Why is shared reading important
Shared Reading | Classroom Strategies
Shared Reading is an interactive reading experience that occurs when students join in or share the reading of a book or other text while guided and supported by a teacher. The teacher explicitly models the skills of proficient readers, including reading with fluency and expression. The shared reading model often uses oversized books (referred to as big books) with enlarged print and illustrations.
| When to use: | Before reading | During reading | After reading |
| How to use: | Individually | With small groups | Whole class setting |
More fluency strategies
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.
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.
Chicka, Chicka, Boom, Boom: Shared Reading in Kindergarten
Give students with an opportunity to practice reading fluency and expression through a shared reading with the class.
The teacher asks questions as she reads to help students stay engaged. See the lesson plan.
This video is published with permission from the Balanced Literacy Diet. See many more related how-to videos with lesson plans in the Reading Fluency and Expression section.
Collect resources
Language Arts
This site gives teachers some ideas for using shared reading with younger students and less skilled readers. See example >
Science
This site offers 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. See example >
Social Studies
This site provides five examples of shared reading lessons based upon the book Map It! by Elspeth Leacock.
See example >
Shared Reading Booklists
Differentiated instruction
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.
Related resources
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
Children's books to use with this strategy
Weather: Poems for All Seasons
By: Lee Bennett Hopkins
Genre: Poetry
Age Level: 6-9
Reading Level: Independent Reader
Easier to read poems focus on weather and seasons.
The Tree that Time Built: A Celebration of Nature, Science and Imagination
By: Mary Ann Hoberman
Genre: Poetry
Age Level: 6-9
Reading Level: Independent Reader
Clearly organized with lucid introductions to each section as well as for select poems, this handsome anthology includes a range of poems and poets for an evocative, informative, and often inspiring look at science and nature.
Honey I Love and Other Poems
By: Eloise Greenfield, Diane Dillon
Genre: Poetry, Fiction
Age Level: 6-9
Reading Level: Independent Reader
A collection of poetry conveys the joys of a young girl.
Emma's Yucky Brother
By: Jean Little, Jennifer Plecas
Genre: Fiction
Age Level: 6-9
Reading Level: Beginning Reader
Emma is thrilled that her family is adopting a 4-year old boy. She soon learns, though, that being an older sister isn’t what she thought it would be at all.
Gradually, Emma and Max start to feel like siblings as each child begins to adapt to their family's new configuration. Expressive, simply drawn illustrations extend the smooth text.
Comments
What is Shared Reading?
*Effective reading instruction involves a combination of powerful instructional settings. This post is the next in our "What is...?" series, where we define each instructional context that makes up a coherent literacy system.
What is shared reading?
During shared reading, you and your students read aloud an enlarged version of an engaging text that provides opportunities for your students to expand their reading competencies. The goals of the first reading are to ensure that students enjoy the text and think about the meaning. After the first reading, students take part in multiple, subsequent readings to notice more about the text. They discuss the text, and you select teaching points based on their needs.
Why is shared reading important?
As an instructional context, shared reading:
- Provides enjoyable, successful experiences with print for all students
- Promotes the development of all aspects of the reading process
- Builds language skills and enhances vocabulary
- Provides opportunities to engage in expressive, meaningful, fluent reading
- Builds understanding of various types of texts, formats, and language structures
- Builds a community of readers
"Shared reading enables all children, regardless of their reading levels, to have enjoyable literacy opportunities every day." – Irene C. Fountas and Gay Su Pinnell
What does shared reading look like?
Students sit together as a whole group and, following your first reading, engage in an oral reading of a common text. They use their voices to interpret the meaning of a text as they read in unison with others. Alternatively, students are assigned parts to read.
Structure of a shared reading lesson:
- Introduce the Text – Engage students' interest in the text with a few opening words.
- Model Reading of the Text – Read the text to students at a good pace with a focus on enjoyment and understanding. Have a brief discussion.
- Read the Text Together – Have students read the whole text or selected parts with you.
- Discuss the Text – Guide conversation about the meaning and language of the text, and invite students to share their thinking.
- Teaching Points – Select a specific part or parts of the text to revisit to make teaching points. This can be accomplished over a number of subsequent readings.
- Repeated Readings – Revisit the text again on subsequent days, making additional teaching points and supporting students in gaining independence in processing the text.
Shared reading is an enjoyable experience for your classroom community and an important opportunity for children to “step up together” into more challenging texts while also beginning to notice and acquire the processes they need to read texts independently.
To learn more about the Fountas & Pinnell Classroom™ Shared Reading Collection, click the link below.
