Module 6 Interactive Read Alouds

1. Module 6Interactive Read Alouds Early Literacy Matters 8-1-2017 launch

2. Module 6 ataglance • InModule5,youlearnedtheimportanceofmodelingwriting,preparingfor writingalongtheway,andcreatingopportunitiesforchildrentowrite. • Inthismodule,youwill: • Discoverwhy choosingtherighttextmattersfor readalouds. • Exploretherichways interactivereadaloudsenhancechildren’slanguage developmentandtheirinterestinbooks. • Examinethedifferentwayschildrencanengagewithliteratureand • informationaltext.

3. Learner Outcomes: • LO1:Learnerswilldescribewhyreading aloud andselectingthe right booksetsmatter. • LO2: Learnerswillexplorethe waysinteractiveread aloudscan supportlanguagedevelopmentand learningforchildrenbirthto five. • LO3:Learnerswillbuilda unitofstudyincludinga textsetand listening,speaking,reading, and writingopportunitiesto engage childrenwithtextand to helpbuildknowledge arounda bigidea concept.

4. ThismodulealignstothecurrentReadtobeReadyCampaign’sfollowingkeyThismodulealignstothecurrentReadtobeReadyCampaign’sfollowingkey • beliefs: • EarlyLiteracyMatters:earlylanguageandliteracydevelopmentmustbegin at birthbecauseofitsdirectimpactonlatersuccessinreadingandinlife. • Readingismore thansoundingoutwords:readingisthinkingdeeply • abouta textsmeaningandhowitbuildsknowledgeoftheworldaroundus. • Teacherknowledgeandpracticearecritical:educatorsmusthaveadeep understandingoftheart andscienceofliteracyinstructioninorderto developlifelonglearners. • Ittakesacommunity:weeachholda pieceofthepuzzle,andwemustdo ourparttoimproveliteracyinTennessee. • Videolinkto“EarlyLiteracyMatters”fromReadtobeReadyWebsite: https://www.youtube.com/watch?v=60J8qRjRPkE

5. Overview: Module6 willconsistof 3 instructionalpresentations.These presentationswillhelpyoureflectonReadAlouds. • In Presentation1,you willlearnmore about choosingtherightliterature texttoreadtochildrenforoptimallanguageandliteracydevelopment. • In Presentation2,you willfocus on read-aloudstrategiesand supports • for informationaltexts. • In Presentation3,youwillexaminethestepsforbuildingunitsof studyandhow touseareadaloud tointroducechildrentotheunit ofstudy. • Followingeachpresentation, youwillhavetheopportunitytoapply yourlearningthrough ApplicationActivitiesincludedintheLearningGuide.

6. Modules contain 4 short presentations that are designed to be completed during relaxed ratios or other times as set by your school or agency. Your director or program coordinator may suggest or establish a timeline for each presentation to be completed within the module. Please take a moment to confirm your site’s requirements while noting the submission deadline for the final Learning Application Assignment that you will submit electronically to your literacy coach for feedback and support. All other completed activities will remain in your participation guide and available for your coaches review. • Section1:Startat beginningof moduleand completePresentation1and • PracticeActivity1. • Section2: CompletePresentation2and PracticeActivity2. • Section3:CompletePresentation3and PracticeActivity3. • Section4:CompleteLearningApplicationAssignmentforModule6and submititelectronically to yourliteracycoachforfeedbackand support.

7. In thispresentation,we will discussthedifferencebetween literatureandinformational books,andwhy it’s importantto read bothkindsofbooks with childrenbirthto five. • Morespecifically,youwill explore: • Benefitsofinformationaltext readalouds • Challengesofinformational • textreadalouds • Criteriafor choosingtext (book) • Strategyfor introducingthe • text(book)

8. Informationalbookshelp childrengrowasthinkersas they build knowledgeand makedeeperconnectionsto the worldaroundthem. • Informationcanbepresented in“chunks” to allowchildren tothinkabout and apply the newknowledge presented. • Informationalbookscanbe strategicallyselectedandread inaparticularorderto continuallybuild knowledge anddeepen understandings.

9. “Readingaloud opensthedoor to learning, givingchildrena specialkindof accesstothe powerofstoryandthe experienceofwhatreadingisall about. Askingquestionsduring read aloudsfosters opportunitiesforchildrento discussbigideas about themselves,thelivesofothers, andtheirworld.Asking questionsduringreadalouds providesa chanceto connect and talktogetherina meaningful way. Children not onlyfallin love withbooks andreadingbutalso learnto thinkdeeply,consider otherpointsofview,andlisten” (Strasser&Bresson,2017,p.57).

