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1 Interactive Read-Aloud & Shared Reading Janice Such Grade 1.

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Presentation on theme: "1 Interactive Read-Aloud & Shared Reading Janice Such Grade 1."— Presentation transcript:

1 1 Interactive Read-Aloud & Shared Reading Janice Such Grade 1

2 2 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 3 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

4 4 How to Support Reader Thinking Within, Beyond and About a Text

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.

6 6 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?

7 7 Types of Questions for Students  What do you think will happen next?  What are you thinking about the story right now?  This story reminds me of … What does it remind you of?  What picture do you see in your mind right now?  What does this story make you wonder about?  How is this story like other stories we have read in class or you have read on your own?

8 8 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

9 9 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.

10 10 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.

11 11 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.

12 12 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.

13 13 About the Text The teacher can direct students’ attention to:  Author’s craft  Use of language  Characterization  Organization  Text Structure

14 14 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.

15 15 Turn and Talk Please share your tips and ideas about Interactive Read-Aloud.

16 16 Great Partners: The Continuum of Literacy Learning and Making Meaning

17 17 The Continuum of Literacy Learning And Making Meaning Go Hand-in-Hand

18 18 Strategies in Making Meaning  Using schema/ connection  Visualizing  Wondering/ questioning Wow! I use the same strategies in Interactive Read-Aloud!  Making inferences  Determining important ideas  Understand text structure  Summarize/ synthesize

19 19 Cooperative Structures in Making Meaning  Turn to partner  Think/pair/share  Group brainstorming  Heads together  Think/pair/write Don’t I use the same cooperative structures in Interactive Read- Aloud?

20 20 Types of Class Meetings  Turn to partner  Think/pair/share  Group brainstorming  Heads together  Think/pair/write My class uses these same learning activities for Interactive Read-Aloud!

21 21 Read Aloud Pedagogy Making Meaning Read-Alouds include:  Biographies, expository text, articles, essays  Nonfiction, poetry, fantasy, folklore  Inclusion of a wide range of cultures  Vocabulary highlighted for all students as well as for ELLs These are the kinds of texts I choose for Interactive Read- Aloud, too!

22 22 Types of Performance Reading

23 23 Shared Reading The Next Step…

24 24 Shared and Performance Reading Continuum  Students listen actively and answer questions in Interactive Read-Aloud; in Shared Reading, they are actual participants.  Shared Reading allows students to participate in the kind of storybook reading that takes place in the home.

25 25 Shared Reading Teacher’s Role  Points to each word in each line of text.  Sometimes pauses in the reading.  Asks for predictions. Students’ Roles  Participate in multiple readings of the book over several days.  Often chime in with a word or phrase.  Volunteer or be asked to read parts of the story.

26 26 Through Shared Reading Children Learn  To read with their eyes.  To read with expression.  To read punctuation.  To use the structure of a text.

27 27 Thinking Within the Text for Shared Reading  The goal is to produce a fluent, expressive oral reading of a text.  Independently, readers must solve the words and interpret information that they will reflect in their oral reading.

28 28 Thinking Beyond the Text for Shared Reading  Students bring their background knowledge to shared reading.  They create connections with the text and make inferences.  To take on the role of a character, they have to understand how the character feels and acts.

29 29 Thinking About the Text for Shared Reading Students learn to understand the writer’s craft:  Characterization  Organization  Structure

30 30 Turn and Talk Please share your tips and ideas about Shared Reading.

31 31 Readers Theatre  Students enact a text.  Students do not usually memorize lines.  Props and costumes are optional.  Emphasis is on how each actor or actress interprets a role vocally. Almost any story can be transformed into a Readers Theatre script. Check out for ideas!

32 32 Choral Reading  A group or several members read a text together.  The text may appear on a chart or projector or in individual student books.  Group members try to interpret the text with their voices.

33 33 A Step Further… Writing About Reading Continuum

34 34 Student Writing  “Through writing—and drawing as well— readers can express and expand their thinking and improve their ability to reflect on a text.” --The Continuum of Literacy Learning, Grades K-2, p. 19.

35 35 Learning to Write About Texts Shared Writing  Students, along with the teacher, compose a text.  The teacher usually works with a chart displayed on an easel.  After creating the writing, students reread it many times. The text becomes a model. Interactive Writing  This approach is very similar to Shared Writing.  The only difference from Shared Writing is that the teacher sometimes invites students to write a few letters or a word during the composition. process

36 36 Grade 1 Forms of Writing  Functional Writing --sketches or drawings --short sentences responding to a text --charts --labels --directions  Narrative Writing --sequence of events (written or drawn) --innovations on familiar texts --simple summary  Informational Writing --lists of facts --short sentences about author/illustrator --labeling of drawings

37 37 Wrap It Up! Comments? Questions?

38 38 Thank You for Sharing!

39 39 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.  “The Lesson Collection: Word Work.” l.cfm?guidAssetID=175515A1-0C65-4AE9-BD57- AF7ADDC980B7 l.cfm?guidAssetID=175515A1-0C65-4AE9-BD57- AF7ADDC980B7

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