2. Shared Book Experience Presentation by Mary Lueking

3. What is the Purpose of Shared Reading? Provide students with an opportunity to enjoy listening to and interacting with books. Provide students with an opportunity to enjoy listening to and interacting with books. Introduce students to a wide variety of genres, authors, and illustrators. Introduce students to a wide variety of genres, authors, and illustrators. Model high quality reading and thinking skills. Model high quality reading and thinking skills. Encourage students to want to read and write. Encourage students to want to read and write. Participate in pre and/or post reading activities. Participate in pre and/or post reading activities.

4. What Materials are Necessary for Shared Reading Activities? Positive Attitude and Excitement Toward Reading. Big Book, Picture Book, or Other Text Appropriate materials for before/after reading activities as applicable. –Chart Paper/Markers –Sentence Strips –Magnetic Letters –Response Journals –Graphic Organizers

5. Suggested Grade Levels for Shared Reading Experiences Big Books - Kindergarten and First Grade Big Books - Kindergarten and First Grade Picture Books - Kindergarten through High School Picture Books - Kindergarten through High School

6. What Does Shared Reading Look Like? Teacher introduces story and allows for predictions to be made. Teacher reads a big book, picture book, or other material and positions the book so all students can see the print and pictures. Teacher stops at strategic points asking questions about what is being read. Students participate in reading repetitive or familiar parts of the text. After reading activities are performed. The book is re-read often.

7. What are Some Possible After Reading Activities? Participating in Vocabulary Activities Participating in Vocabulary Activities Focusing on Phonics Skills (Breaking Words Apart, Chunking Words, Finding Similar Words, Identifying Word Families) Focusing on Phonics Skills (Breaking Words Apart, Chunking Words, Finding Similar Words, Identifying Word Families) Making Connections Making Connections Identifying Book/Genre Characteristics Identifying Book/Genre Characteristics Literature Conversations/Discussions Literature Conversations/Discussions Completing Graphic Organizers Completing Graphic Organizers –Webs –KWL Charts –T Charts

8. Example of Shared Reading Experience - Using a Big Book Pre-Reading Activities Pre-Reading Activities –Students are gathered together in a location so that all can see the text and pictures in the big book. –Teacher introduces the topic and builds students’ prior knowledge on the subject. –Appropriate Graphic Organizers are addressed (for example, K and W on a KWL chart). –Students make predictions about the text based on the book’s cover, title, and illustrations.

9. Example of Shared Reading Experience - Using a Big Book Reading the Text Reading the Text –Teacher reads the big book story aloud and stops at strategic points to address pre-selected questions. –Teacher offers feedback to the students regarding their answers to the questions. –Teacher should make sure the reading is fluent and interesting. –Teacher addresses strategies that good readers use. –Teacher continuously monitors the students, making sure they are on-task.

10. Example of Shared Reading Experience - Using a Big Book After Reading Activities After Reading Activities –Teacher and students participate in after reading activities connected to the big book text. »Completing the KWL chart »Discussing Story Elements »Identifying Favorite Parts of the Story »Participating in a Summary or Retell of the Story »Comparing and Contrasting »Analyzing Cause and Effect »Completing a written response »Creating Story Maps/Webs

11. Possible Additional Activities Following Shared Reading Repeated Readings Teaching additional strategies Including vocabulary instruction Discussing conventions in the writing. Addressing phonics skills. Identify spelling patterns Including Higher Level Questioning including inferencing, generalizing, and evaluating.

12. References Bailey, T. (2003, March). Shared reading in the upper grades? You bet!. Instructor, 112(6), 31. Bailey, T. (2003, March). Shared reading in the upper grades? You bet!. Instructor, 112(6), 31. Burns, B. (1999). The mindful school: How to teach balanced reading and writing. Arlington Heights, IL: Skylight Training and Publishing. Burns, B. (1999). The mindful school: How to teach balanced reading and writing. Arlington Heights, IL: Skylight Training and Publishing. Cole, A. (2003). Knee to knee, eye to eye: Circling in on comprehension. Portsmouth, NH: Heinemann. Cole, A. (2003). Knee to knee, eye to eye: Circling in on comprehension. Portsmouth, NH: Heinemann. Cunningham, P.M., Cunningham, J.W., Moore, S.A., & Moore, D.W. (2004). Reading and writing in elementary classrooms: Research based K-4 instruction (5 th ed.) New York: Pearson. Cunningham, P.M., Cunningham, J.W., Moore, S.A., & Moore, D.W. (2004). Reading and writing in elementary classrooms: Research based K-4 instruction (5 th ed.) New York: Pearson. Justice, L.M. & Kaderavek, J. (2002, March/April). Using shared storybook reading to promote emergent literacy. Teaching Exceptional Children, 34(4), 8. Justice, L.M. & Kaderavek, J. (2002, March/April). Using shared storybook reading to promote emergent literacy. Teaching Exceptional Children, 34(4), 8. Manning, M. (1997, September). 14 Ways to use shared reading. Teaching K- 8, 28(1), 129. Manning, M. (1997, September). 14 Ways to use shared reading. Teaching K- 8, 28(1), 129. Morrow, L.M., Tracey, D.H., Woo, D.G., & Pressley, M. (1999, February). Characteristics of exemplary first grade literacy instruction. The Reading Teacher, 52(5), 462. Morrow, L.M., Tracey, D.H., Woo, D.G., & Pressley, M. (1999, February). Characteristics of exemplary first grade literacy instruction. The Reading Teacher, 52(5), 462.