Chapter 13 Reading to and with Children: Reading Aloud, Shared, and Guided Reading, and Writing

1. Chapter 13Reading to and with Children: Reading Aloud, Shared, and Guided Reading, and Writing Sara Johnson, Chelsey Knutson, Tanya Nelson & Alex Noble

2. Reading Aloud

3. Benefits of Reading Aloud • Increased motivation and positive attitude toward reading • Language and literacy development in the understanding of the story structure • Vocabulary development and listening comprehension • Decoding and reading comprehension • Literary understanding

4. More Benefits… • Provides a context for teachers to model their own love of reading • Creates an environment with equal access to knowledge • Builds interest in language • Extends opportunities for development • Provides a context for teachers to model fluent reading • Builds interest and tastes in genres • Improves listening skills • Offers multiple perspectives

5. When to Read Aloud • Deciding when to read aloud depends on students’ strengths and needs and curricular goals. • Can be used to connect to other curricular objectives • Ex: Historical Fiction • Can be a read aloud that is just for fun • Ex: Ending the school day with a read aloud about an upcoming holiday

6. What to Read Aloud • Choose books that have the following features: • Are age appropriate and sustain readers emotionally and intellectually • Evoke a high range of aesthetic responses and connect to children’s lives • Are of high literary quality: memorable language, believable characters, engaging plots, and universal themes • Have relevant curricular connections

7. The Read Aloud Process • Before the Read Aloud • Find the book’s voice • Practice using tone, inflection, and voice variation • Find an appropriate pace • Think through intentional connections

8. The Read Aloud Process • During the Read Aloud • Make sure all students can see and hear • Hold up the book while you are reading • Share the name of the author/illustrator • Give the children a preview • Give the children a chance to respond before, during, and after the reading • Model rather than question

9. The Read Aloud Process • After the Read Aloud • Share any information at the end of the book, such as an author’s note or source information • Give children the opportunity to respond to the book • Connect the book to other books, authors, genres, and content.

10. Thinking Aloud

11. Think Alouds Thinking aloud during reading aloud can make the invisible process of reading visible.

12. Think Alouds can be used to model the following: • General processes of reading like predicting, monitoring, and summarizing. • Task-specific processes like symbolism, irony, or bar graphs. • Text-specific processes like understanding the structure or an argument and evaluating its effectiveness.

13. Think Aloud Prompts: • I’m thinking … • I’m picturing in my mind … • I don’t understand this part so I’m going to go back and reread … • I’m connecting …

14. Writing Aloud

15. Writing Aloud • Writing aloud can be used to model: • Knowledge of letter/sound relationships • Spelling strategies and Grammar usage • The importance of word choice and details • The use of metaphor, simile and idioms • Rereading to check if writing makes sense

16. The Write Aloud Process • Explain the purpose of the write aloud to students. • Explain that the first copy is a draft and the main purpose is to put down thoughts on paper. • Explain that, at times, you will reread your writing to ensure the intended message is being communicated and to edit words or details. • Explain that while writing, you will model some ways to use effective strategies for figuring out how to write unknown words. • As you compose, ask students clarifying and extending questions that focus on building meaning.

17. The Write Aloud Process • Direct students to notice how you use classroom resources to help you compose text (anchor charts, word wall words, a personal dictionary or thesaurus). • Inform students that after you have completed the draft, you will reread to make sure it conveys the intended message and is clear to the intended audience. • Explain that after the draft is completed, you will reread to check for punctuation, capital letters, misspelled words, and grammar, and to be sure the intended message is communicated effectively.

18. Shared Reading

19. Shared Reading • Shared reading was developed in an effort to simulate the lap reading experience that some children have at home. • Shared reading offers a collaborative experience of a book with the entire class.

20. Skills & Strategies to Teach During Shared Reading • Book conventions, such as title, table of contents, author, illustrator, front/back of book • Early concepts about print, alphabetical knowledge, and phonemic awareness • Rereading for fluency and to monitor comprehension • Learning new information and searching for additional information • Author’s craft (figures of speech, leads, endings) • Text structure for fiction and nonfiction • How to figure our unknown words • Character motivation and behavior • Comprehension strategies such as summarizing, predicting, questioning, inferring • Enjoying reading

21. How to Conduct Shared Reading • Before the Shared Reading • Select an engaging, usually unfamiliar text • Think through intentional connections • Find the “voice” of the text • Choose appropriate points at which to stop and discuss

22. How to Conduct Shared Reading • During the Shared Reading • Make sure all students can see and hear • Share the name of the author/illustrator • Give the children a preview • Give the children a chance to predict and ask questions • Give an award-winning read aloud! • Stop to think aloud • Pose questions for discussion • Observe student responses

23. How to Conduct Shared Reading • After the Shared Reading • Reread the text for fluency • Provide explicit teaching of certain reading concepts, skills, or strategies • Use highlighting to assist in bringing out certain features or characteristics of text • Use sticky notes • Follow-up experiences do not have to be provided for all shared reading.

24. Shared Writing Shared Writing – Teacher and students compose collaboratively. Shared writing benefits all students, including students from various cultures, students whose first language is not English, and students with differing levels of ability.

25. Shared Writing Activities: • Retelling from read alouds and big books • Original stories, poems, and book reviews • Journal entries in response to reading • Field trips, Science experiments • Class rules, Morning messages • Content Area Writing • Table 13.6 page 420 provides guidelines for conducting Shared Writing

26. Guided Reading

27. Guided Reading In guided reading, teachers meet with small groups of students who are similar in their reading, their text processing needs, and their reading strengths. Instruction focuses on specific aspects of the reading process and literary understanding that will assist the children in moving forward to independence in reading.

28. Texts to be used in Guided Reading: • Leveled stories within basal readers • Sets of trade books • Sets of leveled books • Weekly Reader, Scholastic News, or other nonfiction magazines • Internet sites • Poetry • Nonfiction texts including content area texts • Writing aloud and shared writing texts

29. Top Ten Read Alouds 10. Who’s Afraid of the Big Bad Book? By Lauren Child 9. The Red Book By Barbara Lehman

30. Top Ten Read Alouds 8. The Neverending Story By Michael Ende 7. My Book Box By Will Hillenbrand

31. Top Ten Read Alouds 6. Magic by the Book By Nina Bernstein Illustrated by Boris Kulikov 5. Lionel and the Book of Beasts by E. Nesbit Illustrated by M. Hague

32. Top Ten Read Alouds 4. Inkheart By Cornelia Funke 3. The Great Good Thing By Roderick Townley

33. Top Ten Read Alouds 2. Edward and the Pirates By David McPhail

34. Top Ten Read Alouds • The Book of Story Beginnings By Kristin Kladstrup