Implementing Literacy-Based Instruction through a Read Aloud Approach

1. Implementing Literacy-Based Instructionthrough a Read Aloud Approach

2. Literacy-Based Instruction • To provide students with rich experiential background in good children’s literature. • To explore content areas through the use of good literature. • To provide instruction in alphabet letters and sounds. • To support learning through the components of literacy.

3. Our Focus for Today Why should we use Read Aloud books with children? 2. What constitutes a good Read Aloud book? What is the teacher’s role in Read Aloud? 4. Components of Read Aloud. 5. Read Aloud Sequence. 6. Make and take prop.

4. Read-alouds, a systematic method of reading aloud, • Allow teachers to scaffold children’s understanding of the book being read • Model strategies for making predictions, inferences and explanations • And teach vocabulary and concepts.

5. In Read-alouds,a storybook is read three times in slightly different ways in order to increase the amount and quality of children’s analytical talk as they answer carefully crafted questions.

6. Research Research has demonstrated that the most effective read-alouds are those where children are actively involved asking and answering questions and making predictions, rather than passively listening.

7. Assumption Effective teachers model the role of ideal reader as they read aloud.

8. Effective teachers…. Model what ideal readers do by explicitly talking as they read, making children aware that they are predicting, making an inference, or changing their ideas about what is happening in a story.

9. Reading Aloud 1. Book is slightly above their comprehension level. 2. It lends itself to multiple readings 3. It should have a refrain that children can repeat. 4. For PreK 3’s-it becomes more interesting when it contains rhyme or repetition.

10. 5. For PreK 4’s- includes engaging characters, suspense, a problem and solution. 6. Whole group or small group. 7. Cross curricular activities.

11. Repeated Interactive Read Aloud Is a systematic method of reading aloud, that allows teachers to: • Scaffold children’s understanding of the book being read • Model strategies for making predications, inferences and explanations • Teach vocabulary and concepts

12. Repeated Interactive Read Aloud A storybook is read three times in slightly different ways in order to increase the amount and quality of children’s analytical talk as they answer carefully crafted questions.

13. Analytical Talk Analytical talk involves making predications or inferences that explain a character’s motivation or connect events from different parts of the story. Teachers prompt children to engage in analytic thinking by making comments that model such thinking and then asking thoughtful questions.

14. What I need to do to prepare for Read Aloud: Teacher • Read • Practice • Whole Group and Small group. • Modifications • Decide on predictions and questions. Children • Give the children experiences with the new vocabulary. • You may do a picture walk.

15. Celebrate Literacy Book Introduction Vocabulary Questions & Comments After Reading Questions 3rd Read Aloud Structure & Components Book Introduction Vocabulary Questions & Comments After Reading Questions 2nd Read Aloud Book Introduction Vocabulary Questions & Comments After Reading Questions 1st Read Aloud

16. Components of Read-Aloud 1. Book Introduction 2. Vocabulary 3. Comments & Questions 4. After reading questions.

17. Components of read-aloud1. Book Introduction

18. Components of read-aloud2. Vocabulary

19. Components of read-aloud3. Analytic Comments & Questions “I wonder why the Gingerbread Man is being chased by the people and animals?”

20. Components of read-aloud4. After reading questions. • Why? • What if? • What’s another way to end the story? • What would you do? • How would you….? • I am thinking…..

21. Celebrate Literacy Book Introduction Vocabulary Questions & Comments After Reading Questions 3rd Read Aloud Structure & Components Book Introduction Vocabulary Questions & Comments After Reading Questions 2nd Read Aloud Book Introduction Vocabulary Comments After Reading Questions 1st Read Aloud

22. Sequence of Read- Aloud

23. First read-aloud: Focus on the main character’s thoughts and actions. “ Why do you think the Gingerbread Man ran away from the little old man and the little old woman?”

24. Second read-aloud: Comment on and ask follow-up questions about the other characters. “How do you think the animals felt when they couldn’t catch the Gingerbread Man? Or What would you have done to catch the Gingerbread Man?”

25. Third read-aloud: Reconstruct the story. Retelling Question: “What happens next?” Reconstruction Question: “I wonder what would have happened if the fox did not eat the Gingerbread Man?”

26. Acting out the Story Using Props

27. My Gingerbread Man by B.Sarah Froehlich My gingerbread man Where have you gone? Out of the oven Before you were done. With two little legs you ran and you ran. Please come back to me little gingerbread man.

28. Gingerbread Man websites Online Story: Gingerbread Man http://storynory.com/2006/05/06/the-gingerbread-man/ http://www.woodlands-junior.kent.sch.uk/interactive/onlinestory.htm http://www.topmarks.co.uk/stories/gingerbread.htm