~The Fountas & Pinnell Literacy™ Team
Check out the entire "What is?" blog series:
- What is Guided Reading?
- What is Interactive Read-Aloud?
- What is Shared Reading?
- What are Reading Minilessons?
- What is Independent Reading?
- What are Book Clubs?
- What is Phonics, Spelling, and Word Study?
Topics: Fountas & Pinnell Classroom™, Shared Reading, Featured Posts, Home, What is Series
Pochinkovskaya Central Children's Library - Virtual parent meetings
2nd virtual parent meeting " Is it necessary to revive the tradition family reading? "
It's no secret that family reading is now a very rare phenomenon.
Of course, you can always find an explanation for this: before there were no TVs and computers, in the evenings people had nothing to do, so they read the same book with the whole family: a maybe there were not enough books, so we read a book together and aloud.And now we are all so busy with our own affairs, games and TV that there is not enough time for reading together, but desire.0005
When a child has learned to read, many parents are glad that now you no longer need to read, and to all the requests of the child to read, they answer that you already you can read yourself. And the kid carries this book into the room, tries to read on one's own.
Only parents forget that the child still cannot read much, just as can read with expression. This means that he partially understands the meaning of the text of the book. And most importantly, he does not get joy from communicating with the book and parents. The child wants to read, starts, but quickly gets tired of reading and from incomprehensible words and sentences.
And next time he might just not pick up a book. And then we, the parents, begin to worry about why the child does not want to read, and we force him to read. What then get? Of course, a complete aversion to reading. nine0005
But this the situation could have been prevented at the very beginning and instilled in the child an interest in the book if we had only spent minutes 20-30 per day for reading with the child. And it doesn't matter who it will be - mom, dad, grandmother or sister, the main thing is that one of the adults read along with the child.
Of course you you can ask: “Why is this necessary if the child already knows how to read? Let him read on one's own".
Self A child will learn to read, sooner or later. Moreover, it is taught in school, but he may not learn to enjoy reading. For In order to enjoy any process, it must be enjoyable and interesting. And reading for a child, especially at first, - hard work, not fun. And whether it will be a pleasure depends largely from adults.
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Why the older generation, the current grandparents, almost everyone loves to read and do you read all your free time? Most likely, precisely because in childhood they read together with parents. Because during their childhood and youth in each the family was given time for joint family reading books. So, maybe we should revive these traditions and start read books with children, the whole family?
Let's think about what family reading gives you and your child?
- you imperceptibly for the child, very unobtrusively instill in him love and interest in book . After all, the child sees that adults often read books, discuss them, tell each other and children. And, whether we like it or not, something is not laid in the child, what we say, but what he sees around him.
- you teach baby read correctly , with expression, show a sample of cultural reading.
- You make it easy child understanding of the text , asking questions on the test and clarifying how he understood meaning.
Explain unfamiliar words and concepts. Pay attention to humorous moments. nine0026 - You are discussing read with the child , direct his thought in the right direction, help to see the important, what is hidden in the subtext.
- you learn to pay attention to the little things and establish cause-and-effect relationships. You develop the speech of the child and expand his horizons by explaining incomprehensible words and new concepts.
- you know the interests of the child , his dreams and desires, which are manifested in reading and discussion process. You can direct his thoughts in the right direction and slightly correct them. nine0026
- You COMMUNICATE with a child , give him all of yourself in these moments, your friendly a bond that helps a child throughout his life.
- Yours the child learns to read, develops reading technique, love for books and interest to reading. And all this is completely imperceptible to him, just reading books with parents.
And all this is you get, having spent only 20-30 minutes a day for joint reading!
Do not deprive child of the joy of communicating with you, and then you will not have to complain, that the child does not want to read. Revive family reading tradition in its family , help your child fall in love with the world of books and live communication with adults.
1 Virtual Parent Meeting "The Benefits of Family Reading" (advice for loving parents)
One of the most important things parents should do to develop their children is to start reading as early as possible and to read more often.
Reading together is a great way to make your child feel loved. Memories of these happy moments remain with us for life. nine0005
Why read together?
- Reading together creates its own world - only yours and your child's.
- Children who are read to learn to read on their own earlier.
- Reading with children helps develop their intellect, imagination and vocabulary. Children who read learn to hold their attention longer, think more actively, and communicate more successfully.
- When reading to your child, encourage him to talk, give him the opportunity to participate and show feelings. This will help your child grow emotionally and spiritually bring you closer. nine0026
- When you read to your child, you let him know that reading is a wonderful homework.
- When your children grow up, they will remember how you read to them, and they will read to your children. Traditions strengthen the family, and reading aloud is a wonderful tradition to follow.
