1. Massey University1 Shared reading - Key points Teacher is the reader Children follow along Children recognise familiar words Introduction to punctuation Focus on meaning without decoding

2. Massey University2 Shared reading Incorporated with interactive text reading Features –Children can see text –Teacher reads text –On repeated readings children can join in –Children are interactive in their participation Discuss, interpret, think, talk –It is not a planned discussion after reading –Read a text children cannot read on their own

3. Massey University3 What can be learned 1. What children may learn incidentally Concepts about print Story schema development Vocabulary Decoding 2. What children can learn through your modelling Fluent reading Think aloud strategies “what could this word be, how would I work it out?”

4. Massey University4 What you can teach - explicitly Specific vocabulary – meow Introduce decoding – blends, rimes Introduce punctuation – exclamation marks, direct speech, apostrophes, commas Almost anything

5. Massey University5 Structure of lesson Before: Introduce the text During: Teacher only reading the first time. Children can join in on subsequent readings. In subsequent readings explicit teaching and modelling can be employed After: Follow-up. Read similar stories in guided reading, independent reading, use as a model for writing, listening independently etc.

6. Massey University6 An example - Beginning readers Greedy cat (Joy Cowley, 1996) –Direct speech and its markers –Rhyming words (-at) –The words in the illustrations –Initial consonant blends: fr-, gr-/Gr- –Use of exclamation marks