Structured Small Group Shared Reading Instruction

Shared Reading For Explicit Instruction 

Some students who have developmental disabilities may demonstrate emergent reading abilities for a long time (even years), and may require many experiences with shared reading before they can begin to solve new texts on their own (and move on to guided reading instruction). Systematic individual or small group instruction utilizing shared reading features can offer an opportunity for more focused instruction in reading, in addition to other less formal shared reading sessions throughout each day. These structured shared reading lessons can follow the same format as guided reading instruction, with more teacher support for solving the text. For this lesson, students could use print books (and each should have an individual copy) or digital texts (with good view of the computer screen). A daily structured shared reading lesson might include all of the following components to create a predictable routine:

• Familiar reading (Student(s) re-read a very familiar text (books or chart) with some/ little teacher support)
• Book Introduction (Teacher talks with student about the topic of a new book to activate background knowledge; teacherhelps student(s) explore pictures and other features of the new text to "get ready" to read it) 
• During reading (Teacher reads a page aloud as student(s) follows along, pointing to each word; students then re-read the same page, "echoing" the teacher. At some points, teacher may prompt student thinking--connections, predictions, comments)
• After reading (Teacher facilitates talk about and response to the story/ book. This is not a quiz, but a conversation about what was read.)
• Writing connection (Teacher supports student(s) in a brief shared writing activity related to the book. This could be an individual written product or a small group generated product such as a chart story. .

Example Structured Shared Reading Lesson for a Small Group

Familiar Reading:

• Students re-read pattern book (individual copies) from previous day's lesson ("Dogs")--first chorally with teacher, then whisper read individually (all at once). 

Book Introduction:

Teacher provides individual copies of the same easy pattern text to an individual or small group of students. Teacher shows cover of new book and tells its title, pointing to the words, "I Can." This book is about a girl and lots of different things she can do. It made me think about things I can do, too. Let's look at the pictures and see if we can get some ideas about the story, and maybe think of things it reminds us of, too. (Teacher leads a picture walk, prompting students to think about and comment on the pictures, make connections to their experience and think about what might happen in the story.) Teacher points out a repeating pattern. She reads it aloud and says, Every page starts like this, "I can..." Students touch the words and echo read them after the teacher. Teacher asks students to point to these words on the next page and to read them.

During Reading: 

Teacher and students "Echo read" each page, pointing to each word. First, students follow along and point to each word in their books as teacher reads a page (one short sentence) aloud. Then students then "echo" teacher's reading-they re-read the same page (sentence) aloud with you, pointing to each word as they read. 

(For emergent readers, consider pattern texts where only one or a few words change each page and the pictures provide clues. ) Today's book follows this pattern and has only one sentence/page with supporting picture:

I Can

I can run.

I can jump

I can swim.

After Reading:  Teacher asks individual students, "What were some of the things the girl could do? Did any pages remind you of things you like to do? 

Writing Connection:

After reading aloud or shared reading, teacher presents the same pattern ("I Can" on large chart paper) and invites students to share ideas to construct original pattern sentences. First teacher models one sentence (One thing I can do is dance. So I will write that. "I can dance.") Teacher writes each student's sentence on a chart as she reads it aloud. Focus is on concepts of print, conventions of reading and writing and phonics knowledge (appropriate to student levels). Teacher points to each word and has students re-read the new sentence aloud with support (and previous cumulative sentences). 

I Can

I can dance.

I can smile.

I can

I can

I can

I can

Charts remain posted for several days for more re-reading before or after new books or during self selected reading or free time.