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Shared Reading Lesson and Reflection

Day 1:
Before
Introduction: Today we are going to do an activity that we do every day. It is called Shared
Reading. Every morning when we read the Morning Message together, we share our reading. This
allows everyone to read together and have his or her voice heard. Today, instead of just reading
the Morning Message all together, we will be reading a book together too. Today, tomorrow and
Thursday we will be doing a quick warm up activity and then reading A Play For All by Meish
Goldish.
Warm Up: Morning Message written on white board.
During
Todays focus is to read the book together and work on reading with inflection in our voices.
Sometimes when we read we sound like a robot. This makes the story less exciting and the words
meaning very confusing. Today we will work on our expression as we read to make sure that we
are not reading all in one tone, but that the way we read helps the words make sense. Lets read
this book all together and focus on using expression to help us make sense of what is going on.
After
You all did a great job reading together! Tomorrow we are going to read the book again all
together, but we will focus on punctuation.
Day 2:
Before
Introduction: Yesterday we did a great job reading A Play For All. We worked on reading
together because it was our first time sharing our reading. We also worked on putting intonation in
our voice so that the tone of our voice went up and down. We did that so we could better
understand what we were reading. Today we will focus on looking at punctuation, but before we
do that lets warm our voices up and get used to reading together.
Warm up: Today to warm up we will be singing Youre a Grand Old Flag. I know that we
sing this song on a regular basis during morning meeting, but because we are so used to the
words some of us dont even look at the words anymore. For this warm up I want you to
make sure you are reading the words as you sing. I will be showcasing the lyrics on the
Smartboard and pointing to each word. Make sure you are reading along with us as we sing
together.
During
(See attached Smartboard slides)
Introduction: This week we are all publishing our stories. I know that in almost all of your
stories you have included dialogue. Remember that dialogue is when people talk. In A Play
For All, which we read yesterday, Meish Goldish has many of her characters talk (slide 2).
Can anyone remember who are some of the characters who speak in this story? Turn and tell
your neighbor. Come back together and show slide 3 on the Smartboard. How does Meish
Goldish show us certain characters like Ms. Fry or Bart are talking? She uses punctuation.
Last week Ms. Rabain listed different types of punctuation that may influence the way you
read. What punctuation is used here? Turn and tell your neighbor. Come back together,
point out and circle the quotation marks that surround what the person said. Also point out
that a comma is inserted before the end quotation to tell us to pause before we read who
said the quote. Read it with a pause as an example. Today we are going to read this book
together as a whole class again, but today as we read we will focus on the punctuation marks

Meish Goldish uses to show people talking. Lets begin reading. Read the book together as a
class, stopping at the first example of dialogue to point out the punctuation and then reading
the rest together without interruption.
After
Once finished show Smartboard slide 4 and ask the students what they notice about
punctuation in these examples. Students can first turn and talk and then open it to whole
group share. Point out the quotation marks and the commas and establish this as a rule
when writing dialogue. Next show Smartboard slide 5 and inform students that this form of
dialogue is marked by a colon because it is a script for the play. Explain that this is a specific
way to show dialogue that occurs when writing a script. Explain that this dialogue format
will not be used in their published pieces because they are writing small moment stories, not
scripts for a play or television show. Review one last time the rule for quotation marks,
commas and attributions and ask students to remember to use this when they are writing
dialogue.

Day 3:
Before
Yesterday we looked at how Meish Goldish uses punctuation in A Play For All to tell us as
readers what the characters said and where we as readers should pause. I saw that many
students then went to their writing pieces and inserted quotation marks to their characters
dialogue. Great job! Today we are going to focus on the meaning of this story, but first, lets
warm up our voices to get ready to read together.
Warm Up: Morning Message written on white board.
During
Before reading ask students to tell me what our story is about. Begin with characters and what
they are doing in the story. A few students share and then I show students the first few pages of
the story, pausing on each page and retelling what happens on that page by using the same words
that students just shared with the class. When I get to the part in the book where the play begins, I
pause. We are going to begin reading together here. As we read these pages, I want you to focus
on what a right is and what a responsibility is. Look at some of the examples to help you figure
this out. Again, focus on what a right is and what a responsibility is. We then read the rest of the
book.
After
You guys read that so well! Now think to yourself: what is a right and what is a responsibility?
Give students 5-10 seconds to think about this silently. Do not allow hands to be raised. Turn and
talk with partners to share ideas. Come back together for a whole group share of definitions and
examples in everyday life.

