, ▁that ▁is ▁also ▁cross - curr icular ▁and ▁relevant ▁in ▁its ▁nature . ▁ ▁The ▁text ▁should ▁be ▁of ▁an ▁appropriate ▁length ▁for ▁study ▁and ▁be ▁ade qu ately ▁complex . ▁ ▁The ▁text ▁should ▁also ▁have ▁an ▁impact . ▁ ▁Method ▁In ▁primary ▁gr ades , ▁the ▁teacher ▁reads ▁while ▁the ▁children ▁are ▁encourag ed ▁to ▁read ▁along . ▁The ▁more ▁familiar ▁the ▁text , ▁the ▁more ▁the ▁teachers ▁asks ▁of ▁the ▁students ▁in ▁terms ▁of ▁reading , ▁talking ▁and ▁answering ▁questions ▁about ▁the ▁reading . ▁In ▁upper ▁gr ades , ▁the ▁teacher ▁reads ▁the ▁text ▁al oud ▁after ▁stating ▁a ▁focus , ▁and ▁then ▁re - read s ▁the ▁text , ▁asking ▁questions ▁specific ▁to ▁the ▁focus ▁of ▁choice ▁( and ▁may ▁ask ▁students ▁to ▁join ). ▁The ▁focus ▁may ▁include ▁things ▁like : ▁analysis , ▁predictions , ▁drawing ▁infer ences , ▁grammar ▁and ▁pun ctu ation , ▁voc ab ul ary ▁development , ▁question ing , ▁liter acy ▁elements , ▁critical ▁thinking , ▁phr asing , ▁flu ency , ▁in ton ation , ▁character ▁and ▁plot ▁development . ▁ ▁According ▁to ▁Mor row ▁( 2 0 0 9 ), ▁shared ▁reading ▁usually ▁begins ▁with ▁a ▁teacher ▁reading ▁from ▁a ▁Big ▁Book ▁so ▁that ▁everyone ▁can ▁see ▁the ▁text . ▁St ories ▁that ▁have ▁predict able ▁plots ▁are ▁best ▁because ▁students ▁can ▁particip ate ▁early ▁on ▁in ▁the ▁shared ▁reading ▁experience . ▁ ▁During ▁the ▁first ▁reading , ▁students ▁should ▁simply ▁listen ▁to ▁the ▁story . ▁The ▁teacher ▁might ▁use