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Shared Reading

Staff PD - 1/16/12 Dreyer/Steward

Lindsay Dreyer

on 16 January 2013

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Transcript of Shared Reading

January 16, 2013
Dreyer & Steward Shared Reading What is Shared Reading? Shared reading is an interactive reading experience that occurs when students join in or share the reading of an enlarged text, while guided and supported by a teacher. Why is Shared Reading Beneficial?
1. Allows students to access grade level, complex text that they may not be able to read on their own - scaffold to reach mastery of the R.10 standard

2. Ensures that all students feel successful by providing support to the entire group

3. Shared reading of predictable text can build sight word knowledge and reading fluency (great for K-2) What Does a Shared Reading Lesson
Look Like? * Reading of a grade level text that is visible to all students (ex. - big book, document camera, SmartBoard, student copies of book)

*Teacher reads the text modeling appropriate rate and expression. Students join in and choral read where appropriate.

* Repeated readings (sometimes up to 4) First Reading "Read for Enjoyment" Second Reading Third Reading Final Reading Technology in Shared Reading Planning a Shared
Reading Lesson "Read to Increase Fluency" "Read to Increase Word Knowledge" "Read to Increase Comprehension " - use ebooks/online text (readingaz.com) as your text selection
- youngzine.com, timeforkids.com, readworks.org
- SmartBoard, iPads, laptops, document cameras Step 1: Select your purpose.

Step 2: Select an on grade level text that all students will be able to see.

Step 3: Preread the text and flag areas of focus/plan out repeated
readings. * Carefully select a limited amount of pre-reading activities/discussions that will not "give away" the story; let students experience the text!

*Use a natural rate of speech.

* Enunciate clearly and model fluent reading. * Have students read the text:
-choral read the text as a group.
-all students chime in for repeated words or phrases.
-groups of students or individual students read portions of the text aloud.
-students read the entire text again in groups/pairs or independently. * word study: highlighting specific spelling patterns or grammatical categories (i.e., blends, digraphs, nouns, verbs, etc.) for students to practice and use in other contexts.

*vocabulary study: highlighting "tier 2 words" for students to learn and use in other contexts.
-tier 2 words: phrasal clusters, idioms, polysemous words (words with multiple meanings), information-processing words, connectors, and words that provide specificity.
-tier 2 words are interdisciplinary/cross-curricular! *Build background using sentence starters that encourage text connections (self, other texts and world).

*Create and use text-dependent questions that require students to:
-carefully analyze the text for evidence
-build on each other to ensure that students follow the line of argument
-demonstrate understanding via writing. Sources *Calderon, M. (2011). Teaching reading and comprehension to English Learners, K-5.
Bloomington, IN: Solution Tree. *LEP Handbook on CMS intranet * Pacific Resources for Education and Learning: www.prel.org/toolkit * Dept. of Education and Early Childhood Development
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