Presentation on theme: "Read Alouds and Readers Theater Grades K-5 Teachers Professional Development January 6, 2009."— Presentation transcript:
Read Alouds and Readers Theater Grades K-5 Teachers Professional Development January 6, 2009
Friendly Reminders Be considerate Listen! Allow your neighbor to listen. Turn off cell phones!
Description of Session This session will explore the use of Read Alouds and Readers Theater within the frameworks of SDPCs Literacy Model and the curriculum. Techniques and selection of resources will be presented.
SDPC Literacy Model Reading Workshop Purposeful Read Alouds Description: The teacher purposefully reads aloud multiple times daily from a variety of genres to model fluency and a love of literature. Materials: a. Teacher selections based upon theme, author’s craft, author’s bias, genre, cross-curricular focus, and b. Leveled library Frequency: 10 minutes at one reading, multiple times daily
Read Alouds What they are: purposeful instructional planned – Can be content-related – Can be for pure enjoyment – Can be part of author study – Can be part of a text set What they are NOT: time-fillers when there’s nothing else that’s fun last-minute, grab-and-run activity
SDPC Literacy Model Reading Workshop Book Clubs/Literature Circles Description: Student-led discussion usually of the same book/text with different assignments and specific roles. Materials: …Text from Read Alouds… Frequency: During the Work Period of Reading Workshop, meet for minutes a week, as scheduled periodically for each group
ELA Standards …comprehend a variety of literary texts Performance Indicator 1.1 …main idea 1.2 …make, revise, and confirm predictions and draw conclusions 1.4 … figurative language (simile, metaphor, etc.) and sound devices (alliteration and onomatopoeia) 1.5 …relationship among characters, setting, plot 1.6 …author’s craft (word choice, sentence structure) 1.8 …classify works of fiction 1.10 …analyze cause/effect relationships
ELA Standards …use word analysis and vocabulary strategies… Performance Indicator 3.1 Use context clues to determine the meaning of unfamiliar words 3.2 Construct meaning through a knowledge of base words, prefixes and suffixes in context. 3.4 Identify idioms in context. 3.5 Recognize synonyms, antonyms, and homonyms in context. 3.6 Use knowledge of individual words to determine the meaning of compound words.
Selection of Resources Media Center’s catalog gather a collection of books or text set based on a content-related topic, like Underground Railroad
Techniques - seating Be sure all students can see and hear – In picture books, the pictures are equally if not more important than the text – Position students as close to the reader as is practical
Techniques - voices Current thinking: Reader adapts voices to characterizations – In The Three Bears, the little bear would have a weaker, high pitched voice and the papa bear would have a strong, low voice Previous thinking Reader reads in normal reading voice – If reader “forgets”, this causes confusion for the listener – I prefer to ask students at the end of the story to retell the story using voices of characters
Techniques - length Current thinking Stop the story periodically for discussion, clarification – Easy to overdo – Stopping too frequently causes the story to lose instructional importance Previous thinking Read the story from start to finish without stopping – I prefer because listeners’ thinking isn’t constantly interrupted – When I do interrupt the flow of the story, I announce that I am stopping the story and give the reason
Laminack, Lester L. and Reba M. Wadsworth, Reading Aloud Across the Curriculum. ISBN
Techniques Planning Preview titles and order from simple to complex Identify concepts to be developed or extended Identify essential vocabulary Identify core understandings needed to connect to new information Notice how author develops concepts
Techniques Implementation Read title and names of author and illustrator Tell connection you hope to establish Speak to your insights that you are leading students toward, comment on what you’ve noticed and wonder about and the connections you’ve made Don’t overdo! Don’t overpower the language of the text nor the interplay between the mind of the writer and the mind of the reader or listener Goal is to move students toward independence. Remember: this is an instructional activity! Demonstrate the thinking! Don’t think for the students.
Techniques After reading, guide discussion. What difference did the main character in the book make? Think about something in the book we could practice in our own lives. Allow students to discuss in groups. Circulate, listening to student-led discussion. When discussing the book, be brief. When conversation is cut short, energy is built. When there’s energy and focus about the topic, there is eagerness to share and continue the dialogue and learning is promoted.
