Shared Reading

Common Definition: The teacher and students read together using a common text that is accessible to all students (typically an enlarged text). The teacher explicitly models reading strategies or a specific concept and implements a variety of interactive instructional methods (choral reading, readers theater, echo reading, peer reading, etc.) The interaction between the teacher, students, and text provides students the opportunity to construct meaning in a supported context so they can enjoy reading and learn critical concepts of how texts work (concepts of print, text features, strategies, and text elements). It also helps develop reading fluency and the ability to interpret texts with the voice.

Benefits: All students are exposed to active speaking and listening opportunities while they interact with text. The teacher models a strategy or concept and students have the opportunity develop strategies to support their understanding of the reading process. Shared reading supports the development of novice readers and allows students to enjoy text that they may not be able to read yet on their own.

When: The teacher and students should engage with shared reading daily. The recommended minimum time of instruction is fifteen minutes and should occur during the uninterrupted literacy time block.

Assessment: Informal observations, peer share, and anecdotal notations

Teacher Actions

• Implements a variety of interactive instructional models (choral reading, readers theater, echo reading)
• Explicitly models reading strategies to develop concepts of print, vocabulary, and reading strategies
• Facilitates active speaking and listening skills by asking questions about the text
• Selects both literary and informational text
• Introduces the story, ask students to make predictions, and explain their thinking
• Reading to and with students while facilitating reading of students
• Prompt students for active engagement and enhances the understanding of the text
• Preread the text and identify teaching points and comprehension focus

Student Actions

• Actively engage with interactive reading experiences to develop strategies to assist with the reading process
• Listen to an observe the model reader as she or he highlights strategic actions and how they are applied to the text
• Collaborates with shoulder partner and peers to discuss questions and teaching points

Professional Resources

Fountas and Pinnell Literacy Continuum: A Tool for Assessment, Planning, and Teaching, 2017

Units of Study for Reading, Lucy Calkins, 2015

Teaching for Comprehension and Fluency Thinking, Talking, and Writing about Reading, K-8, Fountas & Pinnell, 2006

Shared Reading to Build Vocabulary and Comprehension, Kesler, 2010