SHARED
READING STRATEGY
A.
Concept
of Shared Reading Strategy
Shared reading is an interactive
reading experience that occurs when students join in or share the reading of a
big book or other enlarged text while guided and supported by a teacher or
other experienced reader. Students observe an expert reading the text with
fluency and expression. The text must be large enough for all the students to
see clearly, so they can share in the reading of the text. It is through shared
reading that the reading process and reading strategies that readers use are
demonstrated. In Shared reading, children participate in reading, learn
critical concepts of how print works, get the feel of learning and begin to
perceive themselves as readers. The statement is supported by Bobby and Emily
which explained shared reading is a time when the entire class gathers together
to share a variety of literacy experience by reading and discussing a variety
of texts. Many of the text are enlarged so that all the children can see the
print and pictures anf thus talk more easily about them, (Moustafa, 2002:351)
Shared reading is the heart of
comprehensive literacy.” It is the time during which teachers model through
think-alouds what good readers do with text. Students have their own copy of
the text, watch the teacher (or other fluent reader) read with fluency and
expression, and are invited to read along. Shared reading builds a community of
learners by helping students and teachers bond; students are partners in the
learning process and see themselves as successful, (Allen, 2000).
Shared reading is exactly what it
sounds like - It is a time for sharing a story and reading together! Shared
reading in our classroom may include echo reading (students echoing the words
after the teacher), choral reading (students reading at the same time as the
teacher), or fill in the gap reading (teacher reading the majority of the text
and then pausing for students to fill in and say rhyming words or other
predictable words in the story). All of
these ways of reading are ways to encourage early reading enjoyment and success
with a high level of teacher support.
During shared reading, students
focus on both the pictures and the text to make predictions and to generate
meaning. Most shared readings begin with a 'picture walk' in which the teacher
guides students through a preview of the story, asking questions to elicit
words and phrases that are used in the text. The book is then read to students
and predictions are checked against the text of the story. The book is
revisited among several days. Further
comprehension of the story takes place through questioning and discussion of
each story (the author's choice of words and the illustrator's pictures),
through acting out the story, making puppets and retelling boards, reviewing
elements of the story (setting, characters, problem, solution), and putting pictures of events of the story
in order.
Once students are familiar with the
story, we also look more closely at the text.
We mask certain letters and go on word hunts for small high frequency
words such as I, the, to, etc. We also play with the sound of the text. Students might be asked to listen carefully
to the story and be asked to round up all the rhyming words they hear or words
that begin with a certain sound. We also
frequently brainstorm other words that rhyme or begin with the same sound. They
may be asked to determine the number of claps (syllables) in a word or the
number of parts (sounds) in a word.
Sometimes, students will need to listen carefully to a word that is stretched
out and put it together to figure out the word from the story, (Hubbard, 2010).
Shared Reading is a group reading
lesson where all students have access to the text, can see the text and
participate as readers, though they may be on different levels independently.
The teacher models reading with fluency and invites the students to read along.
In primary grades the students read along orally and in intermediate or middle
grades the students may follow along silently or chime in chorally with the
teacher on portions of the text. The texts chosen provide various instructional
purposes and the teacher provides different levels of support as reading
behaviors are modeled.
B.
Guiding
Principles of Shared Reading
According to Stanley (2010),
guiding princples of shared reading are as follows:
1. Shared Reading is a time to introduce new
skills and strategies and to provide continued instruction through the use of a
common text for each student.
2. Shared Reading occurs daily for 10–20 minutes
in a group setting.
3. Shared Reading has a planned, specific
instructional purpose with explicitly identified teaching points. This is Close
Reading.
4. Shared Reading instruction is differentiated
according to the needs of the group.
5. Shared Reading instruction uses a variety of
text genres.
6. Shared Reading instruction provides repeated
experiences with the same text. This allows for new skills and strategies to be
learned in a familiar text.
7. Shared Reading instruction is designed to
ensure student success.
8. Shared Reading ensures that every child has
access to a common text and that the students' eyes are on the text.
9. Shared Reading encourages active student
participation.
10. Shared Reading is enjoyable.
INFO DAN FILE LENGKAPNYA KLIK DI SINI
HUB 085398507498
