Programs and Projects
Shared Reading and Writing
 Adults
and students read a book or poem repeatedly, helping students develop
confidence in their ability to read. Students re-read the story
or poem, act it out, and make a new version of the book or poem.
THE ROLE OF THE EDUCATOR IS:
- to demonstrate and develop specific reading strategies,
- to help students develop sight vocabulary,
- to have students at all skill levels working together,
- to provide students with concept-rich materials,
- to encourage students to discuss reading experiences, and
- to help create a body of known texts that students can use for
independent reading and as resources for writing and vocabulary
development.
VISITORS WILL SEE:
- students in a circle near the teacher,
- a big book or large white paper of books or poems,
- the educator engaging in students’ discussions,
- mini-lessons on strategies for reading, and
- a variety of reading levels in the same group.
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THE SHARED READING AND WRITING PROCESS
A typical routine for conducting shared reading and writing consists
of the following:
- Pick a book or poem you like.
- Read the selection to the students.
- Read it a second time.
- After the second reading, talk about words, illustrations,
content, main idea, and story sequence.
- On successive days, continue to share the story or poem to
the class. Use role play to help students understand the story.
Once they understand the story or poem, focus on mini-lessons
on developing language strategies. Make new versions of the story
of poem.
- Finally, distribute small copies of the books or poems for
independent reading time, or to share with parents and caregivers.
(Schleper, D. R. (1998). Read It Again and Again. Washington,
DC: Laurent
Clerc National Deaf Education Center at Gallaudet University,
ISBN 0-88095-217-2)
CLASSROOM APPLICATIONS:
- ·Use poems tied to the themes. Write the poems on big
white paper or on sentence strips and pocket charts. Students
can interact with print and manipulate the strips as they read
and write. They can also illustrate the texts and develop their
own versions of the story. The teacher can have the students sequence
the story, highlight sight words and new vocabulary, and make
new endings for the story.
(Corrado, C. (1999). Shared reading and writing: Directing the
tour through text. Perspectives in Education and Deafness,
17 (5), May/June, pp. 14-17).
- Explain the conventions of print (e.g. We read pages top to
bottom, left to right; we read words, not pictures); help students
use successful reading strategies such as using meaning and the
first and most important clue to understanding words, prediction
and self-correction, building and reinforcing sight vocabulary,
and point out letter/sound relationships.
(Schleper, D. R. (1998). Read It Again and Again. Washington,
DC: Laurent
Clerc National Deaf Education Center at Gallaudet University,
ISBN 0-88095-217-2.)
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MATERIALS:
Big books and variation of props can help the readers achieve with
language development; specific tools can be used to promote this
development.
The use of “Big Books” with a stand enables a group
of children to see and process almost simultaneously the English
printed on the page and the signs used by the reader.
Pointers can be used to focus students’ attention on printed
words or phrases in the text. There are several variations of pointing
out words or phrases in a story’s text. Frames (commonly referred
to as masks) and cutout frames are used to highlight specific words
or phrases in the text. Sticky notes (Cloze Procedure) hide specific
words or phrases. Sentence strips can be used for acting out a story
or make new connecting words or phrases to form sentences. Other
materials are listed in the Materials Resource List below.
BIG BOOKS PUBLISHERS
Big Books Publisher Information
from the Kendall Library
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Materials Resource List
Magna Doodle®
Can be found at most any toy store
ABC Magnetic Letters
Can be found at most any toy store
Colored Rolls of Tape
Highlight tape: 800-321-0401
http://www.crystalsprings.com
Monster Fingers
From Oriental Trading: 800-228-2269
http://www.orientaltrading.com
Wikki-Stix®
800-869-4554
http://www.wikkistix.com
Word Whacker
Can be made from any fly swatter
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GOOD PLACES TO GET STARTED:
Selecting Predictable Books
The Read Aloud Handbook (Trelease), of interest to both
parents and teachers, explains that repeated readings are a natural
and necessary part of language development. The repetition improves
children’s vocabulary, sequencing, and memory skills. In Read
It Again and Again (Schleper), there are four predictable patterns:
repetition, cumulative sequence, known sequence, and rhythm and
rhyme.
Repetition: Utilizing Recurring Words and Phrases
Alexander and the Terrible, Horrible, No Good, Very Bad Day
by Judith Viorst
Alexander, Who Used to be Rich Last Sunday by Judith Viorst
Goodnight, Moon by Margaret Wise Brown
I Went Walking by Sue Williams
Jack Baked the Cake by B.G. Hennessy
Mama Do You Love Me? By Barbara M. Joosse
Mrs. Wishy-Washy by Joy Cowley
Mrs. Wishy-Washy’s Tub by Joy Cowley
Open Your Mouth by Joy Cowley
Owl Babies by Martin Waddell
The Pig In the Pond by Martin Waddell
Something For Nothing by Phoebe Gilman
Tough Boris by Mem Fox
Why Mosquitoes Buzz in People’s Ears by Verna Aardema
Cumulative Sequence: Learning Through Familiar Themes
Bringing the Rain to Kapiti Plain by Verna Aardema
Henny Penny by H.W. Zimmerman
Here Is the African Savanna by Madeleine Dunphy
The House That Crack Built by Clark Taylor
The House That Drac Built by Judy Sierra
The House That Jack Built by Jeanette Winter
I Know an Old Lady Who Swallowed a Pie by Alison Jackson
Jump, Frog, Jump! By Robert Kalan
The Little Old Lady Who Was Not Afraid of Anything by Linda
Williams
The Napping House by Audrey Wood
One Monday Morning by Uri Shulevitz
Rooster’s Off to See the World by Eric Carle
The Sandwich That Max Made by Marcia Vaughan
There Was an Old Lady Who Swallowed a Fly by Simms Taback
There Was an Old Lady Who Swallowed a Trout! by Teri Sloat
Today Is Monday by Eric Carle
Known Sequence: Learning Through Familiar Themes
Adding Animals by J.Y. Morton
Ashanti to Zulu by Margaret Musgrove
The Carrot Seed by Ruth Krauss
Cheasapeake ABC by Priscilla Cummings
Chicken Soup with Rice by Maurice Sendak
Moja Means One by Muriel Feelings
One Guinea Pig Is Not Enough by Kate Duke
Red Leaf, Yellow Leaf by Lois Ehlert
Roll Over! A Counting Song by Merle Peek
Ten Black Dots by Donald Crews
Ten Little Menehunes by Demming Forsythe
Ten Minutes Till Bedtime by Peggy Rathmann
Ten, Nine, Eight by Molly Bang
The Three Billy Goats Gruff Pictures by Ellen Appleby
The Very Hungry Caterpillar by Eric Carle
When This Box Is Full by Patricia Lillie
Rhythm and Rhyme: Using Recurring Beats and Handshapes
Abiyoyo by Pete Seeger
Charlie Parker Played Be Bop by Chris Raschka
Clean Your Room, Harvey Moon by Pat Cumming
The Dancing Fly by Joy Cowley
Graph It! By Jennifer Osborne
Hop on Pop by Dr. Seuss
I Am Eyes-Ni Macho by Lelia Ward
I Have a Dream by Martin Luther King, Jr.
