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What is an interactive read aloud
What is an interactive read aloud
What is an interactive read aloud
What is an interactive read aloud
What is an interactive read aloud
What is an interactive read aloud
What is an interactive read aloud
What is an interactive read aloud
What is an interactive read aloud
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What is an interactive read aloud

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  • “A teaching context in which students are actively listening and responding to an oral reading of a text.”Direct Quote from:Fountas, Irene and Pinnell, Gay Su: The Continuum of Literacy Learning, Grades K-2. A Guide to Teaching.page 163. Portsmouth, NH: 2007.
  • “Because children's listening comprehension outpaces their reading comprehension in the early grades, it's important that your students build knowledge through being read to as well as through independent reading, with the balance gradually shifting to silent, independent reading” Direct quote fromhttp://www.ascd.org Educational LeadershipDecember 2012/January 2013 | Volume 70 | Number 4 Common Core: Now What? Pages 36-41Closing in on Close ReadingNancy Boyles---------------------------------------------------------------------------------------------------------------------------------Through Interactive Read Aloud, you will guide students through a close reading, model what good readers do, engage them in conversation about the text and assist them in acquiring the strategies and confidence that will help them during independent reading, guided reading and writing. Paraphrased from:Pinnell, Gay Su and Scharer, Patricia L.: Teaching for Comprehension in Reading: Grades K-2. Chapter 11. by Diane E. Deford. page 219.
  • Transcript

    • 1. “A teaching context in which students are actively listening and responding to an oral reading of a text” Fountas & Pinnell, 2007, p. 163
    • 2. “Because children's listening comprehension outpaces their reading comprehension in the early grades, it's important that your students build knowledge through being read to as well as through independent reading, with the balance gradually shifting to silent, independent reading” (Boyles, 2012). Through Interactive Read Alouds, you will guide students through a close reading, model what good readers do, engage them in conversation about the text, and assist them in acquiring the strategies and confidence that will help them during independent reading, guided reading, and writing (Deford, 2003).
    • 3. LOOK LIKE  Students sitting in a group  Teacher reading aloud to the group  Teacher modeling what good readers do  Teacher asking questions about the text  Students actively participating and engaged with text  Teacher monitoring and responding to student responses SOUND LIKE  Teacher reading aloud to students  Teacher thinking aloud about the text  Teacher asking carefully crafted and pre- planned questions about the text  Students asking questions about the text  Students responding to questions, reporting, conversing, and/or expressing ideas and understandings about the text An Interactive Read Aloud typically lasts about 15 minutes.
    • 4. Determine the purpose, st andard(s), a nd objectives for the read aloud. Select an engaging, complex text. Pre- read the text. Plan out natural stopping points and mark them. Determine key under- standings to be addressed, and text- dependent questions and vocabulary to be taught. Model analytic thinking, fluency, and expression as you read. Guide discussion and support students in participating using evidence from the text.
    • 5.  Determine the purpose, standard(s), and objectives for the read aloud.  Select complex texts  Pre-read text  Choose natural stopping points for discussion  Create text-dependent questions to use  Determine vocabulary to address  Determine strategies you will use to teach/organize information such as graphic organizers  Determine strategies you will use to engage students Prior to Interactive Read Aloud
    • 6.  Read aloud to the whole class or a small group  Model close reading strategies and behaviors  Use fluency, voice, and expression  Model analytic thinking aloud  Stop at points throughout the text to discuss and ask text-dependent questions  Provide students the opportunity to share and discuss their thinking and questions  Provide sufficient wait time for students to respond  Promote book talk, active listening, and engagement  Support students in using the text when answering  Assess student learning formatively During Interactive Read Aloud
    • 7.  Listen actively  Engage in conversations with teacher and peers about the text  Answer questions about the text  Ask questions about the text  Use evidence from the text to support ideas and understandings  Notice important details  Identify vocabulary words where the meaning of the word is unclear During Interactive Read Aloud
    • 8. Boyles, N. (December 2012/January 2013). Common core: Now what? Closing in on close reading. Educational Leadership, 70(4), 36-41. Deford, D. E. (2003). Interactive read aloud: Supporting and expanding strategies for comprehension. In G.S. Pinnell & P.L. Scharer (Eds.), Teaching for Comprehension in Reading, Grades K-2 (211-224). New York, NY: Scholastic. Fountas, I., & Pinnell, G. S. (2007). The continuum of literacy learning, grades K-2: A guide to teaching. Portsmouth, NH: Heinemann.

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