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A SUGGESTED TEACHING SEQUENCE FOR SHARED READING

1. Decide on the focus

Shared reading lends itself to many possibilities:

• having fun with language
• enjoying a predictable story
• introducing a new or familiar author or illustrator
• introducing or developing a topic or theme
• as a model for an innovation on a text
• to introduce or explore a new genre

From observation of the children, the teacher should also consider:

• what reading behaviors are established
• what needs to be practiced
• what reading strategies need consolidation
• what reading behaviors need demonstration and development

2. Select an appropriate book

• does it support the focus?
• does it have interest and appeal?
• does it provide sufficient challenge?
• what skills could be reinforced or taught in context with this book?

3. Set the scene

Begin by talking about the cover and such things as

• title
• author
• illustrator
• front cover illustration
• back cover illustration
• the probable theme

Keep the introduction brief and lively. The idea is to encourage the children to want to share the book.

4. Read the text

At the first reading, the pace should be lively with few stops. Participation and prediction should be encouraged, but not to the detriment of the story line.

5. Reread the text

During the rereading there should be opportunities for the children to

• participate in the reading
• recall vocabulary, ideas, information
• appreciate the author's and illustrator's style and viewpoint
• observe and demonstrate reading strategies and language conventions

6. Respond to the text

There are many ways children can respond to books selected for shared reading. These include:

• independent reading
• discussion
• writing
• retelling
• research
• drama
• role-play
• music
• movement
• arts
• crafts
• listening to the audio cassette
• innovating on the text
• student made "Big Books"

7. Share responses

Opportunity should always be provided for children to share their responses. Sharing provides

• the chance for children to develop their oral and listening skills
• real reason for follow-up response

Uploaded by: Jessica Soltesz/Kent State University/Deaf Education Major