Establish a tradition of daily reading aloud. Do a reading aloud a regular, obligatory part your daily life. Habitual reading is the best thing you can do you can teach your kids. nine0005
Mark for shared reading special time.
Make reading aloud more interesting for your baby simple tricks:
- move your finger along the lines to be read
- ask the child to turn the pages
- repeat some words and sentences together
- ask questions
- look at the illustrations
- read “by roles” with an expression, ask the child to act voice and habits of characters
- revitalize the stories you read, compose a sequel, stage it.
Visit the library regularly with your child.
Together with the librarian, you can help your child feel in the library, like at home, and teach how to choose books.
Let your children see you as a reader.
Children take their parents' behavior as a model. If the child sees you enjoying reading, he will gladly repeat it after you.
Devote free time to reading.
Turn off the TV and read, and at dinner tell the children about what you have read.
Read with your child not only books, but also newspapers, advertisements, signs etc.
Take books with you not only for a walk, to the clinic, to the country house.
Read to your child on a park bench, in line to see a doctor, trip. And don't be surprised if those who sit nearby children will also want to listen.
When choosing books for your child to read, choose the best children's literature and what you like. nine0005
The children's librarian will be of great help to you.
Read your favorite books to your child.
Create an opportunity for reading in your home.
Don't stop reading aloud when your children learn to read.
We will never be old enough to stop enjoy reading aloud.
Why read children's books with your child
Liana Khaziakhmetova
Reading together is one of the most useful tools for a child's development. We tell you why you should read with children before adolescence, how to choose books, and why you should not only read, but also communicate with your child over an open book. nine0005
Introducing Emotions
Child Emotional Intelligence
From infancy through adolescence, reading good children's books is a great way to introduce your child to emotions. Books help children build a vocabulary for talking about feelings and talk about the different ways people deal with anger, fear, and sadness.
Properly selected, age-appropriate books can give parents an excuse to talk about traditionally difficult topics, such as "where do babies come from" and "what happened to grandpa when he died.
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Watching TV programs or movies together can be a good opportunity for family conversations. But psychology professor and author of The Emotional Intelligence of the Child, John Gottman, believes that books work better because the reader and listener can stop and discuss what is bothering them at any time. In addition, when reading aloud, children get the feeling that their family is involved in the story, so the plot and characters seem closer to them.
Well-written children's books can help adults get in touch with their children's emotional world. nine0005
One of the most profound and insightful books in MYTH is The Real Life of Jacomyn Gainsborough
One of the mothers in Gottman's parent group told how she read to her ten-year-old daughter a story about a group of girls her own age. The girls in the story were upset that one of them had to leave. It was a simple story about a very ordinary situation, but it deeply touched the mother, who again experienced all the feelings that she experienced when her family had to move.
By remembering how devoted childhood friendships can be at this age, a mother was able to better understand the meaning of friendship for her daughter. nine0005
Unfortunately, many parents stop reading aloud to their children as soon as they learn to read, but some still continue to read books to their children until adolescence. Like the habit of getting together at dinner, reading aloud ensures that the adult and the child will constantly meet and share what interests them.
Preparing for adulthood
If you put into a search engine the query "Why should children read books?", then you will find a whole collection of articles on various sites that explain the benefits of reading for a child. nine0005
Most often they mention the cognitive and educational functions of reading, as well as improving the speech abilities of a small person who, thanks to reading, learns many new and beautiful words and begins to use them in conversation. And what are the goals of children? Let's figure it out together with Yulia Kuznetsova, a writer and author of Calculus.
Calculus
It is easier for parents than for children to determine the purpose of children's reading. It is more difficult - but more valuable - not to send a directive to the child about why he should read, but to catch, like a goldfish, the interest of the child himself. Why is it not easy? Because often what children consider worthy of attention is regarded by adults as nonsense, trifle, or even some kind of nonsense. Remember how on the playground, mothers roll their eyes and wink when a child with a serious look explains that he and his comrades are looking for treasure in the sandbox. nine0005
The same thing happens with books. One of my acquaintances told his grandmother for a long time how much he loves Grigory Oster's funny poems, he quoted and explained what was funny, but my grandmother just waved her hand and said: "It would be better if you read Chekhov, honestly!" But everything has its time, and if you really want to introduce the child to the works of the classic early, you can enthusiastically read them aloud to him.
It is more important not to instill something in the child, but, on the contrary, to listen to what he will say, to delve into the details, to demonstrate a serious attitude to what was said, to assess trust. nine0005
And think about how to connect the child's interest with your ideas about children's reading. Imposing your goals on the child - you need to read then and then - it will not work!
