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Explore the importance and strategies of read alouds in early literacy. Learn the difference between shared and interactive read alouds, and master pre-, during, and post-read aloud techniques for optimal learning outcomes. Discover the power of vocabulary selection, questioning techniques, and comprehension strategies in enhancing children's oral language development and reading skills.
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Norms • Actively participate • Show mutual respect • Limit side conversations • Use mobile devices courteously • Be extraordinary!
Expected Outcomes • To learn what a read aloud is and the importance • Learn the difference between a shared read aloud and an interactive read aloud • What to do before, during, and after a read aloud
Question Who can tell me…how many read alouds should you read in one day???
What is a Read Aloud? The teacher offering intentional instruction by using specific questions and prompts to enhance children’s development of oral language and comprehension. --Frog Street Press
Rationale for Reading Aloud • Promotes an enjoyable experience with books • Motivates children to want to learn to read • Provides a good model of fluent and expressive reading • Helps develop a sense of story
Rationale for Reading Aloud • Builds background knowledge • Builds comprehension • Increases concept and vocabulary knowledge • Provides opportunities to hear and understand more formal language • Inspires writing
Interactive Read Alouds • Teacher reads from one book • Used for comprehension strategies, think alouds, fluency, etc.
Shared Read Alouds • Teacher and students read in unison • Students practice reading fluency, expression and concepts of print. • Texts that can be read: • Big books • Charts poems, rhymes, etc.
Lesson Pre-Work • Pick a book • Preview the book • Select vocabulary • Identify the big idea of the book and/or the comprehension focus question • Select stopping points • Plan questions for scaffolding
Choosing a Read Aloud • Background and interest of your children • Length of the book • Purpose or goal of book
Vocabulary New vocabulary includes unfamiliar words that children will need to understand for comprehension. *This does not always mean the hardest words.
Remember… • When introducing vocabulary , encourage the children to say the word with you. Ask them to say it again and then to a partner. • If possible…create an image. Offer drawings, gestures, or dramatization. It moves the meaning of a new word from an abstract to concrete thought. • Infuse targeted vocabulary throughout the day to provide sustained rehearsal. • Develop context: Return to the place in the book where the word was encountered. • Decontextualize: Extend the meaning of the word to a different content .
Choosing Vocabulary • Choose 2-3 words per story • Choose words that might need clarification so they don’t obstruct children’s comprehension • Choose Tier 2 words: Words that characterize written text. Learners are less likely to run into these words as they listen to daily language. • Choose words that will have the most ”mileage”
Example • Click, Clack, Moo: Cow That Type, Doreen Cronin
Example • Stellaluna, Janell Cannon
Example • Two Bad Ants, Chris Van Allsburg
Before Reading • Launch of the book • Build background knowledge • Set the thinking job • Set the comprehension questions • Summarize what was read the day before…if appropriate
During Reading • Use think-alouds and think-turn-talk stops that are flagged in the book to model your thinking in order to develop comprehension skills for your students and to guide their thinking in order to answer the comprehension questions. • Explain vocabulary as you encounter it in the book….a brief explanation as to not interrupt comprehension.
Think Alouds • Make your thinking visible as an excellent reader and thinker for your students • Find a way to signal you are doing your own thinking
Think-Turn-Talk • Students turn and talk with a partner about a specific question/purpose • Explicitly teach the routine to students before the read aloud • Have partners planned ahead of time
Types of Questions • Factual • Inferential • Opinion • Text to self • Text to text • Prediction • Authorship • Vocabulary
Sample Questions Factual Questions: • Where does this story take place? • What kind of bird is this? Text to Self Questions: • How would you feel if that happened to you? • What would you have done differently?
Comprehension Strategies Comprehension strategies are a major goal of interactive read alouds. • Using prior knowledge • Asking questions • Making predictions • Making connections • Comparing and contrasting
Question Reminders • Be sure to have different levels of questions prepared for different levels your students • For students that have difficulty answering questions: - Do not just say you will come back to them - Give them choices for the answers (2-3) - If needed, give them the answer and have them repeat it back to you
Scaffolding • Minimal scaffold: Either/or reducing choices • Moderate scaffold: Cloze prompt…for final word (start the word for student) • Intense scaffold: Say…to elicit answer
After Reading • Guide students in a discussion using higher order questions (this may not happen in everyday) • Review and reinforce targeted skill • Ensure that all students have the opportunity to respond
Extensions • Dramatizing story • Dramatic play • Puppets • Story baskets • Thinking maps • Graphic organizers • Work Stations
Important to remember! Too many strategies, too much new vocabulary and too many questions will take away from the book! Choose carefully and purposefully!
Time to Plan! There is a book on your table. As a group, plan for your read aloud using the Planning for a Read-Aloud template you have in your packet.
