The teacher supplies strong support. Literature circles are small groups formed around a book interesting to the participants. Students independently read assigned parts of a text. Then, they bring a response regarding their assigned reading with questions to the circle to collaborate and learn from one another. The questions are guided by the students, not the teacher. Structured for student independence and responsibility, literature circles are flexible and will differ from group to group.

Both shared reading and Lotta Lara use whole-group instruction with students to read together a single text. Lotta Lara is used exclusively with bilingual children, and it is more rigorous by targeting both fluent reading and oracy the ability to express oneself fluently and grammatically in speech. Shared reading is an interactive reading experience where children share the reading of a big book with the help and assistance of a teacher.

Using a text that most students would not be able to read independently, students read the text together again and again. There is explicit instruction and modeling by the teacher to help guide students into becoming proficient and fluent readers.

Lotta Lara is an interactive language strategy used to help bilingual children learn to read English texts. This repeated reading strategy enables emergent bilingual children to share the reading of English texts with their teacher and other students. Designed to build reading fluency, it provides an opportunity for oral language development accompanied by explicit attention or oracy. Lotta Lara is usually a three-day lesson in which teachers introduce a text, provide background and vocabulary instruction, and lead students in a guided repeated reading of the text that includes echo, choral and partner reading.

Parents can easily incorporate shared reading at home into their daily routines. The concept of shared reading originally evolved from parents reading bedtime stories to their children. Sharing a book either by listening to or reading with an adult can provide children with a lifetime of special memories and experiences. A regular-sized book should be easy to see when reading with one to three children.

Everyone should be able to see the words and pictures and be close enough to help turn the pages. It is never too early to begin reading to a child. Reading aloud to a child begins at birth. As the infant begins to notice things, they may want to touch the book or help turn pages. In this case, it is recommended that board books books made out of thick paperboard be used since they are easier to hold and manipulate.

Books with a limited number of words, books with rhythm and rhyme, books with repetitive phrases, and books with simple but colorful illustrations or pictures should be considered when choosing books for infants and toddlers. Young children enjoy hearing stories read time and time again, and those repeated readings increase literacy and language development.

Many more shared reading opportunities at home remain once children begin formal schooling. They often bring home books nightly to reread for practice and enjoyment. There is no better way for a child to enjoy reading a book than by doing shared reading with a parent.

It is also directly connected to academic achievement and the number one predictor of early literacy success. Shared reading is an interactive reading experience that allows parents to guide their child through a story by reading and asking questions to help develop literacy and language skills. Parental involvement in reading and early literacy has a direct correlation to academic achievement and is the number-one predictor of early literacy success.

Reading to children begins at birth. Here are some suggestions for ways parents can do shared reading with their children:. When choosing big books for shared reading lessons, there should be a balance between fiction and nonfiction books.

Each has specific traits. Nonfiction and informational texts generally explain or provide information to the reader, while fiction and narrative texts tell a story. Children usually enter school with more experience with fiction and narrative texts. Fables, fairy tales, and realistic stories reflect most of the stories they encounter at home.

For this reason, it is usually easier for children to activate their prior knowledge with these types of texts. Choosing books that support a thematic unit can be very powerful. If students can link what they are reading within shared reading to something they are studying in a content area, they are more likely to increase their comprehension of the subject.

Big books are designed to target pre-kindergarten through first grade, with guided reading levels ranging from A through I. Their simple text with large print and pictures offers an engaging way to help students learn to read.

Whether you are trying to decide between narrative big books or informational big books, each has a place in shared reading. Shared reading nonfiction and informational books look different from shared reading fiction and narrative books. Nonfiction books often contain text features that are helpful in conveying information.

Through shared reading, teachers are able to explicitly teach the characteristics and purposes of these different types of texts. Hameray has an assortment of nonfiction and fiction big books for shared reading in their collection.

These paired sets of big books offer teachers a great way to teach the difference between fiction and nonfiction. Big books are highly appealing to readers of all ages, especially very young children who are just beginning to look at print. If you are looking for shared reading resources that include teacher big books for shared reading, Hameray Publishing Group has an extensive collection. There are currently English big books and 45 Spanish big books available for classroom teaching.

Guided reading levels for these shared reading books range from A to I. These narrative and informational big books are perfect resources for use during shared reading.

Smaller leveled readers of each big book are also available, as well as teacher resource guides for each book. Paula has a B. Crouch, Debra. Cummings, J. Pedagogies for the Poor? Fountas, I. Haggard, Geraldine Rogoff, B. Wertsch, P. Del Rio and A. Alvarez Eds. Thomson, S. Vygotsky, L. Mind in Society: The development of higher psychological processes. What is Shared Reading? Why Is Shared Reading Important? Why Use Big Books in the Classroom? Guided Reading Shared Reading vs.

Read-Alouds Shared Reading vs. Interactive Reading Shared Reading vs. Close Reading Shared Reading vs. Independent Reading Shared Reading vs. Modeled Reading Shared Reading vs. Dialogic Reading Shared Reading vs. Literature Circles Shared Reading vs. Shared Reading Definition Shared reading is an interactive reading experience that takes place when students share the reading of a book with the help and assistance of a teacher.

History Behind Shared Reading "Shared reading is a collaborative literacy learning activity based on the research of Don Holdaway that emulates and builds from the child's experience with bedtime stories" Parkes, B.

What Are Big Books? Features and characteristics of big books that captivate readers include: The overall size being an enlarged version of a book. Large, bolded print that can be easily read from a distance.

Large, colorful pictures that are supportive of the story's meaning. Simple text with one or two lines of print per page. Shared Reading in Balanced Literacy The shared reading approach to teaching reading is an instructional strategy within balanced literacy.

Teachers are expected to: Provide a safe and enjoyable setting for learning. Engage students in reading stories aloud as a group. Model fluently phrased reading with expression. Systematically and explicitly teach reading strategies that will assist students in becoming proficient and successful readers.

Use shared reading questions before and during a story to help students make connections using prior knowledge. Help students record their thinking in the form of a shared reading graphic organizer such as an anchor chart. Help students understand the reciprocity between shared reading and writing. Gradually decrease the amount of support given to the child. During shared reading, students are expected to: Engage in the reading of the story.

Activate prior knowledge and make connections to the story that will help them with meaning. Share in the discussion and join in activities related to the story. Observe and focus on the modeling done by the teacher.

Participate in the building of shared reading anchor charts and graphic organizers for future reference. Develop an understanding of the reciprocity between shared reading and writing.

Become more independent with each rereading of the story. Shared Reading and Writing Reading and writing are reciprocal. By allowing students to share in the composing of sentences, they can share their knowledge of writing by: Recording the appropriate letters that represent sounds they hear in words.

Supplying known words. Supplying punctuation. Shared Reading Teaching Points Teaching points for shared reading vary depending on the grade level and complexity of the students' reading levels. These are appropriate for pre-school through first-grade-aged students: One-to-one matching. Differences between letters and words.

Making predictions. Modeling how phrased and fluent reading sounds with expression. Shared Reading Anchor Charts Anchor charts are instructional tools used to facilitate learning and support instruction.