The easiest way to fall in love with reading is with such books — voluminous illustrations, short text and an exciting plot. Spread of the book “Once Upon a Moonlit Night”
But even a child may have rather limited ideas about the goals of reading (books are needed to know a lot of different words, so I will only read encyclopedias). It is necessary to look for a compromise, a path between two points of view, which will be comfortable for both the child and the adult. nine0005
For example, if your child loves dogs and you want him to read classics, you should go to the library or shop together and look for Russian classics about dogs.
You will be surprised, but besides "Kashtanka" there will be many other well-known and wonderful, but forgotten by you works.
It should also be taken into account that the purpose of reading is chosen for a specific moment or stage of life. For example, a child is interested in different mechanisms. Then you should not insist that "at your age it's time to read Tolstoy's stories, and not about cars", but pick up a few books about the device, say, trains or cars. If a girl loves to play with dolls, but doesn't want to read at all, tell her that there are many wonderful books about dolls (Rag Ann by Johnny Gruell, Josephine and Her Dolls by Mrs. Cradock, Notes of a Doll by Varvara Andreevskaya). In online stores, entire reviews are devoted to the thematic selection of books. Closer to the New Year, you can offer to read about Christmas and Christmas decorations, and if a friend is in the hospital, talk with your young reader what book it makes sense to convey - something about the hospital or, conversely, a fascinating novel about pirates that will help you not to lose heart ? nine0005
So it is with us in our adult life: in a difficult moment we resort to one type of literature, when we are busy with work tasks - to another, and on vacation - to a third.
The fact that we discuss with the child the goals of his reading, advising something, in something, on the contrary, yielding, prepares him for adulthood. When a child grows up and encounters a variety of life situations, he will take advantage of the habit of choosing a book taking into account the circumstances and, most importantly, his own desires. To discuss the goals of reading and the books you want to offer or show, it is worth choosing a moment when the child is not excited, upset, does not want to eat or sleep, but, on the contrary, is disposed to sincere conversation. nine0005
Attune to the child
Verbal communication with a child from birth lays the foundation for his communication skills long before he learns to speak. Similarly, reading from day one develops literacy and a love of books long before a baby can read on its own. As with verbal communication, how and how much a parent reads to a child in the first years of life has a significant impact on his readiness for school and a certain life trajectory.
In 2014, the American Academy of Pediatrics released a new recommendation that all parents should read books to their children from birth. nine0005
There are many scientific papers to support this concept. Research shows that children who are read to in their early years have a larger vocabulary and better math skills as early as elementary school. There is also evidence that parents who read enthusiastically increase the child's desire to learn to read, and subsequently he reads more and more.
But many mothers have a picture of the perfect reading in their heads, write the authors of the book Thirty Million Words. This is when the child sits quietly and listens. Otherwise, there is no point in reading. This is not true. The reading process itself is a great opportunity to tune in to the child. nine0005
Thirty million words
The traditional performance of mom or dad reading while the child listens quietly. In “dialogue reading,” developed as part of Grover Whitehurst's Stony Brook educational project, the roles are slightly reversed.
The aim of the project is to encourage children to become more involved in storytelling, including by asking questions and discussing what they have understood, thought and felt. With this approach, the child becomes the storyteller, and the parent becomes the audience.
Discuss the amazing illustrations. Spread of the book "Cat's Attic"
For example. A children's book held by mom or dad is open to the front page. This usually means that the book is read from start to finish. But with the Thirty Million Words strategy, something different happens. Parents, while reading, vigilantly monitor what exactly attracts the attention of the child, and accordingly adjust the direction of their own attention. In other words, they tune in to the child. As a result, a direct and even road to learning is open before the baby, because nothing diverts attention to things that are not interesting to him. nine0005
Active communication is the second component of joint reading.
It is easy to see the benefit of communication in brain formation. The level of detail will change as the child grows, and the discussion of what is happening, the possible consequences, the impact on the characters of the book makes the plot more meaningful to the child. In addition, although the books use everyday familiar words, they are also filled with ambiguous, complex, and rarely used words, such as gallop, mischievous, or magical. By repeating these words when discussing a book, you fix them in the mind of the child. nine0005
With older children, intensive conversation may involve building a dialogue with open-ended questions about events, thoughts, and feelings about the story. Requiring more thinking and guessing, such questions connect communication with a higher level of creative thinking in the child, since the answers to them are not on the pages of the book. They offer a great opportunity to use a context-free language.
The development of dialogue—another aspect of shared reading—occurs every time an infant or child points to a picture, flips a bookmark, turns a page, asks or answers a question.
