Professional Documents
Culture Documents
Shared reading is an
important missing piece in
many reading programs [W]
hen teachers shift their
attention to give more time to
shared reading, guided practice
is more meaningful and
efficient, and teachers dont
have to work so hard in small
reading groups. Also, and this
is very important, teaching
reading becomes much more
enjoyable.
Routman, 2003
Materials
Choose carefully as not all texts are suitable for shared reading. (some more
suitable as Guided or Read To)
Consider the following criteria:
musical, rhythmical, magical text
rich language to develop vocabulary
degree of student interest and enjoyment, especially to facilitate personal
connections
Challenge to the students to extend their world
Accessibility of language and context
Inclusion of diverse or unique points of view (especially for older grades)
Through developing
familiarity with the text,
each rereading becomes
easier and leaves more
cognitive energy for the
related aspects of
analyzing, synthesizing and
extending knowledge.
Allen 2002
3.
4.
WOW
Words
inventor
stupendous
fantastic
amazing
whirl
twirl
gurgle shoogle
twist
2.
Take a spread (one double page) and focus on the print conventions
in the text. Discuss them how do they sound? What does your
voice do?
Read the text focusing on the print conventions as they read.
Older students focus on reading in chunks.
Read text all the way through then take a one page spread and focus on one or two
spelling patterns, rhymes, blends, suffixes, prefixes, base words etc
turn
twirl
shoogle shake
Day 2: Vocabulary
Language Arts
Science
Social Studies
1. Why do you think Matti and his mother wanted to make a Gingerbread Boy?
(Inference)
2. Why was Matti surprised when the Gingerbread Baby jumped out of the oven?
(Evaluative)
3. Why did the Gingerbread Baby run away from Matti ? (Evaluative)
4. What made everyone chase the Gingerbread Baby? (Inference)
5. How did Matti know the Gingerbread Baby had run into the Gingerbread
House? (Inference)
6. Why do you think Matti keeps his plan a secret? (Evaluative)
7. What does this story make you think of? (Personal Response)
8. What parts of this story do you think make it fictional?
Role-Play the Characters Choose a student to role-play a character (Matti, the
Gingerbread Baby, or one of the animal characters).
Other students get to
interview the character. Try to encourage more in-depth questions go beyond the
literal type questions. For example ask the Gingerbread Baby Why did you run away
from Matti? What did you think when you saw the Gingerbread House in the
woods? Did you know it was a trap? Get the students into the habit of asking
questions of the characters or the author.
If students are reluctant to ask questions, make several construction paper
gingerbread cookies and label with various question words (who, when, what, why
,how, where etc). Place the cookies facedown in a cookie tin. Have the student draw
a cookie and ask a story-related question using the word on his cookie.
Day 2: Vocabulary
WOW words selected from text: pranced, tumbled, rumbled, wheeled, somersaulted,
Day 4: Spelling in Context (What are the spelling features I could demonstrate?)
1. Syllables: Gingerbread,
2. Suffix ed: (measured, tumbled, twisted,pranced ) Look at dropping the /e/ before
adding /ed/
3. Discuss the root words.
4. Vowel combinations // (measured, bread) //(me) /ee/ (peek) /ea/ (reached) /ai/
(said)
5. Comparisons of vowel patterns ea (measure, reach) ai (said, braid)
1. Discuss the plot. Talk about the problem and the solution?
2. Talk about the characters. Share something about them. Build a vocabulary to describe
character, behaviour, appearance and personality of the characters.
3. Dramatize the story.
4. Students could design a Gingerbread Baby of their own. They could write a description
of him and explain what he did. Publish the descriptions and add to students
gingerbread babies. Make into a class book.
5. Describe the setting and build a vocabulary for it.
6. Discuss the message of the story.
7. Readers Theatre.