Christine Park

C&T 4133
Shared Reading: Day 1
Book Introduction
So readers, this book is called Seven Blind Mice. It was written by Ed Young. I chose this
book (holding book up) to read because I was so interested by the cover of the mice
running towards something! It made me want to oen u the book really bad! !lso, the
title was so interesting to me... Seven B"I#$ mice! I began to wonder what blind mice
would be doing in the story!
"ook at the cover and think silently what this book might be about.
%hen you have an idea, give me a thumbs u.
&k, great. I see a lot of thumbs u. 'urn and talk with your artner about what you think
this book will be about.
[After listening in on some turn and talks, teacher will get everyones attention for group
discussion!
(eaders, I heard some of you say that you think this might be about blind mice running
around and doing something sneaky in the dark. I heard another grou of students say
that this book is going to be about mice being able to see again somehow. "et)s read to
see what this book is about!
Before we begin, I)m going to tell you three vocabulary words that will be helful to read
before we oen the book*
+illar,,can you say that with me-
Sear,, let)s say that together.
"et)s reeat the word cliff,, cliff
!s we read this book today, let)s try to figure out what these words mean.
First Read
Focus: Reading to Make Meaning
"!#
.an you show me a surrised look-
(emember we have been learning vowel atterns in word study- $o you see a word in
hear that has a ././ attern- 0ome. Yes! /ery good!
"!$
+illar! 'here)s that word we read together! I wonder what that means... I)m looking at
the icture and I can see that a illar is BI1 and %I$E! (using hand gesture) I)m
thinking it might be a suort, like the legs of a chair to hold u something.
"!%
Sear! I)m looking at the icture... 'urn and talk with your artner about what a sear is.
0ow did you know that- 1ood. I)m glad that you looked at the icture to hel you figure
Christine Park
C&T 4133
out the meaning of the word.
"!&
.liff! 'here goes that word we read before! I)m looking at the icture and I think cliff
means a rough iece of rock.
"!'
2ifth, can you say that with me- 2,f,ith fifth.
"!(
2an! .an you think of some words that rhyme with fan- .an, man, tan, ban, ran...
"!)
(oe! So that was a roe! %hat is another word that sounds similar to roe- %e read it
in the first age, it has the ././ attern! (home)
"!##
It says here that they argued. !nd I see these 3uotation marks and e4clamation marks at
the end of the word. 0ow do you think the mice talked to one another.- .an you show
read this like how a mouse would in a s3ueaky voice-
After Reading
Discussion of book:
What as the !o"ething#
Wh$ eren%t the other "ice ab&e to figure out hat the !o"ething as#
What did $ou &earn fro" the book#
Did $ou &ike the book#
Christine Park
C&T 4133
Shared Reading: Day 2
War" u':
()a*e ords fro" the first da$ u' on the board as e&& as ordina& nu"ber ords
1+,-.
Re*ieing these ords i&& reinforce hat the$ &earned fro" the stor$ in the
're*ious shared reading &esson and he&' students to get read$ for the te/t toda$-
Through *isua&s0 1 i&& re*ie the ords-
2/- !ho a 'hotoco'ied i&&ustration fro" the book ith no te/t of 3'i&&ar0 s'ear0
and c&iff4-
Focus:
Read to find "eaning of ords through M!5-
!tudents i&& read the te/t ith the teacher-
)igh&ight strategies to he&' students &earn ho to decode unknon ords-
!tudents i&& ork to decode 'arts of ords that are co*ered u' ith stickies-
!tudents i&& cross check using "eaning0 structure and *isua& cues to "ake
"eaning of the ord-
After Reading:
)a*e students turn and ta&k about a$s the$ ou&d use to so&*e trick$ ords in
their inde'endent reading books-
Create an anchor chart about a$s to understand trick$ ords in a te/t- This can
be used as a 'oint of reference and *isua& aid for students as e&& as a a$ to
infor"a&&$ assess students hen crafting the chart-

Christine Park
C&T 4133
Shared Reading: Day 3
War" 6':
)a*e students '&a$ 'honogra" ga"e-
7ne student i&& ha*e a card that sa$s0 31 ha*e oo- Who has ch#4 The 'erson
ho&ding the ch stands u' and reads his8her card-
Focus:
Re+read the te/t ith students fo&&oing and reading a&ong-
!tudents i&& 'ractice their sight ords in the te/t through s'e&&ing
'atterns-
