READ ALOUDS AND BOOK TALKS

1. READ ALOUDS AND BOOK TALKS What, Where, When, and Why

2. What is a Read Aloud? • Time in the school day when a teacher/library support specialist has planned to read orally to a group of students. • The text is usually above their independent reading level but at their listening level

3. Read Aloud Brainstorm At your tables, discuss the following: In terms of Read Alouds in the library- Why? When? Where? How? Chart paper for visual representation of discussion

4. Why Read Alouds . . . • Involve students in reading for enjoyment • Demonstrate reading for a purpose • Provide an adult demonstration of phrased, fluent reading • Help students develop a sense of story • Help students develop knowledge of written language syntax • Help students develop knowledge of how texts are structured • Increase students’ vocabulary

5. More whys . . . Read Alouds . . . • Expand the students’ linguistic repertoire • Support intertextual ties • Create a community of readers through enjoyment and shared knowledge • Make complex ideas available to students • Promote oral language development

6. More whys . . . • We love to share the joy of reading • We can highlight particular parts of the library collection • A teacher has asked us to focus on a particular topic

7. When • Beginning, middle or end, depending on what works best for the group of students you have

8. Where • Plan where and how the children are going to sit and where you will sit or stand. Be sure each child can see the book and make sure they know that everyone will get to see the pictures. The reader should be elevated in order to monitor students, especially those sitting in the back. • Use cues to settle the children and consistently use them. Examples: “1,2,3 Eyes on me.” “I wiggle my fingers; I wiggle my toes; I wiggle my shoulders; I wiggle my nose. Now all the wiggles are out of me, and I’m as quiet as I can be. (Shhhhhh….)

9. How • Choose books that are exciting enough to hold children’s interest and short enough to fit their attention spans. Their attention span will grow throughout the year. • Read the book ahead of time. By familiarizing yourself with the book you will know the story line, rhythm of the words, vocabulary, pronunciation, and characters. This familiarity will allow you to involve the children by having eye contact while you read.

10. How . . .continued • Develop a main idea statement that will give the students an idea of what the story is about. This statement can be given before the students see the cover, while they are looking at the cover, or as you show the students the title page if it is different than the cover. Also, consider using the back cover of a book for it sometimes gives additional information through pictures or text. Use the introduction to create interest and set the mood for the story.

11. How . . . continued • Start every read aloud by introducing the title and author. If you have read other books by that author discuss that with the children. • Encourage participation. • Let the children know that you can’t wait to read to them every day!

12. Read Aloud Challenges • Inattention by some children, which can interfere with other students’ listening. In order to get the most from Read Alouds you need to set up an explicit routine. • At your tables, discuss what routines you establish

13. Read Aloud Solutions • Use cues to give children ways to control their behavior themselves. Example: Move your finger across your mouth, tell the children that the signal means to be quiet or put on your listening ears. Use these consistently. Example: If a child isn’t listening, say his/her name in the story. Children love to hear their names in the book.

14. http://readaloudreview.com/

15. http://www.readaloudnebraska.org/favorites.html

16. Resources • Benefits of Read Alouds: http://www.esiponline.org/classroom/foundations/reading/readalouds.html • Read Aloud tips (video): http://www.youtube.com/watch?v=xw4ebg0jV4o • Book Lists for Read Alouds: http://www.teachersfirst.com/100books.cfm http://www.readaloudamerica.org/booklist.htm http://www.ilfonline.org/Programs/readaloud.htm

17. Booktalks • Presentations designed to entice an audience to read a book or books. oomscholasticblog.com

18. General Guidelines • Decide on a program length (usually 5- 15 mins.). • 30 secs. to 5 mins. per booktalk. • Know your audience and setting. • Select a variety of books to appeal to different genders, backgrounds, interests and reading levels. • Beware of inappropriate content. • Explore curriculum connections.

19. General Guidelines • Prepare, prepare, prepare! • Bring visual aids. • Books, booklists, promotional materials, props, incentives. • Be yourself. • Allow time for discussion, questions and browsing.

20. Keeping Their Attention Start strong, end strong. Make eye contact. Mix it up. Link the books to the students’ lives, current events or pop culture. Prepare smooth transitions. Be flexible. Use humour and/or props. Involve the students/teachers.

21. Sample Booktalks • How to Steal a Carby Pete Hautman • Stolenby Lucy Christopher • Absolutely, Positively Notby David Larochelle • Shiver by Maggie Stiefvater • Being Nikki by Meg Cabot • Black Rabbit Summerby Kevin Brooks • Cirque du Freak: A Living Nightmareby Darren Shan

22. Share Time • At your tables, share the booktalks that you have done that have been successful • Discuss ways that you keep students on task during book talks • Discuss other ways that you “sell” books to students

23. Further Resources • How to do a booktalk: http://www.uri.edu/artsci/lsc/Faculty/geaton/MSLMAtalk/ • Marketing the library: http://star61451.tripod.com/marketingthelibrary/id7.html * • Reading online: http://www.readingonline.org/electronic/elec_index.asp?HREF=/electronic/webwatch/book_talks * * Denotes that other links are embedded in the article

24. References • Slide share: http://www.slideshare.net/nwsnmry/components-of-effective-read-aloud • About Best Practices in Understanding Read Alouds http://www.benchmarkeducation.com/reading/understanding-read-alouds.html#Section_6 • Dal / YA lit presentation slides (courtesy of HPL)