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Review of Read Aloud Critical Features for English Learners

Review of Read Aloud Critical Features for English Learners. Jorge Preciado University of Oregon. Why Promote Read Aloud Instruction for English Learners (ELs)?. ELs historically have demonstrated low rates of literacy skills.

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Review of Read Aloud Critical Features for English Learners

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  1. Review of Read Aloud Critical Features for English Learners Jorge Preciado University of Oregon

  2. Why Promote Read Aloud Instruction for English Learners (ELs)? • ELs historically have demonstrated low rates of literacy skills. • Specifically, ELs struggle with decoding, vocabulary, and comprehension skills. • Introducing and teaching read alouds to ELs helps compensate for low vocabulary and comprehension skills. (Hickman et al., 2004)

  3. Other Read Aloud Benefits • Rich language patterns • Text structure • Familiarity with the reading process • In a nutshell, When I read, I need a framework to help me understand text. • (Dickson & Smith, 1994; Fisher, Flood, Lapp, & Frey, 2004).

  4. Continued • ELs need instruction to promote the following: • Academic language • Oral language development • Social language • (August & Hakuta, 1997; Cummins, 1994)

  5. Text Structure • Text structures are frames that identify important information and connections between ideas (Dickson, simmons, & Kame’enui, 1998; Englert & Mariage, 1991, 1992). • Teach Story Grammar Frameworks • Teach K-W-L charts

  6. Text-Focused Discussion • Develop read alouds to incorporate the following: • Structure • Interactive teacher • Student text-based instruction • Students reflect on the storyline • Increase vocabulary and comprehension skills

  7. Narrative and Expository Texts • Narative text tells a story and usually follows a familiar structure. Narrative text may be the invention of an author, the reporting of factual events, or the retelling of a tale from oral tradition. • Expository text provides an explanation of facts and concepts. Its main purpose is to inform, persuade, or explain.

  8. Read Alouds: Before, During, and After • Before – building prior knowledge • Introducing key vocabulary terms • Semantic Mappings • Review/Preview content • Reviewing story frameworks • During – Students engage in text • Ask questions/teacher as moderator • Have students engage in text structure discussions

  9. Continued • After – Focus on retells • Have students engage in activities to demonstrate knowledge the following: • Retell of storybook or information text • Summarizing • Vocabulary Review • Review and preview next day’s tasks

  10. Questions • Why teach read alouds to ELs? • Why teach story and information frameworks? • Why structure read alouds? • Why should I teach read alouds to my students? • REMEMBER: READ ALOUDS ARE NOT A SUBSTITUTION FOR THE CORE CURRICULUM

  11. Activity • Design a read aloud lesson • 1) Choose a narrative and/or expository text • 2) Plan before, during, after activities • 3) Behavior Management Plan • (How will you teach expectations and routines) • 4) Logistics (when, who, time of day) • 5) Present to small group

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