10. Sometypicalchallengesteachersandteacherassistants facewhenreading aloudinformational books toyoung children are: • Keepingchildreninterestedandengagedduebecause ofalarge amountoftextcomparedto littletonopictures. • Readingthebook initsentiretytakestoo longandhastoo muchinformationforchildrentograspatonce. • Trustingchildrentocare for booksduringindependent • exploration. • Tomeetthesechallenges,it’s importanttochoosethe rightbookandplanaheadonwhatpartofthebookwill bereadaloudandemphasized. 10

11. Selectbookswithappropriatetopicsthataligntochild’s interestsandtodevelopmentalstandards. • TNELDSDevelopmentalStandards: • https://www.tn.gov/content/dam/tn/education/standards/tnelds/std_tnelds_birth-4yo.pdf • Considerthesizeof thebook(amountoftext)andhow • informationispresented.Realisticpicturesarepreferred. • Remember,youdonot“read”everywordon thepageorthebook fromcovertocoverduringaninformationalreadaloud. • Planaheadtodecidewhichpartofthebookwillbereadto increasethechild’sknowledgeaboutthe topic.Makesomephotocardstosupplementthereadingsection(picture vocabularycards)toallowthechildtoholdandinteractwith.

12. Invitechild(ren)tocometo“read” thebookwithyou. • Buildinterestbytalkingaboutthe bookcover,connectingthebookto otherbooksreadontopic,and predictingwhatthestory mightbe about. • Takea“picturewalk”throughthe booktopreviewthestory. • Helpchildrenidentifystory • structures: • Setting (whenandwherethestorytakes place) • Characters(whothestoryisabout) • Theme(whatthestoryisabout) • Plot (whathappensduringthestory) • Resolution(howthestoryends)

13. “Reading the samestory overmultipledays supports movingfromlower- tohigher-levelthinking”(Strasser& Bresson,2017,p.58). • The secondreadingofthe bookcouldbe a picturewalkallowingchildrentoretellthestory throughpictures. Focus questions askedon detailsfoundinpictures. • During additionalreadings,youcanselectacoupleof pages to spendmore timediscussing. • Avoid askingallquestionsinoneread-aloudsessionas itbreaks theflow ofthe storyandchildren become disengaged.

14. Clickonthe appropriatevideolinkforthe age youworkwithandwatchavideoofan InformationalRead-Aloudandrespondtothe questionsthat followthe listedlinks: • Infant ReadAloudLink: • https://www.youtube.com/watch?v=ekeLgFPooaQ • ToddlerRead AloudLink: https://www.bing.com/videos/search?q=Reading+about+things+that+go&&view=detail • &mid=CB93E0C3672EEE259849CB93E0C3672EEE259849&&FORM=VRDGAR • PreschoolerReadAloudLink: • https://www.bing.com/videos/search?q=video+reading+informational+text+with+preschoolers&&view=detail&mid=205198C34DDE2CF9C92F205198C34DDE2CF9C92F&&FORM=VRDGAR • Asyouwatchthe videoconsider: • Wasthe selectedbookappropriateforengagingchildrenofthisagewithtext? • Howdidthe teacherencourageresponsivenessor interaction? • Howwastheteacherintentionalinher interactions?Weretheseplannedinteractions? • Whatskillswerebeingsupported?

15. For thispractice activity,youwillintentionallyplananinformational read aloudof yourchoosing that relates in somewayto theliteraturereadaloudbookyouselectedto read forPractice Activity1. RecordyourplansontheInformationalReadAloudPlanningSheet includedinthe Learner Guide.

16. AftercompletingtheInformationalRead-AloudPlanningSheetand carryingout the read aloud,brieflyreflectonthesequestions: • How did planning aheadhelpyouthinkabout whatsectionofthe bookyouwouldread? • Whatplacesin thetextread did youplanto encouragechildrento interactandrespond? • How didthe child(ren)respondto the placesinthe textsection • read? • Didyoucreateany supplementalmaterialssuchaspicturecards forchildrentointeractwith? • For the informationalbookyou selected,whattypeofliterature bookmightyoureadaloud next toencouragemore learningon thetopic? • Includeyour responsesin yourLearnerGuide.