SHARED BOOK EXPERIENCE 
Definition/Description:
​The shared book experience strategy is used to develop early literacy concepts, specifically oral language. It is an interactive reading experience that takes place when share the reading of a book/text while the teacher guides and supports their learning and literacy development.  This strategy is often used to imitate the "bedtime story" in which many students experienced as children, and therefore they can relate to the story and activate their prior knowledge and background as well (Jennings, Caldwell, and Lerner,2014). In this strategy the teacher typically want to use predictable books or books with patterns, especially in younger grade when first learning about oral language concepts. “The teacher explicitly models the skills of proficient readers, including reading with fluency and expression. The shared reading model often uses oversized books (referred to as big books) with enlarged print and illustrations” (Reading Rockets, 2015). This strategy really consists of four reading areas, comprehension, fluency, choral reading, and on print knowledge/concept.
Justification: "Oral language development forms the basis for reading and writing. Thus, it is critical that parents and teachers of young children foster oral vocabulary development. Vocabulary and concepts development lay the foundation for background knowledge needed in reading comprehension" (Jennings, Caldwell, and Lerner,2014). The use of the shared book strategy allows readers to build sight words, word knowledge, and fluency (Holdaway, 2009). Also, because of the modeling part with the teacher it allows students to enjoy material that they might not have been able to fluently read and comprehend on their own. Lastly, “It provides struggling readers with necessary support” (Reading Rockets, 2015). This strategy overall allows students to work on print concept knowledge as well as fluency as the teacher models what a fluent read does and sound like. Building vocabulary, both academic and content, is essential for students’ academic success. “When new vocabulary knowledge develops, students will be able to create a deeper understanding of the text and the content it represents” (Miller and Veatch, 2011). 
This video above, gives examples of books teachers can use, how teachers should read and do a share book lesson. Then it gives an examples of a lesson that the teacher taught using the shared book strategy. 
Some examples of book sot use given by our text include:  
  • Have you seen my duckling? (Tafuri)
  • Bears in the night. (Bernstein Bears)
  • Where's spot? (Hill)
  • Have you seen crocodile? (West)
  • Green eggs and ham (Dr, Seuss)
  • The very hungry Caterpillar (Carle)
(Jennings, Caldwell, and Lerner,2014).
What is a share book experience? How can teachers effective teach a share book lesson and engage there students? What the video above on tips and teacher skills that will help teach an effective and engaging share book experience lesson! 
Differentiation: 
  • Specific to ELLs: Teachers may wish to have Spanish copies of the shared reading books.
  • Books can be kept in accessible areas for students to independent read after, such as book self in their reading corners. 
  • Ask students to write their own similar story using the same theme (One sentence or even the language pattern in book) and have them share it to class.
  • Have students draw a picture about the theme of story. 
  • Use sentence strips to have students retell story.
  • Have students write their predictions before story or after on what they think would happen if the story continued.
(Reading Rockets, 2015).
​Steps:
1. Choose a book related to your students and a specific concept or standard you were wanting to teach. 
  • Introduce the book.Predict what they think the book will be about. Clarify unknown concepts are words. Show the pictures in the book.
2. Read the book aloud to students.
  • Point to each word as you read.
  • Read slowly but with expression to demonstrate fluency.
  • Position the book so all students can see it.
  • Reread the book and have children join you,  like the choral reading strategy 
3. Follow up after the reading with language activities the language activities.  
  • Focus on letter sound correspondence, dramatization, learning new vocabulary, or any other aspect of content that the teacher chooses to develop.
Specific to Individual Students:  
  • ​Emergent readers- These students "need enriching and enjoyable experiences with books, especially picture books. Sharing books over and over, extending stories, relating experiences to both print and pictures, and guiding students to "read," helps children begin to make predictions about what they are reading" (Reading Rockets. 2015). Since this strategy is rereading a book and uses picture cues it will help our emergent readers develop even strong skills in these areas of literacy development. 
  • Students with disability: For example a student with down syndrome this specific reading strategy would allow him/her to receive the collaboration in which many enjoy! 
  • Speech- This strategy would help Student who have a speech impairment or disability, because they are fluently hearing the teacher read and are related the words to the vocal sound and pronunciation. 
The teacher in this picture is demonstrating how to effectively hold the book so that all students can view the pictures on the page and the words. This is essential when teaching students about print concepts and knowledge because then they can visual see the words and pictures. 
Content Are Examples:
Language Arts: Choose a big book to read to class. Start lesson by activating prior knowledge and build background knowledge.  Introduce the book to students and have them predict what it will be about as they look through the pages. Read the book aloud making sure to point to each word and demonstrate fluency. Reread book again and have students join in. Follow up with a activity relate to book that depends students understand of the content or topic. 

Math: Teacher can read a story about a math concept using the shared book strategy and follow lesson up with the activity for examples. A teacher can read a book about adding numbers, go through the reading steps of this strategy and at the end he/she can have students do a math activity that is related  to the content. 

Science: Teacher can read a story about a specif science content, such as world Photosynthesis or the life cycle.  Teachers read the book and then go through the steps. The teacher can finish the lesson with a projects, graphic organizer, or activity sheet that goes along with the science concept and deepens the students understanding.  
​
Social Studies: Teacher can read a story about a specif social students content, such as world war 2 or The state of MN and go through the steps of this strategy. Teachers read the book and then go through the steps. The teacher can finish the lesson with a graphic organizer to compare the book or to build on background knowledge or skill. 
(Reading Rockets, 2015).
​References:
Holdaway, D., (2009). Shared book experience: Teaching reading using favorite books. Theory Into Practice Journal.

Jennings, J., Caldwell, J., & Lerner, J.  (2014). Reading problems assessment and teaching strategies.  Boston, MA: Pearson Education, Inc. 

Key Links Shared Reading (2010). Scholastic. [Web video]. Retrieved from https://www.youtube.com/watch?v=jfGjgOc-rJw 

Miller, M., & Veatch, N. (2011). Literacy in Context (LinC): Choosing Instructional Strategies to Teach Reading in Content Areas for Students Grades 5-12. Pearson.

​Mrs Joyce Lim using the Shared Book Approach. (n.d). [image] Retrieved from http://www.bendemeerpri.moe.edu.sg/cos/o.x?c=/wbn/pagetree&func=view&rid=33847

Shared Reading. (2015). [image] Reading Rockets. Retrieved from http://www.readingrockets.org/strategies/shared_reading

Shared Reading. (2015). Reading Rockets. Retrieved from http://www.readingrockets.org/strategies/shared_reading

Shared Reading. (2010). [Web Video] Retrieved from https://www.youtube.com/watch?v=E2zVJp_HeeM