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Interactive Read-Alouds

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Ashley Huff

on 18 June 2015

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Transcript of Interactive Read-Alouds

A read aloud is a strategy in which a teacher sets aside a time to read orally to students on a consistent basis from texts above their reading level but at their listening level.
What is a Read Aloud
What will teachers read aloud?
Fiction
novels
picture books
short stories
poetry

Magazine Articles
Newspaper Articles
Non-Fiction
biographies
informational text
historical documents
speeches
Reading aloud to the student allows the teacher to.....
expose students to higher-level texts
expose students to new vocabulary, text structures, and genres
create a safe learning environment
facilitate discussions
build rapport with students
Why read aloud?
create a relaxing learning environment
help students talk and think about the texts and broadens imaginations
support whole class book studies
introduce a new novel
familiarize students with text structures and genres
introduce a new theme
engage students in conversations of sharing ideas and listening to alternative perspectives
supports and enhances language and thinking skills
creates an interest in reading
benefits syntactic development, vocabulary acquisition, comprehension, fluency, and reading skills
improves writing
allows for more cultural sensitivity
builds rapport between teachers and students
Interactive Read-Alouds
Read aloud strategies
during
reading
Read aloud strategies
after
reading
Read aloud strategies
before
reading
To establish an effective read-aloud time, the teacher must...
consider a seating plan: students should be comfortable.
follow up students' responses with teacher thoughts and prompts to facilitate higher-level thinking
use expression (tone, pitch, phrasing, inflection, etc.)
plan stopping points where you will discuss the story
How to choose an appropriate read-aloud text
choose a text two levels above the grade level to which you are reading
when selecting a higher-level text consider whether the content is appropriate for the time of year and the maturity of the class
consider the community in which you are teaching
use a variety of genres
encourage students to visualize the text
demonstrate "mind movies" to class
introduce/reinforce reading skills
fluency
expression
comprehension
plotting series of events
predictions
sequencing
synthesizing
inferencing
comparing/contrasting
stop at pre-selected parts in the text to discuss more "We think...." statements/predictions
Suggested read-aloud titles for K-3
Suggested read-alouds for grades 4-6
Dodger and Me by Jordan Sonnenblick
Gregor the Overlander by Suzanne Collins
Out of My Mind by Sharon M. Draper
The Shadow Club by Neal Shusterman
The Schwa Was Here by Neal Shusterman
The Last Book in the Universe by Rodman Philbrick
Electrical Wizard: How Nikola Tesla Lit Up the World by Elizabeth Rusch
How Angel Peterson Got His Name and Other Outrageous Tales About Extreme Sports by Gary Paulson
Suggested read-alouds for intermediate grades
Hope Was Here by Joan Bauer
The Mailbox by Audrey Shafer
Unwind by Neal Shusterman
Rules of the Road by Joan Bauer
Henry’s Freedom Box by Ellen Levine
Scary Stories to Tell in the Dark by Alvin Schwartz
Suggested read-alouds for secondary grades
Great Expectations by Charles Dickens
Bruiser by Neal Shusterman
Inside Out and Back Again by Thanhha Lai
The Interrogation of Ashala Wolf by Ambelin Kwaymullina
The Princess Bride by William Goldman
The Last Lecture by Randy Pausch
Sum: Forty Tales from the After Lives by David Eagleman
The Alchemist by Paulo Coelho
The Legend of the Wandering King by Laura Gallego Garcia
Funny in Farsi: A Memoir of Growing Up Iranian in America by Firoozeh Dumas
Hoop Genius: How a Desperate Teacher and a Rowdy Gym Class Invented Basketball by John Coy
A note about chapter books...
allow for minimal/no interruptions
plan for lengthier reading times until your students are "hooked"
plan the read-alouds around vacation breaks: also plan to begin/end a read-aloud a few days before/after a vacation break
DO NOT cancel read-alouds
encourage students to visualize text as chapter books usually lack pictures
plan stopping points to facilitate discussions and to provide scaffolding
certain genres require more planning and scaffolding
set a purpose for reading
picture walk
identify author, title, setting, and characters
Activate prior knowledge
Open up conversation
Ask students for impressions about the story - share “We think…” statements
“We think this selection is about....”(predicting)
“We think this selection is like....”(comparison)
“This selection reminds us of…” (connecting to what they already know)
“This selection is sad, happy (emotions) because…” (commenting, evaluating)
Strategies...
in action!
Class discussion
discuss student questions
discuss prediction outcomes
Ask which of the prompts on the bookmark is their favorite or the most helpful and why?
apply comprehension skills
guided class acitivites
independent student activities
Build on previous knowledge using a Reader's theater of Three Billy Goats Gruff (review this story with the students)
Read the story, The Bully Goat Grim
Use pre-selected stopping points to think-aloud about the text and to discuss the story
After reading the story, create a Venn Diagram and, with the students' help, compare and contrast
The Bully Goat Grim
and
The Three Billy Goats Gruff
give the students post-it notes to write or draw their comparisons and contrasts and place the post-its on the Venn Diagram
Apply the skill - students will use books and a provided Venn Diagram to compare/contrast characters, events, objects, etc from their book
PRIMARY
Strategies...
in action!
What is visualizing.....(see anchor chart)

