Second and further readings are anticipated for all shared reading texts, including those you use for Small-Group Shared Reading. Rereading with students allows you to focus on many aspects of early reading such as book handling, print tracking, comprehension, and word recognition and solving. On a first reading, you will highlight book handling, print tracking, and comprehension. The text becomes more familiar to the students when you reread, and you can then focus on word recognition and word solving in addition to a new aspect of comprehension.
Each time you reread a Small-Group Shared Reading text with your students, consider using a different comprehension focus so that the students can understand a text’s meaning from different angles.
To change the comprehension focus for a rereading, consider the following steps and then read the lesson that is provided as an example.- Read the First Reading lesson and decide on an appropriate comprehension strategy for rereading. You will find a suggestion in the Second and Further Readings section of the teaching plan.
- Change the Before Reading part of the lesson plan to include a link to the previous lesson and a new purpose for reading.
- Change the comprehension prompts in the During Reading section of the lesson so that new aspects of the text are explored. Include a focus on print tracking and word recognition and solving in this portion of the lesson.
- After Reading, revisit the purpose for reading (established in the Before Reading part of the lesson). You may wish to expand the comprehension discussion further and also include more word recognition and word solving highlights. Ideas can be obtained in the Second and Further Readings section of the teaching plan.
Example of a Rereading Plan for a Small-Group Shared Reading Text
An example of a modified teaching plan with a new comprehension focus for rereading is provided. Look over the First Reading lesson and then read the following changes indicated in italics. Use the Small-Group Shared Reading Teaching Plan Outline for jotting down your ideas prior to a second or further reading of a small-group Shared Reading text.
Text: We Can Help (Level C)
Comprehension Focus: (First Reading) Evaluating
Comprehension Focus: (Rereading) Inferring
| BEFORE READING Inferring Inferring |
• Link to the First Reading: – Revisit the types of prompts you used in the After Reading section of the first lesson and ask the students to recall how the children made their Mom feel better, and to review what clues the author provided to let us know she felt better. – Ask them to infer how the baby felt before and after the children helped, and how the author and llustrator let us know the baby’s feelings. While you are reading, think about how all the characters are feeling and how the author and illustratrator let us know their feelings. Sometimes the words tell us about how people are feeling and sometimes the pictures really help too, especially in comics. • Set a new purpose for reading:– Establish the comprehension purpose for reading. |
| DURING READING Print tracking Word recognition and text features Inferring Analyzing/inferring Inferring |
• Hand out the comics so that each student has a copy. • Invite participation in the reading. (At the end of the first page) Where do we read now? (Located the first frame on the next pages and the speeche bubble) Point to each word when we read it. • Pause and use prompts to point out word-by-wordfinger matching on the title. Demonstrate tracking from frame to frame in the comic and tracking the print in the speech bubbles. Invite students to finger track. Which word says ‘help?’ How did you work that out? • Focus on word recognition. Ask which word says ‘can’ and ask how the student knows.• Emphasize comprehension by pausing and using prompts: – How was Dad feeling when he was mopping the floor? How do you know? – How did the dog let them know he was hungry? – Why was the baby crying? |
| AFTER READING Inferring Inferring Inferring Inferring Making connections |
How do we know how the people are feeling? How does the author and illustrator let us know? How could you be a super-kid like these children? |