Is Your Mama a Llama by Deborah Guarino
I Love Spiders by John Parker
Jack (traditional tale)
Mary Had a Little Lamb by Sara J. Hale
Mary, Mary (traditional tale)
The New Baby Calf by Edith N. Chase
Noisy Nora by Rosemary Wells
Old MacDonald by Rosemary Wells
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VIDEO AND MANUAL:
The Clerc Center's Publications and Information Dissemination (PID)
office offers a comprehensive listing of educational products and
services available from the Clerc Center, including the manual and
videotape of Read
It Again and Again. For more information about ordering
or other products, visit the Clerc Center Products Catalog: http://clerccenter.gallaudet.edu/products/index.html.
WORKSHOPS:
The Clerc Center's Training and Professional Development (TPD)
office offers Read
It Again and Again workshops. For more information about TPD,
other workshops, how to host or participate in a Clerc Center training
program, and the TPD training schedule, visit the TPD site: http://clerccenter.gallaudet.edu/TPD/index.html.
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SUPPORTIVE RESEARCH AND DESCRIPTIVE
LITERATURE:
Corrado, C. (1999). Shared reading and writing: Directing the tour
through text. Perspectives in Education and Deafness, 17
(5), May/June, pp. 14-17.
Erting, L., and Pfau, J. (1997). Becoming bilingual: Facilitating
English literacy development using ASL in preschool. Washington,
DC: Laurent Clerc National Deaf Education Center at Gallaudet University.
Holdaway, D. (1979). The Foundations of Literacy. Sydney,
Australia: Aston Scholastic.
Martinez. M. and Roser, N. (1985). Read it again: The value of
repeated reading during storytime. Reading Teacher, 38,
pp. 782-786.
Parkes, B. (2000). Read It Again! Revisiting Shared Reading.
Portland, ME: Stenhouse Publishers, ISBN 1-57110-304-X.
Schleper, D. R. (1998). Read It Again and Again. Washington,
DC: Laurent Clerc National Deaf Education Center at Gallaudet University,
ISBN 0-88095-217-2.
Sulzby, E. (1985). Children’s emergent reading of favorite
storybooks: A developmental study. Reading Research Quarterly,
20, pp. 458-481.
WEB SITES RELATED TO SHARED READING AND WRITING:
Shared
Reading (Hubbard's Cupboard)
Shared
Reading: An Effective Instructional Model (Houghton Mifflin's Education
Place)
Components
of Effective Reading & Writing Instruction K-8 (Montgomery County
Public Schools)
Shared
Reading" (Montgomery County Public Schools Early Literacy Guide)
Shared
Reading (English Online, New Zealand)
Reading
and Writing in a Kindergarden Classroom (ERIC Digest)
A
Suggested Teaching Sequence for Shared Reading (Reading Curriculum
Portfolio)
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BIBLIOGRAPHY
Allen, J. (2002). On the Same Page: Shared Reading
Beyond the Primary Grades. Portland, ME: Stenhouse Publishers.
Erting, L. (1997). Becoming Bilingual: Facilitating English
Literacy Development Using ASL in Preschool. Washington, DC:
Gallaudet University's Laurent Clerc National Deaf Education Center.
Fisher, B. (2000). Perspectives on Shared Reading: Planning
and Practice. Portsmouth, NH: Heinemann.
McCarrier, A. (2000). Interactive Writing: How Language and
Literacy Come Together, K-2. Portsmouth, NH: Heinemann.
Mooney, M. E. (1990). Reading To, With, and By Children.
Katonah, NY: R.C. Owen Publishers.
Parker, B. (2000). Read It Again!: Revisiting Shared Reading.
Portland, ME: Stenhouse.
Payne, C. (1998). Getting the Most Out of Morning Message and
Other Shared Writing Lessons. New York: Scholastic.
Schifferdanoff, V. (2001). Beyond Morning Message. New
York: Scholastic.
Schleper, D. R. (1998). Read It Again and Again. Washington,
DC: Gallaudet University, PCNMP.
Slaughter, J. P. (1993). Beyond Storybooks: Young Children
and the Shared Book Experience. Newark, DE: International Reading
Association.
Swartz, S. L. (2002). Shared Reading: Reading with Children.
Carlsbad, CA: Dominie Press, Inc.
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