Techniques After reading, guide discussion (cont.) Students talk and share. Teacher guides the discussion and redirects depending on goal, time restraints, student’s understanding Ask: What did you realize….When (in the story) did you realize…Identify the place in the book that led you to notice….How did the author (or illustrator) lead you to think…. As discussion progresses, the teacher charts – Vocabulary – Concept that’s being developed – Author’s craft
Techniques After reading, guide discussion (cont.) Students use the book’s language to express ideas and connections Students articulate confusions, wonderings, and possible longings As you read more involved texts, refer to previous charts to make connections
Anderson, Nancy A., What Should I Read Aloud? A Guide to 200 Best-Selling Picture Books Author’s note indicates that all books were still in print at time of writing of text (2007). ISBN
Benefits of Read Alouds Single most important activity for building knowledge required for learning to read Students acquire concepts, ideas, story and text structures, syntax, vocabulary, and pleasure Stimulates student imaginations Stretches student attention spans Nourishes emotional development Strengthens adult-child relationships connects speech to print
Techniques Begin by reading the title and showing the book cover, end paper, first illustration Ask students to predict the books’ contents – What do you think might happen in this book? Begin reading, stopping occasionally – What do you think this character might be thinking? What clues helped you? – How do you think this character feels? – Why did ____ finally decide to ____? – What was the reason for ___? – What do you think might happen next? Why do you think so?
Techniques “After finishing a book, discussing it with children will help them focus on the story (instead of primarily the illustrations), thus aiding their comprehension and enjoyment.”
Techniques Examples of questions: – Which of your predictions were true? – What caused the problem of the main character? – What words would you use to describe the way ___ acted? – What did the main character find out at the end? – What did the other characters learn? – What do you think is the most important thing the author might want you to remember about this story? – Why did the author choose the title for the story?
Quotes Most authors of excellent literature intend for their books to be pleasurable. You should not expect children to express the same interpretation of a book that you have. Responses to literature are personal, and they will vary according to the individual’s background experiences.
Serafini, Frank and Cyndi Giorgis, Reading Aloud and Beyond: Fostering the Intellectual Life with Older Readers ISBN
Quotes And, of course, the best way to cultivate their (children’s) taste is to read to them, starting at birth and keeping on and on. “Let me hear you read it” is a test. “Let me read it to you” is a gift. by KATHERINE PATERSON in The Spying Heart Reading aloud is just as important for older readers as it is for younger ones and should occur every day, into the intermediate-grade classrooms and beyond.
Quotes Reading aloud quality literature with children develops listening and reading skills, increases students’ vocabulary, develops an appreciation of stories and written language, and expands students’ ability to respond to literature. There is no substitute for real books. They are rarely boring or sanitized or squeezed into a “reading system” that children can smell a mile off. So logic says if we want real readers we must give them real books; give our young people good literature, good art, and surprisingly, these young people may do the rest. By TOMIE D E PAOLA in Children’s Literature in the Reading Program
Selecting good Read Alouds Network with other teachers, librarians and ask for suggestions Consult professional resources in print journals Search Internet for the best books to read to children Spend time in bookstores and libraries, browsing the shelves Search Media Center catalog
13 Good, Scientifically Based, Reasons to Read Aloud with Older Readers 1.Reading aloud increases test scores. 2.Reading aloud introduces readers to new titles, authors, illustrators, genres, and text structures. 3.Reading aloud builds a sense of community. 4.Reading aloud provides opportunities for extended discussions. 5.Reading aloud with older readers is pleasurable.
13 Good, Scientifically Based, Reasons to Read Aloud with Older Readers (cont.) 6.Reading aloud connects readers with content area subjects. 7.Reading aloud demonstrates response strategies. 8.Reading aloud increases readers’ interest in independent reading. 9.Reading aloud provides access to books that readers may not be able to experience on their own.
13 Good, Scientifically Based, Reasons to Read Aloud with Older Readers (cont.) 10. Reading aloud provides demonstrations of oral reading and fluency. 11. Reading aloud helps readers understand the connection between reading in school and reading in life. 12. Reading aloud provides demonstrations of quality writing. 13. Reading aloud supports readers’ development.
