Interactive Read-Aloud & Shared Reading

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

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. Fountas and Pinnellon 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. How to Support Reader Thinking Within, Beyondand About a Text

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

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

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

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

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

17. The Continuum of Literacy LearningAndMaking MeaningGo Hand-in-Hand

18. 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 Strategies in Making Meaning

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. 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. 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. Types of Performance Reading

23. Shared Reading The Next Step…

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

26. 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.

27. Thinking Beyond the Textfor 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.

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

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

30. 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!

31. 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.

32. A Step Further… Writing About Reading Continuum

33. 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.

34. 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 Learning to WriteAbout Texts

35. 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

36. Wrap It Up!Comments?Questions?

37. Thank You for Sharing!

38. 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