Reading Strategies (1)

Hi Teachers! I will be posting a series of blogs that will contain strategies in teaching reading to your Deaf students. Hope you will find these useful. God bless!

Shared Reading and Writing

Adults and students read a book or poem repeatedly, helping students develop confidence in their ability to read. Students re-read the story or poem, act it out, and make a new version of the book or poem.

THE ROLE OF THE EDUCATOR IS:

• to demonstrate and develop specific reading strategies,
• to help students develop sight vocabulary,
• to have students at all skill levels working together,
• to provide students with concept-rich materials,
• to encourage students to discuss reading experiences, and
• to help create a body of known texts that students can use for independent reading and as resources for writing and vocabulary development.

OBSERVERS WILL SEE:

• students in a circle near the teacher,
• a big book or large white paper of books or poems,
• the educator engaging in students’ discussions,
• mini-lessons on strategies for reading, and
• a variety of reading levels in the same group.

THE SHARED READING AND WRITING PROCESS

A typical routine for conducting shared reading and writing consists of the following:

1. Pick a book or poem you like.
2. Read the selection to the students.
3. Read it a second time.
4. After the second reading, talk about words, illustrations, content, main idea, and story sequence.
5. On successive days, continue to share the story or poem to the class. Use role play to help students understand the story. Once they understand the story or poem, focus on mini-lessons on developing language strategies. Make new versions of the story of poem.
6. Finally, distribute small copies of the books or poems for independent reading time, or to share with parents and caregivers.

CLASSROOM APPLICATIONS:

• ·Use poems tied to the themes. Write the poems on big white paper or on sentence strips and pocket charts. Students can interact with print and manipulate the strips as they read and write. They can also illustrate the texts and develop their own versions of the story. The teacher can have the students sequence the story, highlight sight words and new vocabulary, and make new endings for the story.
  
  (Corrado, C. (1999). Shared reading and writing: Directing the tour through text. Perspectives in Education and Deafness, 17 (5), May/June, pp. 14-17).
• Explain the conventions of print (e.g. We read pages top to bottom, left to right; we read words, not pictures); help students use successful reading strategies such as using meaning and the first and most important clue to understanding words, prediction and self-correction, building and reinforcing sight vocabulary, and point out letter/sound relationships.

You can find this article in this link:

http://www.gallaudet.edu/Clerc_Center/Information_and_Resources/Info_to_Go/Language_and_Literacy/Literacy_at_the_Clerc_Center/Literacy-It_All_Connects/Shared_Reading_and_Writing.html