31n ord stud$ e ha*e been &earning *oe& 'atterns- When e get to
ords ith these 'atterns0 &et%s c&ose our e$es and think about hat the
ord &ooks &ike in our "inds-4
!tudents i&& ork on re+te&&ing the stor$ toda$-
After reading:
1n 'airs0 students i&& be gi*en a co'$ of a 'age fro" the book- The$ i&& &ook for
ords that ha*e *oe& 'attern- 7nce the$ find the"0 the$ i&& rite these ords
don in their ord stud$ notebooks and i&& think of other ords ith that
s'ecific 'attern-
Christine Park
C&T 4133
Shared Reading: Day 4
War" 6':
!tudents i&& re*ie digra'hs chart-
)a*e a 9uick ga"e here one student reads a digra'h that is rando"&$ chosen
fro" a bo/ and another student i&& &isten and sa$ ho the digra'h is s'e&&ed-
Focus:
Reading ith f&uenc$0 discussing the 'unctuation ithin the te/t-
!tudents i&& sto' and act out 'arts of the book-
!tudents i&& think about ho the "ice in the book ou&d ta&k-
!tudents i&& be encouraged to think about ho 'unctuation changes the tone
of the 'erson doing the ta&king-
!tudents i&& consider ho changing the 'unctuation "ark cou&d change the
"eaning of hat the 'erson as tr$ing to sa$-
After Reading:
!tudents i&& discuss h$ 'unctuation "arks are i"'ortant-
Create an anchor chart of the different t$'es of 'unctuation "arks and hen to
use the"-
!tudents i&& discuss ho the "eaning of a sentence cou&d be 'redicted through
'unctuation-
Christine Park
C&T 4133
Shared Reading Day 1 Reflection
This shared reading &esson as done ith a grou' of , students ith "i/ed
reading &e*e&s0 ranging fro" &e*e&s 1 to :- 1 gathered the students on the rug and
shoed the" the book- 1""ediate&$ 1 had a&& of their attention due to the si;e of
the book- M$ co+teacher does not do an$ shared reading in the c&assroo"0 so the
sheer si;e of the book rea&&$ engaged the students- As 1 shared the tit&e and author
of the book ith the students and e/'&ained h$ 1 chose this book0 1 "entioned
that the tit&e grabbed "$ attention because 1 as curious as to ho blind "ice
cou&d "o*e around- Then to students raised their hands and both ere ab&e to
"ake se&f+to+te/t connections b$ stating that the$ ha*e a fa"i&$ "e"ber ho as
b&ind and the$ re&ied on their sense of touch to fee& things and "o*e- 1 as
ecstatic to see students a&read$ "aking te/t+to+se&f connection e*en before the
book as o'ened-
As 1 read the first 'age0 1 had students act out hat a sur'rised facia&
e/'ression "ight &ook &ike- 1n ha*ing students act this out0 the$ ere a&&
e/'ectant and e/cited to read on to the ne/t 'age- This si"'&e gesture he&'ed in
getting students i""ersed in each 'age- 1n addition0 the i&&ustrations a&so he&'ed
in "aking students fee& as if the$ ere in and 'art of the book- 1 rea&&$ &iked ho
a&& students ere ab&e to 'oint and see the i&&ustrations c&ear&$ due to the si;e of
the book- 1t as accessib&e for a&& students to see and e/'erience the book-
7ftenti"es hen e do a read+a&oud0 on&$ the students sitting b$ the teacher can
c&ear&$ see the i&&ustrations0 but ith the shared reading e/'erience0 a&& students
ere ab&e to see the te/t and i&&ustration regard&ess of here the$ are sitting-
1n reading 'age b$ 'age0 students began to inch their a$ u' c&oser to the te/t
and b$ the end of the book0 the$ ere a&& sitting right b$ "$ feet- Man$ of the
students had their hands u' because the$ anted to "ake a co""ent- 1 had a
student share out hat she as thinking regarding the i&&ustration and the
"eaning of a ord- !he as ab&e to "ake sense of the "eaning of the ord
through the i&&ustration- <uiding certain 'ages ith co"'rehension 9uestions
and turn and ta&ks i""ersed the students in e/'eriencing and anting to
understand this book- When reading0 1 'ointed to the i&&ustrations and ords
each ti"e0 using e/'ression and gestures- After reading the book0 students
discussed if the$ &iked the book and the$ a&& e/c&ai"ed that the$ en=o$ed reading
the book because of the i&&ustrations and the "ice- To students said the$ &iked
reading it because the$ ere ab&e to re&ate to the stor$ because the$ had fa"i&$
ho ere b&ind- When 1 asked students hat the$ think the "ice &earned fro"
the se*enth "ice0 the$ ere a&& ab&e to correct&$ anser- This 9uestions as a a$
to assess if students ere ab&e to understand the stor$- 1t ga*e "e infor"ation to
aid in '&anning the second shared reading-