Amanda Justice  Jan/Feb Blog Post

Chapter 9  Emphasizing Shared Reading

I chose to read chapter 9 “Emphasizing Shared Reading” from Routman’s Reading Essentials because this is something we often do in 4K.  I wanted to learn more about shared reading and reflect on my own practices with this technique.  I have found that my students are really starting to enjoy shared reading in our classroom.  As we are learning to track and distinguish between letters and words this is a fun way for students to interact with text.  It provides me with an opportunity to model what good readers do for my students while also allowing them the opportunity to try reading with me. 

I found it really interesting as I read that the author discussed how shared reading is generally seen in the kindergarten, first, and second grade classrooms, but rarely after that.  As a 4K teacher I use shared reading frequently.  Looking back to my years as a first grade teacher, I wish I would have used this strategy much more often.  The author mentions that prepackaged programs and guided reading have dominated reading instruction on the recent years.  During my time as a first grade teacher this was the case.  We were given a boxed curriculum to use and I did just that.  We were observed often and were expected to be teaching lessons from this particular curriculum.  Not only were we expected to teach this scripted curriculum, but we also had to turn in monthly documentation of our teaching and assessment information.  I was somewhat afraid to step away from this model.  I think many educators face this dilemma daily.  We often have our own beliefs and ideas about what is best for our students but at the same time we are faced with the pressure of following the curriculum.  I am thankful that our school has broken away from the pressure of a boxed curriculum and to currently work under an administrative team who believes in doing what is best for the students.  This allows me to be confident in my ability to try new strategies and ideas with my students while also doing what is in their best interest.    

In the chapter the author also discusses using oral cloze to help keep students on track during shared reading experiences.  He says to let the students know you will occasionally pause in your reading and expect them to be able to fill in the next word.  While my students may not be able to read all of the words independently yet, this strategy would be a great way to get them thinking about what would make sense next.  I plan to try this with my students in the future.