Jessica Barwick: January/February Blog Post

Routman Chapter 9: Emphasize Shared Reading

To be honest, before reading this chapter, I had a misunderstanding of what "shared reading" was.  I assumed if the teacher and student had the same book in front of them, and we listened to each other read, this was shared reading.  I didn't realize it was actually everyone reading aloud!  So yes, this is a missing piece in my reading instruction, and one that I have already tried to incorporate since reading this chapter.

I frequently model good fluency and expression when I read aloud to my kids, but it has been interesting to note that since I have tried to include more choral reading (after reading this chapter), that more students are willing to try to match my speed and expression when we read together.  They can't go too fast or they will stand out, or they will be left behind if they read too slowly.  I have observed that some students are not able to keep up with the pace, but some of my struggling readers and English language learners are at least attempting the words when we all read together.  It has given them confidence, and like Routman states on pg. 131, they are "encouraged to participate without any pressure or fear of failure."

In order to make my shared reading more meaningful, I incorporated it into our regular reading rotation with discussions.  For example, we are currently reading a class novel that is higher than many Lexiles in my class, so we often read chapters together, rather than independently.  So, I do pull random names to read aloud a paragraph or two, but I also read aloud to model every other page, and have recently started to use shared reading in a paragraph or two in between students reading.  Using this in conjunction with having small group, partner, and class discussions about the reading seems to keep more students engaged (since they don't know when I might ask everyone to read aloud) and to help other students (who might not keep up as well) find where we are and re-energize them.

One thing I found interesting is that Routman claims that "it helps students and teachers bond" (p. 130).  Maybe shared reading helps build a bond if you use it toward the beginning of the year, but I haven't seen evidence of this yet in my classroom.  I will say, though, that many students have seemed to enjoy it and have added more expression in their oral reading.  This chapter also renewed my interest in writing a grant for a document camera.  I have wanted one for a while in order to showcase student writing, but it would also be a great way to expose read-alouds to the entire class if I have only one copy.  If I had a document camera, we would be able to participate in more shared reading experiences with some of my favorite picture books.

Overall, I found this chapter interesting, and I plan to include more shared reading in my reading instruction from here on out.