Important Considerations Read the book before sharing it with your class! If you enjoy the story, chances are your students will too! Does the book tell a good story? We want students to make strong connections to the characters and events that take place in the literature we select. A newly published, pretty book isn’t necessarily good literature. Look for depth and layers of meaning.
Important Considerations (cont.) Consider the level of the text – Independent Reading Level – about a year lower than instructional level points below and 50 points above Lexile (for instance, if Lexile level is 300L, independent level is ) – Instructional – Listening level – much higher than instructional level --- choose Read Alouds at students’ listening level
10 Characteristics of Effective Read Aloud Performances Effective read alouds 1.Have established rituals associated with them, designated times and places for the rituals to occur, established expectations for students, and consistent actions that take place; 2.Occur numerous times during the day; 3.Include high-quality literature;
10 Characteristics of Effective Read Aloud Performances (cont.) Effective read alouds 4. Establish connections with other pieces of literature and aspects of the curriculum; 5. Promote discussions before, during, and after reading; 6. Support a variety of student responses; 7. Are facilitated by knowledgeable teachers;
10 Characteristics of Effective Read Aloud Performances (cont.) Effective read alouds 8. Introduce new titles, authors, genres, and illustrators to students; 9. Revisit past favorites and classic literature; and 10. Take advantage of the teachable moment.
What is Reader’s Theater? Reader's Theater is minimal theater in support of literature and reading. Reader’s Theater is a dramatic enactment of text.
Reader's Theater in Five Easy Steps 1.Choose a script. Choose a prepared script, or have kids choose a book from which to develop an RT script. 2.Adapt the script. If adapting, kids identify speaking parts (including narrators) and break down the story into dialogue. 3.Assign Parts. Kids might try out different parts to get a feel for them, then choose their roles themselves. 4.Highlight parts and rehearse. Kids highlight their dialogue, then practice their lines at home and in groups during school. 5.Perform. The cast reads the play aloud for an audience, often made up of parents or younger students.
ISBN Contents Spiderella The Emperor’s New Hair The Brementown Rappers The Three Little Elephants The Popsicle Boy The Little Red Robin Rafunzel The Cheetah and the Sloth Little Late Riding Hood The Ugly Woodpecker Goldilocks and the Three Bullfrogs Slurping Beauty
ISBN Includes Amazing Animals Fly High, Butterfly! All About Me Clean and Healthy Kids! Plants and Seeds A Seed Surprise Earth and Sky My Shadow, My Friend
ISBN Includes School Situations The New Kid Mysteries Who Took the Cake? Tall Tales Paul Bunyan Just for Laughs Welcome to Oddville
ISBN Contents Book! Book! Book Chicken Soup by Heart Dinosnores Jingle Dancer Mudball Old Cricket Rain Romp The Recess Queen School Picture Day Violet’s Music
ISBN Contents Three Nice Mice Who Needs a Fan? Bear Cub Comes Home The Last Apple The Sun Will Come I’m First! Live at the Number Games Polly Learns to Swim Babe Ruth Bella and Jade Betsy Ross Chicken Tricks Cats Care for Their Kittens Hide and Go Seek! Little Puppy
ISBN Contents Coyote and the Rock The Missing Trophy The Wolf and the Seven Young Kids Meeting Thomas Edison Midnight at Old Truman’s Railroad to Freedom Go West with the Best! The Bremen Town Musicians Heroine on the Titanic Lucky Hans Remembering Uncle Fremont About Ten Bowls of Porridge The Selfish Girl Earthquake!
ISBN Includes Cliffhangers Will Isabella’s Time Machine Work? Spooky Stuff A Ghost at the Gifford School Mysteries The Case of the Kickball King Just for Laughs Rabbits for Sale
Color-coded Scripts are durable! I’ve seen Grades 3-4 in these genres: Fantasy Mystery Historical Fiction Adventure
Think and Do! Allow yourself the enjoyment of sharing Read Alouds, and promoting literature and literacy. Let your hair down and enjoy Readers Theater with your students! Model enjoyment!