Shared Reading

<body topmargin=0 leftmargin=0 marginheight=0 marginwidth=0> <table cellpadding=0 cellspacing=0 border=0><tr> <td valign="top" colspan=2 height=90 BGCOLOR="#000000" TEXT="#F7F7FF" bgproperties="fixed" background="21d005a0dvldtc.jpg"> <div> <FONT SIZE="5" COLOR="#000066" FACE="Arial" >PT3 Readers are Leaders</FONT><FONT SIZE="5" COLOR="#FF6600" FACE="Arial" > </FONT>    |     <A HREF="index.htm" TARGET="_top" TITLE="PT3 Readers are Leaders"><U>home</U></A>  | <A HREF="home54.htm" TARGET="_top" TITLE="Activity Room"><U>Training Room</U></A> | <A HREF="home54.htm" TARGET="_top" TITLE="Activity Room"><U>Reading Room</U></A></div> <div> <A HREF="id86.htm" TARGET="_top" TITLE="Analyzing a book with a journey to ident"><U>Analyzing a book with a journey to identity theme</U></A>   |   <A HREF="id99.htm" TARGET="_top" TITLE="Writing activities"><U>Writing activities</U></A>   |   <A HREF="id87.htm" TARGET="_top" TITLE="Using a conflict theme"><U>Using a conflict theme</U></A>   |   <A HREF="id88.htm" TARGET="_top" TITLE="Role playing"><U>Role playing</U></A>   |   <A HREF="id89.htm" TARGET="_top" TITLE="Asking Questions"><U>Asking Questions</U></A>   |   <A HREF="id90.htm" TARGET="_top" TITLE="Using Visual Strategies"><U>Using Visual Strategies</U></A>   |   <A HREF="id91.htm" TARGET="_top" TITLE="Literary terms"><U>Literary terms</U></A>   |   <B>Shared Reading</B>   |   <A HREF="id93.htm" TARGET="_top" TITLE="Community Connections"><U>Community Connections</U></A>   |   <A HREF="id94.htm" TARGET="_top" TITLE="Small group discussions "><U>Small group discussions </U></A></div> <div> </div> </td> </tr><tr> <td valign="top" width=190 BGCOLOR="#FFCC00" TEXT="#080000"> <div> Goals:</div> <div> 1.  To model effective reading.</div> <div> 2.  To provide students settings and structures to practice improved reading skills.</div> </td> <td valign="top" height=390 BGCOLOR="#FFCC00" TEXT="#080000"> <div> Shared Reading</div> <div> .</div> <div> <B>Sustained Silent Reading    </B></div> <div>        To master reading skills, students need to spend time in sustained, silent reading, and for some students, the classroom is the only place that will happen.  For classroom sustained silent reading, the reader needs a comfortable sitting place, light appropriate to his or her vision needs, and either silence or background music.  People vary in these needs and each person needs to figure out the best reading environment.  Discuss with students places they have found that make good reading spots.</div> <div>        In a classroom, the teacher should try to accommodate individual needs as much as possible.  Teachers who want classes to spend a lot of time reading often provide beanbag chairs and a comfortable reading area.  Many people can best concentrate on fiction if they are sitting in a relaxed position.</div> <div>        In a classroom, the teacher should protect sustained, silent reading time from all interruptions.  If the teacher wants students to stay together when reading a novel, some alternative--nondistracting but rewarding--activity should be available for those that finish first.  An activity that provides extra resources for the novel can be given a few points of extra credit.  If the classroom has a computer, students can do research on the setting or the author or can design vocabulary puzzles. Students without computers can design word games or make posters or collages to illustrate the book.  Or students who finish early may be allowed to read other material--as long as they are reading.</div> <div>        Depending on the class and the room, the teacher may need to patrol the class to make sure everyone is reading.  If possible, the teacher should also read</div> <div> to model the importance of reading.  If students are able to concentrate well and the room is large enough, the teacher can conduct whispered reading conferences in an isolated corner.</div> <bR> <div> <B>Reading Aloud</B></div> <div> <B>        </B>Many people comprehend better if they both see and hear a passage read at the same time.   If a class is reading material that is difficult for them to comprehend, reading aloud can be a useful strategy.</div> <div>         Do not use the old "round robin" approach where each student reads around the class.  If the material is difficult enough to need to be read aloud, you need to stop frequently to have students summarize what is happening and to check comprehension.  The techniques below can make reading aloud exciting rather than painful.</div> <bR> <div> <B>Learn Oral Reading Skills</B></div> <div>       If you are going to have students read aloud frequently, teach them the skills of effective oral reading.  There are three kinds of skills that students need to be able to use:</div> <div> <B>A.   Pronouncing words fluently. </B>  Have students reading passages to pick out words that they want you to pronounce and provide a meaning for.   If students get the definitions of words before they begin a passage, they will get the meaning of the passage more effectively.  </div> <div>       If students are frequently stumbling over words, do a quick analysis of their reading skills.  Make a xerox copy of the passage they will be reading (enlarged if possible.)  As students are reading, note in the margin who is reading.  Then underline any words that the student has to sound out, but sounds out correctly.  Write above the word any miscues.  </div> <div>       After students finish reading, do a vocabulary test on the words that students stumbled over.  Write or say the words and ask students to give their own definitions.  </div> <div>        If students know the meaning of words, but can't read them, they may need some additional work on phonics.  