Reflection
My second grade class is full of very strong readers. Because of this, and because shared
reading of literature is not practiced regularly at the school, I was somewhat nervous and a bit

apprehensive to begin this three day exercise. However, I did not show these feelings to my
students and by the end of the three days my students not only read very well together, but
analyzed the text in focused ways that helped them grow as learners.
I planned the lessons strategically, allowing students to first acclimate themselves to the
shared reading exercise and then focus on specific aspects of the text. Because this is a new
activity, I made sure that the first day was simply reading the book together. However, in order to
make this collective reading a valuable exercise, I asked students to focus on reading with
expression in order to better understand what occurs in the text. I felt this focus on the first day
was particularly important because when numerous people read together the reading can easily
become monotonous. The second days lesson was focused on how to use punctuation marks to
show that a character is talking. My students had never been explicitly taught this lesson and in
their nearly published stories they had written lots of dialogue with no punctuation to frame the
speech. I thought that reading this book aloud together gave us a great opportunity to notice and
internalize the punctuation used in the dialogue. Finally, the third days lesson focused on
comprehension. I chose to address comprehension on the final day to give my students as many
readings as possible to understand and analyze the story. Because shared reading of books is a new
exercise for my students, I thought that many of them might simply focus on reading the words
out loud together and not have the chance to focus on the words during the first or second reading.
Thus, I built in more opportunities to become familiar with the practice of shared reading before
discussing meaning of the book. Also, I thought that discussing the story would be a great way to
close our shared reading experience.
Despite my initial reservations, this three-day exercise was incredibly successful. The first
day students read fairly well together, although quite a few voices trailed off gradually throughout
the reading. It being my first time leading this activity, I found it difficult to point to each word
while simultaneously trying to watch the students to see who was participating. On Day 2, as I
became more familiar with leading the reading and the kids became more familiar with the book,
the shared reading was much smoother. Additionally, I was thrilled to see so many students
incorporate quotation marks and commas into their writing pieces that day.
Day 3 was by far the most successful day of shared reading. I chose to adapt my initial
lesson plan slightly to focus exclusively on the definitions of rights and responsibilities, rather
than comprehension of the whole book (I have shared the adapted lesson plan above). I felt that by
using the storyline as an entry point, my students could discuss more lasting and substantial
concepts. In this focusing, I chose to start the shared reading at the rights and responsibilities
pages. The pattern of the words on these pages I am free to and I should helped define these
words for students. After the reading I had students think to themselves about the definition of
rights and the definition of responsibilities and turn and talk to their partners to discuss their ideas.
I listened in on many pairs around the room and everyone was engaged in this turn and talk (I have
never seen a turn and talk that is this successful; often some students do not pay attention to or
have an opinion about the prompt and thus they do not participate). Additionally, students used the
words from the book (I am free to and I should) to assist their definitions. Finally we came
together as a whole group and discussed the definitions as well as examples in our daily lives.
My CT was so impressed by how fully the students understood this concept that she
decided to continue this lesson with students by writing and drawing an example of either a right
or a responsibility on a half sheet of card stock to be hung around the room. She also mentioned to
me that she wants to order this book and make this shared reading an annual event, as she was so
pleased by what the students learned and how these lessons can be applied in our classroom.
Overall, my apprehensions were misguided and this was an extremely successful experience for
me, my CT, and, most importantly, my students.

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