Interactive Read Alouds

1. Interactive Read Alouds

2. My Favorites

3. The most important thing we can teach our children is how to learn. • Jeffrey Wilhelm,2001

4. What is learned must be taught • Lev Vygotsky

5. Teacher read alouds help children “gain the knowledge and language skills that will enable good comprehension later on. Reading aloud increases background knowledge, builds vocabulary, and familiarizes children with the language in books” Fountas and Pinnel

6. Thinking aloud creates a framework for thinking. • Linda Miller, Reading with Meaning

7. What does it do? What is the purpose? • Values the metacognition process • Allows instruction with grade level or above grade level text for all students • Can be used for a variety of purposes • Mirrors strategies used by a good reader • Allows students to be thinking about what is read and not having to focus on the actually reading.

8. Expands the student use of oral language and increases their vocabulary • Expands the students’ understanding of the structure of text-what is the author’s purpose in presenting text the way he/she does • Allows all students to be part of a single learning community

9. Definition • Interactive read aloud • Teacher reads aloud to students • Both the teacher and students think about, talk about and respond to text. • Both the reader (teacher) and students(listener) are active

10. Structure of interactive read aloud • Books selected should meet a specific purpose or strategy • The lessons need to be prepared-notations made as to stopping places and possible questions to ask. • Should have built in student response that is open ended • Should make connections to other contents, each other, or self • Uses precise language

11. Book Selection • Students should enjoy it • Connected to classroom content or strategy instruction-looks for books that with stimulate discussion. • Has a variety of genre-not all fiction-mixture of non-fiction • Has rich vocabulary • Reflects a diverse world • Students should be able to make personal connections to the book

12. Include personal or student favorites • Use a variety of illustration, format and style techniques • Do author studies

13. Steps in Explicit InstructionGradual Release of Responsibility Model • Teacher explains what the strategy is • Teacher explains why it is important • Teacher explains when to use the strategy • Teacher models how to use the strategy in a read aloud/think aloud using actual text • Teachers and students work together in guided practice with feedback • Students independently use the strategy

14. Strategies

15. Activity • As a table brainstorm strategies that could be taught during read aloud • Now let’s list on charts what we have

16. Let’s start with strategies

17. Patterning/Song books • Vocabulary • Flow of sentences • Structure of book • One to one word correspondence • Enjoyment

19. Activating Prior Knowledge Take 3 post-it notes Draw 3 things you would see in a school-one on each post-it note Put your post-it notes on the chart to match where you would find your drawing in a school

21. Anchor charts

22. Types of Charts • Strategy • Record kids’ use of a strategy during its study • Example: record kids’ questions during a questioning study • Genre • Record content based info during a content-area study • Content • Record interesting/important info that kids discover while reading • Process • Kids share their insights about particular strategies, and evaluate their usefulness in comprehension • “This strategy was helpful because…”

23. Prediction

24. Let’s chart our predictions and clues

25. Making Connections Making connections text to self text to world text to text Charting the connections that students make Evaluate the connections that helped understand the story

27. Let’s chart text references and connections

28. Words, Words, Words

29. Rocks and Pebbles Take a pebble and a rock out of your bag. When I stop at a word that you think is a “big”, word hold up the rock. When I stop at a word that you think is a “little” word, hold up the pebble

30. Visualizing

31. As I read the story, visualize what one of the prairie dogs looks like. Draw the dog you have visualized and add green fuzz to your picture.

32. Sequencing

33. sequencing Using the pictures from the story, let’s sequence the story.

34. Now its your turn Using the book you were given, decide what strategy could be used as you read the story. Once you have a strategy, mark the text where you will use a think aloud or ask an opened ended question.

35. Thank you Gail Bohnenstiehl gbohnenstiehl@pdaonline