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Shared Book Experience. Presentation by Mary Lueking. What is the Purpose of Shared Reading?. Provide students with an opportunity to enjoy listening to and interacting with books. Introduce students to a wide variety of genres, authors, and illustrators.

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Shared book experience

Shared Book Experience

Presentation by Mary Lueking

What is the purpose of shared reading
What is the Purpose ofShared Reading?

  • Provide students with an opportunity to enjoy listening to and interacting with books.

  • Introduce students to a wide variety of genres, authors, and illustrators.

  • Model high quality reading and thinking skills.

  • Encourage students to want to read and write.

  • Participate in pre and/or post reading activities.

What materials are necessary for shared reading activities
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

Suggested grade levels for shared reading experiences
Suggested Grade Levels for Shared Reading Experiences

  • Big Books - Kindergarten and First Grade

  • Picture Books - Kindergarten through High School

What does shared reading look like
What Does Shared ReadingLook 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.

What are some possible after reading activities
What are Some Possible After Reading Activities?

  • Participating in Vocabulary Activities

  • Focusing on Phonics Skills (Breaking Words Apart, Chunking Words, Finding Similar Words, Identifying Word Families)

  • Making Connections

  • Identifying Book/Genre Characteristics

  • Literature Conversations/Discussions

  • Completing Graphic Organizers

    • Webs

    • KWL Charts

    • T Charts

Example of shared reading experience using a big book
Example of Shared Reading Experience - Using a Big Book

  • 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.

Example of shared reading experience using a big book1
Example of Shared Reading Experience - Using a Big Book

  • 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.

Example of shared reading experience using a big book2
Example of Shared Reading Experience - Using a Big Book

  • 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

Possible additional activities following shared reading
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.


  • 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.

  • 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 (5th 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.

  • 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.