Shared Reading & Extensions for the EFL Classroom


Published on

A presentation on Shared Reading and Extension Activities in the Classroomby James Hall on behalf of Compass Publishing and Compass Media.

We'd like to acknowledge Dame Wendy Pye and Judy Stevenson from Award Publishing for their kind support on this presentation's development. Many of the ideas presented here come from their suggestions and ideas. You can find some great videos on shared reading which model the principles at this link . Mentors, colleagues, and friends!~

We welcome your feedback and as always connect with us on, on twitter @CompassELT, on our homepage or through email

Published in: Education
1 Like
  • Be the first to comment

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

Shared Reading & Extensions for the EFL Classroom

  1. 1. Shared Reading & Extensions for the EFL Classroom Professional Development for Teachers of English Presenter: James Hall
  2. 2. Shared Reading Group Learning
  3. 3. What is Shared Reading?
  4. 4. Why Shared Reading? • • • • • • • Allows students to enjoy materials that they may not be able to read on their own Introduces reading process and analysis process Provides struggling readers with necessary support Shared reading of predictable text can build sight word knowledge and reading fluency Supports additional skill development Introduces a variety of author, illustrators, and types of text Ensures that all students feel successful by providing support to the entire group Source: Brenda Parkes, Read It Again!, 2006
  5. 5. Specification of Texts • Appropriate reading level • Cross-curricular and relevant in nature • Appropriate length • Adequately complex • Have an impact
  6. 6. Shared Reading Shared Reading Process Process • • Teacher (and experienced readers) help to lead the process Helps students to READ, LISTEN, and TALK about a text • Develops their ability to understand words, sounds, meaning, follow and predict story lines etc. Types of Reading • • • Read along with the teacher Shadow reading Listen and repeat She is rowing a boat. Comprehension Development • • Safe, Fun, Shared! • Teacher asks students about the story • Content based & sentence by sentence • Who is this character? • What is this? • Where is she going? Use picture clues to reinforce content for target vocabulary • How did you know that word? Teacher reinforces learning with explanations and gestures Source:
  7. 7. Connecting Text to Reading Connecting Text • Teacher engages students and with the text and provides opportunities for them to share their knowledge • Teacher leads students to make sure each student is engaged and supported Teacher invites students to come up and write target language How do you spell plane? P… Students utilize the book to find, speak, and write target language. Sound out difficult words with the class to support struggling students and reinforce language to shy students. Source:
  8. 8. Specific Skill Learning Shared reading provides a springboard for students to learn, develop, and reinforce additional skills Don’t just push PLAY! Shared Reading allows for additional key skill development. Phonics: Alphabet letters and sounds Vocabulary: High-frequency words, content words Writing: Patterns and methods for recognizing structures in writing are developed Source:
  9. 9. Extensions Interactive and Engaging Learning Activities
  10. 10. Reading Extension Buddy Reading Objective: Buddy learning allows students support each other as teachers and creates a less intimidating learning environment for shy students. 1. Students break into pairs 2. Read aloud with their buddy. Paired reading, alternating reading, shadow reading can be done. Pro Tip! Strategically pair students together. Weaker/stronger Shy/confident Teacher moves through groups to assess, support, and reinforce. Source:
  11. 11. Vocabulary Extension Word Wise Bookmarks Objective: Students find, record, and discuss vocabulary 1. Provide Students with Word Wise bookmark and student sheet. 2. Students read the text, find and discuss words that are interesting (new, different, unusual, funny, strange, hard, and/or important. 3. Students choose a selection of words and record and complete the Word Wise student sheet. Students can explain the word with local language definition, English definition, synonym etc depending on their level. 4. Students record/make sentences using the vocabulary. Source: The Florida Center for Reading Research- 2006
  12. 12. Vocabulary Extension QR Code Easter Egg Hunt Objective: Engage students by making QR codes of vocabulary and create an interactive lesson that is fun for the digital natives in your class! 1. Teacher prepares QR codes for the target vocabulary and expressions. 2. A handout can be given or the sentences can be written on the board. 3. The students must seek out the QR codes that are hidden/posted around the classroom. 4. Students use the vocabulary in the codes to fill in sentence blanks from the sentences Fill in the blanks using QR codes hidden around the class! A bear lived in a _______ on the mountain. Birds made _______ on the rocks. Spiders made _______ in the grass. Bees made _______ in the trees.
  13. 13. Comprehension Extension Comprehension Targeting Activity Objective: Reinforce vocabulary, content, reading This is a very flexible activity that can be used in the classroom. 1. 2. 3. 4. 5. Students form teams Teacher puts marks a throwing line on the ground and places 3 baskets with respective point titles at different distances Students take turns answering a question or completing a task related to the target activity (vocabulary, content, reading etc.) When students answer the question correctly they get to throw the ball and earn points for their team. The game goes to a specific score or until each student has had a chance to participate a specific number of times dependent on class schedule 1 Point 3 Points Pro Tip! This game engages students whom may have a lower level but better motor skills and can work well to develop skills in otherwise reluctant learners. 5 Points
  14. 14. Sentence Structure Extension Little Harry wants his breakfast. Pro Tip! Adapt this activity to involve movement or team dynamic Making Sentences Activity Objective: Reinforce sentence structure and build pattern recognition. 1. Teacher prepares some of the sentences on sentence strips. 2. Mix up the words and have them recreate the book passage from the words. Movement Adaptation 1. Print out each word on A4 sized paper 2. Create a course in the classroom where students step from word to word to form the sentences 3. Students read aloud as they progress step by step. Team Adaptation 1. Prepare sentence strips of paper and form students into teams 2. Provide each team with a different set of sentence strips and have them race to make the proper sentence. 3. The team to complete it fastest can get a point. 4. Repeat activity until each team has covered all sentences
  15. 15. Writing Extension Personal Composition Objective: Personal writing on story related topics. 1. The Teacher provides students with a model composition related to the theme or subject of the story. 2. Class brainstorms suitable vocabulary and expressions which they can use to write their own related compositions. 3. Teacher provides students with composition paper. 4. Students work independently to compose their work. 5. Teacher moves from student to student and holds independent conferences during writing activity 6. Students can share and celebrate their work during shared learning time. Pro Tip! Young learners can draw out their story first to help facilitate and structure writing.
  16. 16. Writing Extension Blackboard Composition Objective: Adding a memory challenge to an activity can make it much more interesting to do! In this activity the class works together to rewrite the story on the whiteboard. 1. Members of the class raise their hands and provide a sentence. If the sentence is correct it is written on the board if not the class and the teacher correct it and then it is written. 2. When the composition is finished the learners read it aloud. 3. The teacher covers/erases words, sections, or the entire composition (dependent on level) and the students rewrite the missing sections from memory. Wake Up, Mom The cows want their breakfast. “Moo, moo, moo!” Pro Tip! Further Extension- Higher level students can substitute vocabulary to make a more entertaining story with their teacher. The sheep want their breakfast. “Baa, baa, baa!” Source: Paul Nation- What Should Every EFL Teacher Know?- 2013
  17. 17. Thank you! @CompassELT