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The Read Aloud Handbook
Transcript of The Read Aloud Handbook
Started volunteer work, which lead to research and writing a book Purpose of the Book: Not to teach children how to read, but to WANT to read
"Sponge Factor"--900 v. 7,800 hours
Influence of parents and family
Reading is IMPORTANT! "What we teach children to love and desire will always outweigh what we
make them learn." Why Read Aloud? Issued report in 1985, "Becoming a Nation of Readers"
Two of the main findings: 1. Being read to is the most important activity for building reading success 2. Reading aloud should be used throughout all grades By Reading aloud we... Condition children's brains to associate reading with pleasure
Build background knowledge
Provide a reading role model They like The experience The subject matter The people who read a lot Research Reading to pre-K's--
beginning reading skills
vocabulary acquisiton 1. Joe Mauer and Justin Morneau singled to start the eighth inning. After a Blue Jays pitching change to bring in Kyle Drabeck, Jim Thome--the first of a series of pinch-hitters--came to the plate for Kubel. Thome bunted, moving Mauer and Morneau over.
2. Kallis and Rhodes put on 84 but, with the ball turning, Mark Waugh could not hit with impunity and his eight overs cost only 37. The runs still had to be scored at more than seven an over, with McGrath still to return and Warne having two overs left, when Rhodes pulled Reiffel to Beven at deep square leg. Background Knowledge Main pre-K skill that's the main predictor of school success: vocabulary WORD GAP Commission on Reading Reading Interest Drops 78% from K-12
Only 50% of adults read for pleasure Motivated readers When to Start and Stop
Reading Aloud Interesting experiment: Fetuses read to 2 1/2 months before they were born
Heartbeat increased with new stories
Heartbeat decreased with familiar stories
Formal Reading Instruction 4 of the top 10 countries don't start until age 7
Most "early fluent readers" are not formally taught, and it's not recommended Reading v. Listening Skills Usually converge at 8th grade
Until then, kids can usually listen at a higher level than they can read
Reading Aloud Pick books that are interesting to students
Include novelty, humor, conflict and suspense
Will get larger learning benefits (including vocabulary) Discuss what you read!
Gradually increase book length/complexity
Divide books into chapters yourself
Read ahead and mark long passages--these can be abbreviated Picture Book Chapter Book Picture Book Series Choosing Read Aloud Books Infants and Young Toddlers Sounds are important--rhythm, rhyme, repetition, silly/dramatic sounds, colorful, familiar Ages 2 1/2 - 3 Idea of plot can be introduced, but nothing complicated--lost puppy, lost mitten, learning how to whistle Ages 3-7"ish" Plot becomes more important in holding attention; what happens next? Ages 8 or 9 and up Books become more realistic, plot begins to center on social/emotional issues eventually turning into "young adult" literature Books must be developmentally appropriate, even so, some should not be shared out loud in a classroom Teach/cultivate listening Vary length and subject matter Occassionally ask questions Discuss illustrations Stop at suspensful spot Give students time to get ready to transition into listening Make sure everyone can see the pictures Use expression Read too fast Add a 3rd dimension Keep track of books students read Allow doodling When your students read, you should read too Have older students read to younger students Show enthusiasm for reading Read stories you don't enjoy Feel like you have to tie every book to class work Overwhelm your listener Pick a book that many students have already
heard or have seen on TV Pick novels heavy with dialogue Be fooled by awards Start reading if you won't have enough time to do it justice Answer every student's questions while reading Impose interpretations Use a book or reading as a threat/punishment Sustained Silent
(SSR) NRP v. SSR NRP's report in 2000 noted there wasn't enough evidence to support SSR's use in school, especially if it's being used as the only instructional method
They only looked at 14 short-term studies
In 10, SSR groups performed the same as control groups; in 4 SSR groups surpassed control groups
History Proposed in the early 1960's by Lyman C. Hunt Jr.
Supported by research of reading experts Robert and Marlene McCracken Recommended Structure 1. Students should read to themselves for a limited amount of time (10-15 minutes)
2. Students select their own material before SSR begins and no changing is allowed
3. Teacher must also read
4. No reports/work is required from students Benefits of SSR Fosters automaticity
Provides students with a new perspective on reading--for recreation
Result in positive changes in attitudes towards: library, voluntary and assigned reading and importance of reading When SSR Could Fail Good Ideas Create bookshelves on a budget using rain gutters Attract students more by displaying books with covers facing out
Create an inviting reading area There are journals that review children's books (The Horn Book, School Library Journal)
http:gpn/unl.edu/rainbow/booklist/booklist.asp Find Out About Good New Children's Books The more that you read,
the more things you will know.
The more you learn,
the more places you'll go."
— Dr. Seuss, "I Can Read With My Eyes Shut!" March 24, 2011 Questions?
Thank you! By Holly Solberg "The Read Aloud Handbook" Presentation Bulletin board TVs and
Computers Reading Comprehension More difficult: 25% slower
Computer screens are 6 times less clear than book text
Key is Moderation Computers 8 hours or less/week: higher scores on letter-word recognition, reading comp and math calculations TV Impact of heavy viewing shows up in reading and math
Even related to achieving a bachelor's degree by age 26--40% of children who watched 1 hour or less a day obtained B.A.'s, 10% of children who watched 3+ hours a day
Recommendations: no TV before age 2, 10 or fewer hours/week after
Closed captioning benefits: visual supplements auditory