Shared Reading

Shared reading strategy can be used from preschool stage till grade 3. The focus of the steps given below are more applicable to the stage of emergent literacy or beginning reading when children are learning about concepts of print. Shared reading helps in engaging children with print, developing concepts of print, listening to model reading, asking and answering questions and listening comprehension. In shared reading, a big book is used which is held facing the children. It is an activity where both teacher and children are involved in reading the text. The reading by teacher can be done twice—once fluently, and a second time by pointing to each word. Ideally, there should be a few copies of the storybook in smaller version

Step 1: Introduce the Story  (See questions attached)

•  Discuss the book cover's title and illustration.  •  Invite predictions about the story based on pictures.  •  Point out and explain the author and illustrator, the start and end of the book.

Step 2: Read the Story (See questions attached)

•  Be dramatic and enthusiastic, showing obvious delight in both the storyline and the language. ·        Read the story pointing to each word with one finger  •  Invite predictions after each page based on earlier story and illustrations.  •  Ask brief questions to measure comprehension and spur curiosity. ·        Explain any difficult words

Step 3: Conclude the Reading Period (See questions attached)

•  Allow time and space for spontaneous reaction and comments.  •  Ask about parts the children enjoyed most or least.  •  Ask questions about the story line, e.g. why certain events took place.  •  Ask questions relating the story to the children, e.g. have they experienced something similar, or how would they have handles things differently than the story's characters.

Step 4: Conduct Additional After-Reading Activities

•  Ask the children to retell the story in their own words.  •  If appropriate, focus on repetitive elements, such as a phrase, chant or chorus, and ask children to chime in as you re-read that element in the story.  •  Point to the words in the text to demonstrate the conventions of print.

Step 5: Re-read the Story

•  If time permits, re-read the book.  •  Usually, the first reading emphasizes meaning and enjoyment.  •  Subsequent readings aim to (1) increase participation, (2) teach about book characteristics and print conventions, (3) teach reading strategies, (4) help develop a sight vocabulary of high frequency words, and (5) teach phonics.  •  Due to the limited time, you may want to cover one of these areas during the first reading of the book.

Step 6: Allow Independent Reading

•  If time permits, allow children to browse or read book themselves. The children may only ‘pretend’ to read.  •  Holding a book and reading it themselves often gives children a feeling of being "members of the club of readers."

Step 7: Conduct Follow-Up Activities

•  Craft-making, play-acting,

READING ALOUD

The main difference is that the book is read aloud by the teacher with expression in a fluent manner without focusing on ‘concepts of print’ kind of skills. The teacher may not ask for predictions during the reading. This is a teacher-led activity. However, before and after reading, all the other steps can be followed. Children should be ‘read-aloud’ to everyday for some time. This activity can continue till much later in primary grades.