This document discusses interactive read-alouds, where the teacher reads aloud to students and both actively think about and discuss the text. The teacher selects texts connected to curriculum that will engage students. Before reading, the teacher analyzes the text and plans interactions, while students anticipate thinking about the text. During reading, the teacher activates student thinking and builds on comments, while students listen intently and think about the text. After reading, the teacher facilitates discussion about the meaning and themes of the text and connects it to other texts, while students respond and suggest further readings. The document provides guidance on preparing, setting up, and conducting interactive read-alouds.

1. INTERACTIVE READ-ALOUDS
4
DR. KRISTIN WEBBER

2. INTERACTIVE READ-ALOUD
K. Webber 2014

3. WHAT IS
INTERACTIVE
READ-ALOUD?
K. Webber 2014
The teacher reads aloud to the
students but both the teacher
and the students think about,
talk about, and respond to the
text.
Both the readers and the
listeners are active
Occasionally the teacher stops
briefly to demonstrate text talk
or invite interaction

4. TEACHER AND STUDENT ROLES
K. Webber 2014
Before reading
•Teacher: selects and
analyzes the text; plans
for a few intentional
interactions
•Student: anticipate
thinking and talking
about the text
During reading
•Teacher: few opening
remarks; activate student
thinking; build’s on
children’s comments
•Student: Listen intently;
actively think about text;
pose questions; react to
content
After reading
•Teacher : facilitate
student talk; invites
discussion; links text to
other texts; List books
read on chart
•Student: respond to the
meaning of the whole
text; Look for deeper
meaning and themes;
suggest further texts to
read; sketch or write
response to text

5. SELECTING TEXTS
K. Webber 2014
Texts students
will enjoy
Texts that
connect to the
curriculum
Texts that
highlight
language
Poetic texts
Texts to learn
more about
genres
Texts to
expand
thinking

6. PREPARATION FOR READ ALOUD
K. Webber 2014
READ TEXT WELL AHEAD
OF TIME
MARK PLACES TO STOP
AND CREATE TEXT TALK
NOTE PLACES TO MAKE
OWN PERSONAL
CONNECTIONS
CREATE A SEQUENCE OF
PLANNED TEXTS OVER
SEVERAL DAYS - CONNECT
TEXTS

7. SETTING
• Students need to be comfortable seated
• Everyone can hear easily and see anything in the text
the teacher decides to show.
• Need to be able to “turn and talk”
K. Webber 2014

8. READING THE TEXT
K. Webber 2014
Opening moves
Set tone for the lesson
Sets expectations for active listening
Reading the text
Use voice inflection
Make eye contact
Do not discuss every little thing in the
text
Discussion and Self-evaluation
Record student thinking on a chart
Reflect on meaning of a whole text
Creating a visual record
Record of reading
Optional written or artistic response

9. SHARED TALK ABOUT
TEXT
• Intentional Conversation
• Conversational moves directed
toward the goal of instruction
• “lifts the thinking” of the students
• Focuses on the reading process and
the particular text being shared
• Opportunity to probe deeper