Send the link below via email or IMCopy
Present to your audienceStart remote presentation
- Invited audience members will follow you as you navigate and present
- People invited to a presentation do not need a Prezi account
- This link expires 10 minutes after you close the presentation
- A maximum of 30 users can follow your presentation
- Learn more about this feature in our knowledge base article
Do you really want to delete this prezi?
Neither you, nor the coeditors you shared it with will be able to recover it again.
Make your likes visible on Facebook?
You can change this under Settings & Account at any time.
Read-Aloud Plus Strategy
Transcript of Read-Aloud Plus Strategy
Read-aloud plus is a strategy teachers can use with English Language Learner students to help them when they are reading difficult text.
It is a method where the teacher reads out loud to illustrate correct pronunciation and fluency .
Assess and monitor growth.
Review key concepts.
Engage the students actively.
Preread and choose support materials.
Explain the process to the students.
Why it Works
The read-aloud plus strategy incorporates the modeling of fluent, expressive reading of English text with techniques for clarifying vocabulary, periodic checking for understanding, and providing and activating knowledge that helps students make connections between text and personal experience.
How it Works
Read-aloud plus involved the teacher reading the text aloud to students while adding visual support, periodic paraphrasing, and/or rewriting as the "plus" or extension to the read aloud.
The students are actively engaged and involved. This strategy allows students to become familiar with strategies they can use independently whenever they have to read difficult text. This provides students with reading comprehension and practice in the process of interacting with required content area or literature text.
What to Do
The teacher prereads the text to be explored and selects vocabulary/and or concepts that may be unfamiliar to the students. The teacher then selects appropriate extensions such as visuals or rewriting activities that will be used and designs an approach for presenting the materials to the students.
Some of the support materials will be most effectively presented prior to reading the text aloud, others may need to be presented as the text is read, while others will best be used after the reading.
Prepare the Students
The teacher tells the students that she will be reading the text to them and that they will be expected to listen carefully so that they can participate fully in the extension activities.
The Best Way to Teach is to Model
The teacher gives an example or two of how students will participate and uses herself as an example for how to act during their lesson.
The teacher engages the students in active-learning extension activities.
Periodically during the reading or immediately after the reading so that the students make connections between the new vocabulary and the concepts presented.
The teacher reads aloud, stopping at appropriate places for clarification or to display visuals that help relate vocabulary and concepts to the students' background knowledge.
Students can use the internet to search for illustrations to add context to the read-aloud materials. They can use a word processor for writing versions of the text read-aloud. They can create visual presentations demonstrating their understanding of the text.
Read-Aloud Plus Extension Activities
Visuals, realia, paraphrasing, rewriting, rewriting and illustrating, comparing and contrasting, physicalization.
The results from a research article we found, called Read Alouds and Beyond, suggests that the effects of the read aloud plus intervention were stronger than the effects
of the read aloud only intervention on target word learning. In addition, the effects of the read aloud
plus intervention on target word learning was stronger for children with higher versus lower general
Based on Jim Harvey's speech structures
Read and clarify.
Teacher reviews key concepts and vocabulary and leaves the visuals displayed in the classroom so that students can refer back to them during any follow up assignments.
The teacher should observe during the interactions and make anecdotal notes that demonstrate the students' understanding or need for additional instruction.
Students may create a paraphrased version of the reading materials, illustrations that demonstrate their understanding, or other graphics or visuals.
Silverman, R., Crandell, J., & Carlis, L. (2013). Read alouds and beyond: The effects of read aloud extension activities on vocabulary in Head Start classrooms.
Early Education And Development
, 24(2), 98-122.
Herrell, A.L., Jordan, M., & Herrell, A.L. (2012). 50 strategies for teaching English language learners. Boston: Pearson. 155-159.