1. Literature at the heart of English Tutor: Jo Dobb
Shared Reading
Literature at the heart of English
Tutor: Jo Dobb

2. The English Tiles on Moodle
Let’s have a look!

3. Objectives
to consider the purpose of Shared Reading as a pedagogical tool What is it? How is it organised? How does it support teaching and learning of reading?
to consider the different emphases at KS1 & KS2
to support SK in relation to leading Shared Reading at KS2
to consider use of ICT to enhance practice

4. References Professional Standards: TS3, TS4 The National Curriculum:
‘Comprehension skills develop through pupils’ experience of high-quality discussion with the teacher, as well as from reading and discussing a range of stories, poems and non-fiction’ P4

5. Further Reading full details are on Optional HOs
‘Functions of Shared Reading’
(find with Optional HOs)
‘The Reading Book’ - pub CLPE
‘The Research Base for Shared Reading’
(article on Moodle)
Don Holdaway

6. The origins of Shared Reading...
What characterises the experience of a young child sharing a book with mum at home?

7. Research base for Shared Reading...
Don Holdaway:
‘He was particularly interested in developing
methods which resembled the visual intimacy
with print which characterises the pre-school
book experience of parents reading with their
children’.
(you can download the article from Moodle)
‘turning the book round’ to
face the children…

8. Philip Pullman
‘I’m convinced that rhymes and stories are the foundations of all subsequent language skills…Politicians talk about ‘the basics’ all the time, but the most basic thing of all is your attitude to language…
If your attitude to language has been generated by a parent who enjoys it with you, sits you on their lap and reads and sings and talks to you about the story and asks and answers your questions, then you will grow up with a basic sense that language is fun.’
From Saturday Guardian

9. Shared Reading – when?
Shared Reading usually features early in a unit of work
Often at the start of a Literacy lesson
The teacher is working with the whole class

10. Shared Reading at KS1 – organisation and resources
What to use
Big books
Poetry posters
Texts displayed using Interactive White Board
Electronic texts e.g. Web pages; e-books
Texts projected on a screen using Visualiser (or OHP)
Equipment
Easel or big book stand
Whiteboard
IWB
Visualiser (or OHP)
Highlighter pens
Pointer
Post-it notes
Acetate sheets for covering book and text marking

11. Level of difficulty...
‘Children should be taught to listen to, discuss and express views about a wide range of (literature) at a level beyond that at which they can read independently ‘ NC - P18 So text should be within children’s comprehension levels but can be above the independent reading level of the majority of the class.

12. Teacher’s Role - for non-fluent readers
to read the text with the class to demonstrate early reading behaviours such as voice/print correspondence and directionality
to teach basic concepts such as book, page, word, line, letter
to teach and practise phonic and word recognition skills, sentence structure and punctuation and how to monitor and check for sense
to accommodate range of reading ability through differentiation of questioning and use of additional adults

13. Child’s role to participate in the reading, usually chorally
to learn and practise word, sentence and text level skills in the context of lively and interesting texts.
to talk about the text – the content and the way it is written

14. Shared Reading at KS1
A Teaching Tip Where possible, have the easel, book, whiteboard etc on your left hand side. Research shows that this is easier for young children as it reinforces L-R directionality of reading print.
Especially supportive of pupils
with EAL whose first language
is not encoded in a L-R direction

15. The Value of Shared Reading…
Children receive a wide range of ‘reading
lessons’ during a Shared Reading session
which would be difficult to replicate on a
one-to-one basis.
You can develop children’s critical literacy skills beyond their independent reading level

16. HO: Why Shared Reading? TASK 10 mins
With a partner, take an example of a Big Book.
Consider its strengths and weaknesses as a resource for
developing children’s knowledge, skills and understandings
about:
concepts of print
reading strategies
features of text
vocabulary

17. Additional points
Ensure that print is sufficiently large

18. Shared Reading at KS2
At KS2, the emphasis changes from decoding and fluency to discussion and analysis. What do the best writers of adventure stories do? What devices do they employ? How do they construct their text?

19. Shared Reading at KS2
One enlarged copy or individual copies?

20. Shared Reading of Fiction
We can focus the reading and writing of fiction Around 7 key areas called Narrative Strands. These help focus our attention on particular aspects of the text and particular decisions made by the writer. They help us ‘read with a writer’s eye’.

21. Narrative Strands Character ADD Setting Dialogue Action/Plot Theme
Narrative point of view
Narrative language

22. ‘Bad Omens’ TASK Whilst listening to the text read aloud, focus
on the Narrative Strand
I give your group, as well
as on Narrative Language.
Bad Omens (word doc)

23. Group discussion
Take a few minutes to discuss the Narrative Strand I gave you – and to consider the Narrative Language. Why did I give you an opportunity to discuss the text together before asking for feedback?

24. ‘Reading with a Writer’s Eye’
The things we notice about the text are the result of conscious decision-making by the writer to create an impact on us as readers. This is a useful text in which the craft of the writer is explored in detail.

25. How ICT can support the teaching of Shared Reading
Interactive Whiteboard – ACTIVprimary2 (You can download the Optional HO (on Moodle) outlining the way in which this programme can support reading and response to text)

26. Shared Reading using ACTIVprimary2
Tools
Use
the
tools to do
this

27. ‘Pigeons’ TASK Annotate the text Think about its effectiveness
as a story opening. Consider:
narrative point of view
how character is introduced ADD
What do you notice about sentence length? Pace

28. Shared reading as a pedagogical tool...
‘Comprehension skills develop through pupils’ experience of high-quality discussion with the teacher, as well as from reading and discussing a range of stories, poems and non-fiction’
The National Curriculum P4

29. Questions to support discussion about Narrative Strands
You can download this Optional HO on Moodle - a range of questions linked to each of the Narrative Strands which you might find useful when planning your first Shared Reading sessions.

30. Have we met the objectives?
to consider the purpose of Shared Reading
to consider the different emphases at KS1 & KS2
to look at exemplification of effective practice
to support SK in relation to leading Shared Reading at KS2
to consider use of ICT to enhance practice