InteractiveRead-AloudGrades K-3October 17, 2012Presented by: Building readingspecialists                                 1
Agenda  Definition of Interactive Read Aloud Purpose of Interactive Read Aloud Process Including Book and Objective  Se...
A Definition According to Fountas and Pinnell,  Interactive Read-Aloud is “A teaching  context in which students are acti...
Fountas and Pinnell          on Reading           “Reading to children is the most effective            literacy demonstr...
The Continuum                of Literacy Learning          Curriculum goals of Interactive          Read-Aloud:          ...
Benefits            of Interactive Read-Aloud           In Interactive Read-Aloud, the listener is            freed from ...
Vocabulary           Interactive Read-Alouds and Literature            Discussions help students to expand            voc...
Special Benefits          for ELL Students          For ELLs, Interactive Read-Alouds provide           Opportunities to ...
How to Support          Reader Thinking          Within,          Beyond          and About a Text                        ...
Within the Text          Benefits           Students do not have to decode.           Children hear fluent phrasing.    ...
Beyond the Text          The teacher can           Help children to make predictions and            connections to previo...
About the Text          The teacher can direct students’ attention          to:           Author’s craft           Use o...
Which Level to Choose?           The teacher does not need to select a            specific level, but the text           ...
Example of Prompts          See Moon Handout from Collabs.          Reading Skill      Think-Aloud        Turn and Talk   ...
Kid Watching            From the teacher’s vantage point:             Look for evidence of students’ literal             ...
Modeling of an           Interactive Read Aloud                          16Modeling
Turn and Talk              To a grade level peer to              develop an Interactive Read              Aloud for your c...
Wrap It Up!             Comments?             Questions?Thank you!                 18
Acknowledgements Fountas, Irene and Pinnell, Gay Su:  Matching Books to Readers.  Portsmouth, NH: 1999. Fountas, Irene a...
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Interactive readaloud k 3 with reading teachers input

  1. 1. InteractiveRead-AloudGrades K-3October 17, 2012Presented by: Building readingspecialists 1
  2. 2. Agenda Definition of Interactive Read Aloud Purpose of Interactive Read Aloud Process Including Book and Objective Selections Assessment Model Independent Work to Develop Interactive Read-Alouds for Classrooms 2
  3. 3. A Definition According to Fountas and Pinnell, Interactive Read-Aloud is “A teaching context in which students are actively listening and responding to an oral reading of a text.” --The Continuum of Literacy Learning, Grades K-2. A Guide to Teaching, page 163. 3
  4. 4. Fountas and Pinnell on Reading  “Reading to children is the most effective literacy demonstration you can provide. As you read aloud, you demonstrate how to think and act like a reader; you also provide insights into writing because you are sharing a coherent, meaningful piece of written language that an author has constructed…” --Matching Books to Readers, page 9 4Purpose
  5. 5. The Continuum of Literacy Learning Curriculum goals of Interactive Read-Aloud:  To promote new learning from the selected text.  To expose students to a variety of genres and increasingly complex texts.Purpose 5
  6. 6. Benefits of Interactive Read-Aloud  In Interactive Read-Aloud, the listener is freed from decoding and is supported by the oral reader’s expression --fluency --phrasing --stress  The reader’s focus is then on making meaning. 6Purpose
  7. 7. Vocabulary  Interactive Read-Alouds and Literature Discussions help students to expand vocabulary because children hear words that are not ordinarily used.  Since the teacher says the words the length, number of syllables, inflectional endings, etc. are not major factors in choosing a text.  For literature discussion, students who cannot read the words can be given a taped reading.Purpose 7
  8. 8. Special Benefits for ELL Students For ELLs, Interactive Read-Alouds provide  Opportunities to hear the syntax and vocabulary of the language in text.  Modeling and engagement in oral language opportunities.  Exposure to meaningful, high-quality texts.  Scaffolding through the literacy process for students. 8Purpose
  9. 9. How to Support Reader Thinking Within, Beyond and About a Text 9Process
  10. 10. Within the Text Benefits  Students do not have to decode.  Children hear fluent phrasing.  Students can self-monitor their understanding.  Children can remember information in summary form.  Children can adjust their thinking to understand different fiction and nonfiction genres. 10Process
  11. 11. Beyond the Text The teacher can  Help children to make predictions and connections to previous knowledge and their own lives.  Support student thinking beyond the literal meaning.  Demonstrate how to think beyond the text.  Stop at selected intervals to discuss text elements that expand thinking. 11Process
  12. 12. About the Text The teacher can direct students’ attention to:  Author’s craft  Use of language  Characterization  Organization  Text Structure 12Process
  13. 13. Which Level to Choose?  The teacher does not need to select a specific level, but the text characteristics as well as the age and grade of listeners should be considered.  Consider a text just beyond your readers’ reach. (Should be within the text complexity band defined in RL 10 and RI 10.) 13Process
  14. 14. Example of Prompts See Moon Handout from Collabs. Reading Skill Think-Aloud Turn and Talk Monitoring for Wait! This A lot has Meaning doesn’t make happened so sense. I’m far. Turn and going to reread talk to your this part to try partner and and figure it retell what has out. happened so far. 14Process
  15. 15. Kid Watching From the teacher’s vantage point:  Look for evidence of students’ literal understanding before, during, and after listening to a text read aloud. --Did they pick up important information? --Could they follow the plot? --Could they remember important details? 15Assessing
  16. 16. Modeling of an Interactive Read Aloud 16Modeling
  17. 17. Turn and Talk To a grade level peer to develop an Interactive Read Aloud for your classroom. 17Independent
  18. 18. Wrap It Up! Comments? Questions?Thank you! 18
  19. 19. Acknowledgements Fountas, Irene and Pinnell, Gay Su: Matching Books to Readers. Portsmouth, NH: 1999. Fountas, Irene and Pinnell, Gay Su: The Continuum of Literacy Learning, Grades K-2. A Guide to Teaching. Portsmouth, NH: 2007. Hoyt, Linda: Interactive Read-Alouds. Portsmouth, NH: 2007. 19

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