Chapter 12

Chapter Title: Using Shared Reading to
Support Emergent Readers

Presenters: Pilar Servn y Patricia
Gutirrez
Description of presentation:
The presentation started with a game to
review the content of past chapters.
Then we talked about what shared
reading is and some important things to
remember while implementing it:
Shared Reading
Model reading
Interact with and examine the text
See and touch art and text
Talk about left to right, spaces, conventions..
keep it short and simple
Text & art
Keep it simple & easy
Make it large enough for everybody to see it
Make sure the spaces are clear
The pointer should not cover the word

have a limited number of lines
Talk about punctuation marks
Do not use Illustrations instead of words
Help children feel like readers!
Keep it short and simple!!!!!
We shared some videos about children in
different grade levels practicing shared
reading.
Nursery (see video)
Pre-Kinder (see video)
Kinder (see video)
Evidence
N1
Winter theme. A mom brought a book and
little books. The mom read the big book
and being intentional about pointing at
words. Then, two children worked together
with the mom using the little books.
Children had fun sharing the reading with
the mom and teacher helped them by
asking questions about the pictures and
the words and letters in the little books.
N2
Familiar stories. Following the suggested
10 steps for shared reading of poems,
children in N2 noticed specific things
about a text and described the pictures as
a group. Children noticed the speech
bubbles and that led to a conversation
about when to use them. When a new
book is read in N2, children now talk about
when the characters were not talking
because they make a bubble.
N3
Children in N3 worked with the book On
top of Spaghetti. They had two little books
so the teacher started to work with a small

group, but realized it was very hard for
them to follow along so they worked
individually with a teacher. Children liked
following the words with the stick, it was
very easy for them. They followed with a
pointer and also with their finger.
PK4
Children learned the song Bingo. They
worked with a chart that had the words to
follow along. Children naturally transfered
what they learned replacing the word
BINGO with other familiar words.
PK5
Miss Mandy had a boiled egg,that fell from
her desk and broke. Children were very
curious, so Miss Mandy introduced them to
Humpty Dumpty. Children loved the book
and started acting out the song. She wrote
the lyrics in a chart paper and practiced
how to follow the words with a pointer.
Children matched their voice with the
words and are aware of the print, the
relationship between words, spaces, etc....
Now they find the words, the periods, the

title, etc...
K7
Miss Sarah read the book Caps for sale to
K7. She practiced shared reading with
little books, children learned some parts of
the book and helped read the story by
repeating pieces of the book. They also
looked for the sight words in the book.
Sarah remonded us that the library has a
great set of big books, so please take
them out. They also have a collecton of
Fountas and Pinnell books with sets of
little books.
K8
IN PKK8, when writing/reading sentences
on the board, like "I am swimming" or "I
am not swimming"/ "I want to watch the
letter movie" or "I want to watch the
number movie", teachers address the
spaces left between the words.
When doing shared reading routines, (like

"The Gingerbread Man"):
STEP 1: Teachers introduce the book, review
the front cover images, and read the title.
Children are invited to predict what the book
will be about.
STEP 2:The book is then read to the children.
STEP 3: The book is reread several times.
Children are invited to join the easiest parts.
i.e. "run, run, as fast as you can"
STEP 4: The text is revisited when other
similar books with the same title, are read to
the children.The children notice similarities
and differences. Favorite parts are reread.
When books are revisited, teachers point to
high frequency words such as "the".
Rhymes are written for everybody to see and
practiced daily. Children end up learning these
by heart. Like in the case of "Rain, Rain",
"Bats are Sleeping", "The Itsy Bitsy Spider".
When sharing poems, like "Bird Feeder", the
teacher:
STEP 1: presented poem
STEP 2: vocabulary was explained, the
children were shown photos of the different
types of birds
STEP 3: the poem was repeated several times
with intonation/ children were invited to point

to the rhyming words
STEP 4: the children were able to see the
written words
STEP 5: after repeating the poem several
times, some children were able to join the
teacher
STEP 6: during the rest of the week, the poem
will be revisited and children will be
encouraged to note the ending punctuation,
the spaces, letters they know, and high
frequency words
K9
This class practiced following the 10 steps for
shared reading poems using the book the
Ginger bread man. They learned some words
from the book and learned parts of it to then
repeat them in a group. There is a new boy in
this class that is already reading and he
brought the book HUMPTY DUMPTY. He is
reading for some of his classmates and
getting them excited about reading too. In
January they will go into more in depth study
of the book.
K10
Children in K6 have being working with our

new set of little books, level A. They worked
in small groups, recognizing the sight words,
following the pictures together, and trying to
read. Children felt like readers and were very
excited to use the new collection of little
books.
K11
In a big group activity, Miss Stefanie read the
lyrics of the song BINGO. She showed her
students how to follow the words with a
pointer. They also worked in small groups and
making sure their voice matched with the
words. Children were able to learn by their
mistakes. They are thinking on the next
activity to be imagining how Bingo looks like.
This class has a new sentence every day and
children look at the letters to try to read the
words. Tomorrow, yesterday and today are
always part of the sentence and children are
getting used to the words and are using them
spontaneously during the day.
Spanish class
Children learned a winter song. Me gusta el

invierno. Miss Alondra told children it was also
a new song for her. She has illustrations and
the words in a chart for children to practice
following them with a pointer. Some children
had a hard time following the words and it
was very easy for others. Miss Alondra has
thought students about two different pauses
to make while reading, a short one after a
coma and a longer one after a period. They
have also talked about capital letters,
question marks and entonation. Children have
started to notice the question marks.

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Chapter 12

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Chapter Title: Using Shared Reading to

Support Emergent Readers

The pointer should not cover the word

so the teacher started to work with a small

Now they find the words, the periods, the

When doing shared reading routines, (like

with intonation/ children were invited to point

Children in K6 have being working with our

Children learned a winter song. Me gusta el

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