See if the words they missed have any characteristics in common.  See "Sounding Out Words" in the Training Room for additional help.  </div> <div>        If students do not know the meaning of many words, they need work on vocabulary.  See "Building Your Vocabulary" in the Training Room.</div> <div> <B>B.  Reading for Meaning.  </B>Have students practice using punctuation clues to guide their reading.  Teach students to read a whole sentence at a time with appropriate intonation.  Teach them to pause slightly at commas.  Practice having students guess at unfamiliar words or substitute a word that makes sense and finish the sentence without pausing.  If the sentence makes sense, have them go on.  If it does not, stop and figure out the problem word.  If the problem word is one you want to add to your vocabulary, go back and look it up after you finish the passage and figure out the meaning.</div> <div> <B>C.  Read with Attitude.  </B>Practice figuring out the attitude of the speaker (the tone of the narrator) and showing that attitude in your voice.  Have students practice reading passages with different attitudes.  For example</div> <div>              "O Romeo, Romeo, wherefore art thou Romeo?"</div> <div> Read as Juliet with a playful, flirtations attitude.</div> <div> Read as Juliet in pain at realizing he is the enemy.</div> <div> Read as 4-year-old Romeo's mother in a frustrated attitude after he has just</div> <div>        broken her best vase.</div> <div> Read as Romeo's friends making fun of his romance.</div> <div>         Select passages from a book or short story.  Read them to show different attitudes of the narrator toward the character or event:  pride, sorrow, ridicule, affection,  frustration.  </div> <div>    </div> <div> <B>Oral Interpretation</B></div> <div> <B>      </B>Oral interpretation of literature involves reading aloud with the kind of skill that an actor would use.   It can be done either by the teacher or by students who have had training and opportunity to practice.  </div> <div> 1.  Select a meaningful excerpt which stands alone and which illustrates a significant concept.  Oral interpretation is used particularly effectively to begin a book or to focus attention on a key scene.</div> <div> 2.  Practice until you can read fluently without stumbling over words.</div> <div> 3.  Then think of the meaning of the passage and practice conveying the meaning in your voice.  </div> <div>      a.  Check pronunciation of words that are uncertain of.  Practice reading fluently so you do not stumble over words.</div> <div>      b.  Read in sentences, using your voice to show the punctuation.  (This is a good way to improve your understanding of grammar.)</div> <div>      c.  Think about the person who is speaking.  Try to give the listener some idea of the type of person who is speaking and what that person is feeling.</div> <div>      d.  Think about the tone of the author.   Is the author sympathetic to the events.  Is this an exciting passage?  If so, read it fast and with suspense.</div> <bR> <div> 4.     Practice reading your passage until you can make regular eye contact with your audience as you read.  At first, you may need to almost memorize the passage.  Hold your book so you can make eye contact and use a card or piece of paper to hold your place when you look up.  DO NOT PUT YOUR BOOK ON A DESK OR TABLE AND LOOK DOWN!!!!!</div> <bR> <div> <B>Oral Reading Modeling Metacognition</B></div> <div> <B>     </B> Read aloud talking through what you are thinking while you read.  This is a particularly good way of showing students how to read a poem or a textbook or another difficult piece of writing.    </div> <bR> <div> <B>Dramatic Reading</B></div> <div> <B>     </B>Read a section with dialogue as if it were a play with each person taking a part.  Someone else reads the narration.</div> <bR> <div> <B>Oral Reading Without Practice</B></div> <div> <B>     </B>Offer readers a chance to choose their passages before class.  Preview vocabulary problems.  Have students skim the passage and ask meaning and pronunciation of words. Require readers to read loud enough that everyone can hear. Practice skills of oral interpretation.</div> <div>      If students are reading aloud, change readers frequently so poor readers have only a paragraph or so to read.  Encourage students to guess and go on if they come to a word they don't know.  After the passage is over, go back and work together on the pronunciation and meaning of the word.</div> <div>      Assign students reading roles: coach, wordmaster, meaning master, memory master or literary roles.  (See Literature Circles by Harvey Daniels, published by Stenhouse) or see roles on teenread website.)  The coach decides where to stop.  The wordmaster catches problem words and quietly looks them up.  The meaning master summarizes main ideas.  The memory master notes what needs to be remembered from the passage and suggests ways of remembering it.</div> <bR> <div> <B>Reading with a Tape</B></div> <div>         If a book is available on cassette, students can listen to the cassette and follow along in their books.  Be sure you get the full-length cassette, not an abridgement.   If only a few students in the class want or need the cassette, they can use earphones.</div> <bR> <div> <B>Paired Reading              </B></div> <div>      Two or three people read aloud together.  They may take turns reading or the student who prefers to read aloud may do most of the reading.  Taking turns usually works best with each person reading one paragraph or with each reader reading as long as is comfortable.</div> <bR> <bR> <bR> </td> </tr></table></body>