Read the story-The teacher will periodically pause at pre-selected spots during and after the read-aloud to demonstrate how good readers use sensory images to comprehend a text.
Say, "During this part I could see, (or hear, or feel) ..."
have students "act out" what they are seeing in their minds for the class
Apply the skill - Students use a book they have selected to sketch images that have enhanced their understanding of the story or choose high sensory passages and sketch images based on those passages. Students should then share with a partner.

Strategies...
in action!
Intermediate
Strategy: Compare/Contrast
Strategy: Visualizing
Secondary
Strategy: Point of View
Before reading- Activate students prior knowledge of The Three Little Pigs by asking for volunteers to retell the story
Introduce the story by engaging students in a discussion about rumors and gossip. For example, discuss what happens when you hear something in the hallway, how it can be misinterpreted and how it "snowballs" as it is spread.
Read the story and discuss the similarities and differences between the two versions. Focus not only on the versions, but also the different viewpoints to consider when reading the texts.
Apply the skill - Students should select one fairy tale and rewrite the fairy tale from the viewpoint of another character or of a different character.

Resources
Interactive Read Aloud: How To Do It and Why It Works. (n.d.). Retrieved June 11, 2015, from http://www.k5chalkbox.com/interactive-read-aloud.html

Teacher Read-Aloud That Models Reading for Deep Understanding - ReadWriteThink. (n.d.). Retrieved June 17, 2015, from http://www.readwritethink.org/professional-development/strategy-guides/teacher-read-aloud-that-30799.html


Layne, S. (2015). In Defense of Read-Alouds: Sustaining Best Practice. Portland, Maine: Stenhouse.


Beltchenko, L. (Ed.). (n.d.). The Components of Effective Read Alouds. Retrieved June 10, 2015, from http://www.d118.org/district/curriculum/initiatives/components-effective-read-alouds.pdf


Mcgee, L., & Schickedanz, J. (n.d.). Repeated Interactive Read-Alouds in Preschool and Kindergarten. The Reading Teacher, 742-751.

Lennox, S. (2013). Interactive Read Alouds - An Avenue for Enhancing Children's Language for Thinking and Understanding: A Review of Recent Research. Early Childhood Education Journal, 41(5), 381-389. doi:10.1007/s10643-013-0578-5



I believe that read-alouds reach their highest level of potency when they
are based on a careful balance between fiction and nonfiction—exposing
learners to the language forms and structures of the many different text
types they need to control as a reader. The language of a set of directions, an
informational poem, a Seymour Simon description, and a newspaper all differ
dramatically from the language of a novel or picture book. If we are to empower students as readers of all the texts in their world, we must ensure they have ample opportunity to listen to and reflect upon the broadest possible range of text types. Read-aloud weaves a rich tapestry of wonder and thoughtful reflection that gains strength and momentum when built upon a wide range of subjects and differing text structures.

— Linda Hoyt, Author of the Interactive Read-Alouds: Linking Standards, Fluency, and Comprehension series (Heinemann)
Best Ever Advice on…
Reading Aloud
Picture books
The Salamander Room by Anne Mazer
Show Way by Jacqueline Woodson
Giraffes Can't Dance by Giles Andreae
The Day the Crayons Quit by Drew Daywalt
Actual Size by Steve Jenkins
Where the Wild Things Are by Maurice Sendak
The Magic Hat by Mem Fox
My Little Sister Ate One Hare by Bill Grossman
Koala Lou by Mem Fox
Chapter Books
The Miraculous Journey of Edward Tulane by Kate DiCamillo
The BFG by Roald Dahl
The Lion, the Witch, and the Wardrobe by C.S. Lewis
Stink: The Incredible Shrinking Kid by Megan McDonald

Interactive Read-Aloud in Action...
Full transcript