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 http://www.awardinteractive.com/professionalD.php . Mentors, colleagues, and friends!~ We welcome your feedback and as always connect with us on facebook.com/compasspublishing, on twitter @CompassELT, on our homepage www.compasspub.com. or through email info@compasspub.com

1. Shared Reading &
Extensions for the
EFL Classroom
Professional Development for Teachers of English
Presenter: James Hall

2. Shared Reading
Group Learning

3. What is Shared Reading?

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. Specification of Texts
• Appropriate reading
level
• Cross-curricular and
relevant in nature
• Appropriate length
• Adequately complex
• Have an impact

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
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•
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Read along with the teacher
Shadow reading
Listen and repeat
She is rowing
a boat.
Comprehension Development
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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: http://www.awardinteractive.com/professionalD.php

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: http://www.awardinteractive.com/professionalD.php

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: http://www.awardinteractive.com/professionalD.php

9. Extensions
Interactive and Engaging Learning
Activities

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: http://www.awardinteractive.com/professionalD.php

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. 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. 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. 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. 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. 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. Thank you!
www.facebook.com/compasspublishing
@CompassELT
www.compasspub.com/RL