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Discover the importance of choosing the right text for read-alouds and explore interactive strategies to enhance language development and engagement with literature. Build a unit of study to support children's learning and knowledge building.
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Module 6Interactive Read Alouds Early Literacy Matters 8-1-2017 launch
Module 6 ataglance • InModule5,youlearnedtheimportanceofmodelingwriting,preparingfor writingalongtheway,andcreatingopportunitiesforchildrentowrite. • Inthismodule,youwill: • Discoverwhy choosingtherighttextmattersfor read-alouds. • Exploretherichways interactiveread-aloudsenhancechildren’slanguage developmentandtheirinterestinbooks. • Examinethedifferentwayschildrencanengagewithliteratureand • informationaltext.
Learner Outcomes: • LO1:Learnerswilldescribewhyreading aloud andselectingthe right booksetsmatter. • LO2: Learnerswillexplorethe waysinteractiveread-aloudscan supportlanguagedevelopmentand learningforchildrenbirthto five. • LO3:Learnerswillbuilda unitofstudyincludinga textsetand listening,speaking,reading, and writingopportunitiesto engage childrenwithtextand to helpbuildknowledge arounda bigidea concept.
ThismodulealignstothecurrentReadtobeReadyCampaign’sfollowingkeyThismodulealignstothecurrentReadtobeReadyCampaign’sfollowingkey • beliefs: • EarlyLiteracyMatters:earlylanguageandliteracydevelopmentmustbegin at birthbecauseofitsdirectimpactonlatersuccessinreadingandinlife. • Readingismore thansoundingoutwords:readingisthinkingdeeply • abouta textsmeaningandhowitbuildsknowledgeoftheworldaroundus. • Teacherknowledgeandpracticearecritical:educatorsmusthaveadeep understandingoftheart andscienceofliteracyinstructioninorderto developlifelonglearners. • Ittakesacommunity:weeachholda pieceofthepuzzle,andwemustdo ourparttoimproveliteracyinTennessee. • Videolinkto“EarlyLiteracyMatters”fromReadtobeReadyWebsite: https://www.youtube.com/watch?v=60J8qRjRPkE
Overview: Module6 willconsistof 3 instructionalpresentations.These presentationswillhelpyoureflectonRead-Alouds. • In Presentation1,you willlearnmore about choosingtherightliterature texttoreadtochildrenforoptimallanguageandliteracydevelopment. • In Presentation2,you willfocus on readaloudstrategiesandsupports • for informationaltexts. • In Presentation3,youwillexaminethestepsforbuildingunitsof studyandhow touseareadaloud tointroducechildrentotheunit ofstudy. • Followingeachpresentation, youwillhavetheopportunitytoapply yourlearningthrough ApplicationActivitiesincludedintheLearningGuide.
Modules contain 4 short presentations that are designed to be completed during relaxed ratios or other times as set by your school or agency. Your director or program coordinator may suggest or establish a timeline for each presentation to be completed within the module. Please take a moment to confirm your site’s requirements while noting the submission deadline for the final Learning Application Assignment that you will submit electronically to your literacy coach for feedback and support. All other completed activities will remain in your participation guide and available for your coaches review. • Section1:Startat beginningof moduleand completePresentation1and • PracticeActivity1. • Section2: CompletePresentation2and PracticeActivity2. • Section3:CompletePresentation3and PracticeActivity3. • Section4:CompleteLearningApplicationAssignmentforModule6and submititelectronically to yourliteracycoachforfeedbackand support.
In Presentation3, you willlearn how to buildan age-appropriate unitofstudyincluding: • LiteratureRead Aloud, • InformationalReadAloud, and • Supporting activities to enhancelistening,speaking, vocabulary,early writing,and early readingdevelopment.
What’sthe difference betweenthematicunits andunits • of study built around text? • Thematicunits typicallyarecenteredarounda commonidea. Some examplesof thematicunits are: dinosaurs,apples,pumpkins, holidays,Spring,families, and transportation. • Unitsofstudyiscenteredaroundabigidea or conceptual understandingthatchildrenwill learn. • Let’sexplore howto build a unitof study together!
Itbeginswithidentifyinga conceptualunderstandingyou wanttobuildknowledgearound. Remember,theseunderstandings areenduringacrossagesandlife. Youmightsay,thesearethe“Big Ideas”knowledgeisbuiltaround. • Takesomeprivatethinktime and considerwhat mightbesome enduringunderstandingsorbig ideaconceptsappropriatetobuild knowledgearoundfortheage groupofchildrenyouteach.(Look backonthedevelopmental standardstoseemakesome connections.)Jotyourideasonthe BrainstormingBigIdeasplanning webfoundinyourLearningGuide.
