Josie Lutton

Edok #1
Fall 2010
Jeanie Cozens

Gill, S. (2006). Teaching rimes with shared reading. Reading Teacher, 60(2), 191-193.

CENTRAL THEME:
This article discusses the steps that are used in the shared reading process to
create rhymes. It also explains that when rhymes are incorporated they can help aid in
phonics instruction and fluency.
MAIN IDEAS:
1. Shared reading includes large predictable texts that allow for students to
follow along during repeated readings of the text.
2. The repeated readings help students to build their sight-word vocabulary,
fluency and phonics all while reading fun stories or poems.
3. It is important that rimes are taught because the repetition of letter clusters and
word sounds is helpful in teaching students phonics because they familiarize
themselves with the letters and sounds, which helps to decode unfamiliar
words.
4. There are five steps involved in teaching shared reading and they are as
follows: reading the poem, introducing a skill, working with words, writing,
and rereading. Each step is important students must read and work towards a
goal. They need to practice and be able to get used to applying the skill they
have learned from the text.
AUTHORS’ CONCLUSION:
The author concluded that shared reading has been a powerful and exciting tool in
his classroom. He truly believes that phonics and fluency instruction can be achieved
through these practices. He also acknowledges that it is a good idea to keep rime posters
handy so that students may refer to them if they are confused about a word that contains a
rime the class has already studied.
EVALUATION:
I love the idea of shared reading. Some of my fondest memories of school from
when I was younger are sitting on the carpet around the big books on the easel. Students
can get a lot out of learning this way. Each student is focusing on the same thing; the text
is large and in front of them and the teacher is there to guide every step of the way. I
believe the repetition factor is also essential because students need multiple opportunities
to absorb and process the information before they can successfully apply. That is why I
also agree that predictable text should be used and rimes should be incorporated. If
students are able to familiarize themselves with letter clusters and sounds in a fun way
they are going to be able to remember and apply the concepts a lot more frequently and
successfully.