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Interactive Read-Aloud Shared Reading

2. A Definition. According to Fountas and Pinnell, Interactive Read-Aloud is

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Interactive Read-Aloud Shared Reading

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    1. 1 Interactive Read-Aloud & Shared Reading Janice Such Grade 1

    2. 2 A Definition According to Fountas and Pinnell, Interactive Read-Aloud is “A teaching context in which students are actively listening and responding to an oral reading of a text.” --The Continuum of Literacy Learning, Grades K-2. A Guide to Teaching, page 163.

    3. 3 Fountas and Pinnell on Reading “Reading to children is the most effective literacy demonstration you can provide. As you read aloud, you demonstrate how to think and act like a reader; you also provide insights into writing because you are sharing a coherent, meaningful piece of written language that an author has constructed…” --Matching Books to Readers, page 9

    4. 4 How to Support Reader Thinking Within, Beyond and About a Text

    5. 5 The Continuum of Literacy Learning Curriculum goals of Interactive Read-Aloud: To promote new learning from the selected text. To expose students to a variety of genres and increasingly complex texts.

    6. 6 Kid Watching From the teacher’s vantage point: Look for evidence of students’ literal understanding before, during, and after listening to a text read aloud. --Did they pick up important information? --Could they follow the plot? --Could they remember important details?

    7. 7 Types of Questions for Students What do you think will happen next? What are you thinking about the story right now? This story reminds me of … What does it remind you of? What picture do you see in your mind right now? What does this story make you wonder about? How is this story like other stories we have read in class or you have read on your own?

    8. 8 Benefits of Interactive Read-Aloud In Interactive Read-Aloud, the listener is freed from decoding and is supported by the oral reader’s expression --fluency --phrasing --stress

    9. 9 Which Level to Choose? The teacher does not need to select a specific level, but the text characteristics as well as the age and grade of listeners should be considered.

    10. 10 Vocabulary Interactive Read-Alouds and Literature Discussions help students to expand vocabulary because children hear words that are not ordinarily used. Since the teacher says the words the length, number of syllables, inflectional endings, etc. are not major factors in choosing a text. For literature discussion, students who cannot read the words can be given a taped reading.

    11. 11 Within the Text Benefits Students do not have to decode. Children hear fluent phrasing. Students can self-monitor their understanding. Children can remember information in summary form. Children can adjust their thinking to understand different fiction and nonfiction genres.

    12. 12 Beyond the Text The teacher can Help children to make predictions and connections to previous knowledge and their own lives. Support student thinking beyond the literal meaning. Demonstrate how to think beyond the text. Stop at selected intervals to discuss text elements that expand thinking.

    13. 13 About the Text The teacher can direct students’ attention to: Author’s craft Use of language Characterization Organization Text Structure

    14. 14 Special Benefits for ELL Students For ELLs, Interactive Read-Alouds provide Opportunities to hear the syntax and vocabulary of the language in text. Modeling and engagement in oral language opportunities. Exposure to meaningful, high-quality texts. Scaffolding through the literacy process for students.

    15. 15 Turn and Talk Please share your tips and ideas about Interactive Read-Aloud.

    16. 16 Great Partners: The Continuum of Literacy Learning and Making Meaning

    17. 17 The Continuum of Literacy Learning And Making Meaning Go Hand-in-Hand

    18. 18 Strategies in Making Meaning Using schema/ connection Visualizing Wondering/ questioning Wow! I use the same strategies in Interactive Read-Aloud! Making inferences Determining important ideas Understand text structure Summarize/ synthesize

    19. 19 Cooperative Structures in Making Meaning Turn to partner Think/pair/share Group brainstorming Heads together Think/pair/write Don’t I use the same cooperative structures in Interactive Read-Aloud?

    20. 20 Types of Class Meetings Turn to partner Think/pair/share Group brainstorming Heads together Think/pair/write My class uses these same learning activities for Interactive Read-Aloud!

    21. 21 Read Aloud Pedagogy Making Meaning Read-Alouds include: Biographies, expository text, articles, essays Nonfiction, poetry, fantasy, folklore Inclusion of a wide range of cultures Vocabulary highlighted for all students as well as for ELLs These are the kinds of texts I choose for Interactive Read-Aloud, too!

    22. 22 Types of Performance Reading

    23. 23 Shared Reading The Next Step…

    24. 24 Shared and Performance Reading Continuum Students listen actively and answer questions in Interactive Read-Aloud; in Shared Reading, they are actual participants. Shared Reading allows students to participate in the kind of storybook reading that takes place in the home.

    25. 25 Shared Reading Teacher’s Role Points to each word in each line of text. Sometimes pauses in the reading. Asks for predictions. Students’ Roles Participate in multiple readings of the book over several days. Often chime in with a word or phrase. Volunteer or be asked to read parts of the story.

    26. 26 Through Shared Reading Children Learn To read with their eyes. To read with expression. To read punctuation. To use the structure of a text.

    27. 27 Thinking Within the Text for Shared Reading The goal is to produce a fluent, expressive oral reading of a text. Independently, readers must solve the words and interpret information that they will reflect in their oral reading.

    28. 28 Thinking Beyond the Text for Shared Reading Students bring their background knowledge to shared reading. They create connections with the text and make inferences. To take on the role of a character, they have to understand how the character feels and acts.

    29. 29 Thinking About the Text for Shared Reading Students learn to understand the writer’s craft: Characterization Organization Structure

    30. 30 Turn and Talk Please share your tips and ideas about Shared Reading.

    31. 31 Readers Theatre Students enact a text. Students do not usually memorize lines. Props and costumes are optional. Emphasis is on how each actor or actress interprets a role vocally. Almost any story can be transformed into a Readers Theatre script. Check out http://www.aaronshep.com/rt/Tips1.html for ideas!

    32. 32 Choral Reading A group or several members read a text together. The text may appear on a chart or projector or in individual student books. Group members try to interpret the text with their voices.

    33. 33 A Step Further… Writing About Reading Continuum

    34. 34 Student Writing “Through writing—and drawing as well—readers can express and expand their thinking and improve their ability to reflect on a text.” --The Continuum of Literacy Learning, Grades K-2, p. 19.

    35. 35 Learning to Write About Texts Shared Writing Students, along with the teacher, compose a text. The teacher usually works with a chart displayed on an easel. After creating the writing, students reread it many times. The text becomes a model. Interactive Writing This approach is very similar to Shared Writing. The only difference from Shared Writing is that the teacher sometimes invites students to write a few letters or a word during the composition. process

    36. 36 Grade 1 Forms of Writing Functional Writing --sketches or drawings --short sentences responding to a text --charts --labels --directions Narrative Writing --sequence of events (written or drawn) --innovations on familiar texts --simple summary Informational Writing --lists of facts --short sentences about author/illustrator --labeling of drawings

    37. 37 Wrap It Up! Comments? Questions?

    38. 38 Thank You for Sharing!

    39. 39 Acknowledgements Fountas, Irene and Pinnell, Gay Su. Matching Books to Readers. Portsmouth, NH: 1999. Fountas, Irene and Pinnell, Gay Su: The Continuum of Literacy Learning, Grades K-2. A Guide to Teaching. Portsmouth, NH: 2007. “The Lesson Collection: Word Work.” http://streaming.discoveryeducation.com/search/assetDetail.cfm?guidAssetID=175515A1-0C65-4AE9-BD57-AF7ADDC980B7

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