Didyoubrainstormanyofthese“bigideas”to buildenduring understanding? • Perseverance:Youcando it! • Relationshipsare reciprocal:(plants/animals/peoplerelationships) Tohaveafriend;youneed to beafriend. • Community:It takesa village! • Conservation:Wecantakecareofour earth. • Adaptation:Changerequiresaresponse. • How might some of theseapply to your particularagegroupof children? 10
Thenextsteptobuildingaunit of studyis toselect andstrategically sequencetext(literatureand information books)thatwill continuallyadvancechildren’s understandingaroundtheenduring understanding. • Theideais thateachbook read targets newknowledgetobuildfor thechild. • Insteadof reading8 booksconnected to apumpkintheme,selectbooks that buildontheconceptof harvest ortherelationship betweenpeople, plants,andanimals.Whatbookscouldyouchooseto help children better understandthis concept? • Forinfants, youmight befocusedon peoplehelpingoneanother andreadbooks thatshowthe differentways peoplehelpaswell asthe different typesof people whoare helpers(doctors,fireman, family,teachers, etc…)
Accordingtothe Read tobeReady initiative, –“Literacyunits are madeup ofa varietyof texts,instructional strategies,and standard-alignedtasks to supportstudentsingaining understandingofa concept(s).The lengthof the unitmay varydepending on theconcepts and enduring understandings.”
Essentialreferstowhatis importantorvitalforpersonal understanding(McTighe& Wiggins,2013,p. 8). • Essentialquestionshelpchildrentoexploreand thinkmoredeeply aboutconcepts presentedina textorbook.Theybeginasking“Howdowe know?” • Essentialquestionshelpchildrenbuildonconcepts learnedfromothertextread. • Essentialquestionshelpchildren connectconceptslearnedtothebigidea orenduringunderstandingthat theunitisallabout.
A teachershoulddevelopa textset(groupofbooks) basedon the bigideaconcept selected. • A textsetis acollectionof relatedtextsorganized arounda conceptor line of inquiry. • Textsetsarebuiltby consideringthe leveloftext andtheinstructionalstrategy throughwhichthe text willbe used (e.g.interactiveread aloud,smallgroup reading, or explicitfoundationalskill instruction). • Differentbookswillbe selectedfor differenttimes andtypesofinstruction.
The Readto beReadyinitiativeemphasizesthat: • – “Textsshouldbeintentionally selectedandsequenced • tobuildstudents’knowledgeandvocabulary.” • The orderinwhichyouread thebooksshouldhelp • childrencontinually build their knowledge. • Fillinthefollowingstatementtoensureyouselectedthe right text: • – “Thistextwasselectedbecauseitbuildsspecific knowledgeabout……andcontributestothechild’s developmentoftheunit’s“bigidea”conceptby…”
Wehave alreadyestablishedthat a unitof study isbuilt • aroundanenduringunderstanding. • Intheupcomingpractice activity,wewillapplywhat we have learnedso farabout building aunitofstudyby: • Decidingwhattypesofbooks shouldbestrategically selectedandsequencedto buildchildren’sknowledgearoundtheenduringunderstandingorbigideaconcept. • Selectingspecificactivitiesandinstructionalsupportsto followreadaloudbooksincludedinaunitofstudy.
For thisPracticeActivity3, you willUsethe“Buildinga UnitofStudy” planning sheetinthe LearnerGuideto planyour unitofstudy: • Choose a “bigidea” fromyour brainstormedlistearlier. • Thinkof3-5essentialquestionsthatwillguideyouinhelping childrenbuildknowledgeandunderstandingyouaroundthe“big idea”youselected(hint: whatdo youwantchildrento learn?) • Choose the “right” text (book)to read foreachessentialquestion youcreatedandlistthebooktitlebesidethecorresponding question.(Besureto selectat leastoneinformationalbookand one literaturebookto beread). • Next to eachbookselected, describeaspeaking,listening, reading, orwritingactivitythatwouldhelpchildrenapplythe learning.
Afterbuildingaunitofstudy, briefly reflect onthesequestions: • Howdid identifyingessential questionshelpyouselecttheright bookstoread? • Howdid theseessential questionshelpyoutoplanappropriateactivitiestosupportthelearning? • Howwillbuilding unitsofstudieshelptobuildchildren’sknowledge? • Includeyourresponsesin your LearnerGuide.
