1. An Introduction to Learning, Literacy, & Read Alouds

2. Effective Teachers Understand How Students Learn Review of Chapter 1 Review of Chapter 1 Constructivism Constructivism Students relate what they know to what they’re learning. Students relate what they know to what they’re learning. Students create their own knowledge. Students create their own knowledge. Motivated students are more successful. Motivated students are more successful. Cognitive/Information Processing Cognitive/Information Processing Reading and Writing are Meaning-Making Processes Reading and Writing are Meaning-Making Processes Readers’ Interpretations are Individualized Readers’ Interpretations are Individualized Readers and Writers are Strategic Readers and Writers are Strategic Chapter 1: Literacy for the 21 st Century.

3. The Read Aloud In Becoming a Nation of Readers, the report of the National Commission on Reading states that the single most important activity for building the knowledge required for eventual success is reading aloud to students. In Becoming a Nation of Readers, the report of the National Commission on Reading states that the single most important activity for building the knowledge required for eventual success is reading aloud to students. Read Aloud is a strategy in which a teacher sets aside time to read orally to students on a consistent basis from texts above their independent reading level but at their listening level. Read Aloud is a strategy in which a teacher sets aside time to read orally to students on a consistent basis from texts above their independent reading level but at their listening level. Anderson, R.C., Hiebert, E. H., Scott, J.A. & Wilkinson, I.A.G. (1985). Becoming a nation of readers. The report of the Commission on Reading. Washington DC: National Academy of Education, Commission on Education and Public Policy.

4. Provides opportunities for students to… Employ logical thinking Employ logical thinking Make predictions Make predictions Make inferences Make inferences Develop sequencing skills Develop sequencing skills Story Events Story Events Character Development Character Development Cause-effect Cause-effect Categorize and sort information Categorize and sort information Within a story Within a story Between stories Between stories Between characters Between characters

5. Provides Opportunities for Students to…(cont.) Categorize and sort information Categorize and sort information Within a story Within a story Between stories Between stories Between characters Between characters Incorporate all higher thinking skills Incorporate all higher thinking skills Bloom’s Taxonomy Bloom’s Taxonomy Bloom’s Taxonomy Bloom’s Taxonomy Introduce writing rules Introduce writing rules Left/right-top/bottom progression Left/right-top/bottom progression Punctuation Punctuation Meaning in text Meaning in text

6. Provides Opportunities for Students to… (cont.) Develop Empathy Develop Empathy Characters’ Feelings Characters’ Feelings Characters’ Predicaments Characters’ Predicaments Cultural celebrations and traditions Cultural celebrations and traditions Broaden vocabulary development Broaden vocabulary development Word meanings Word meanings Phonemic awareness Phonemic awareness Word patterns/ryhyming Word patterns/ryhyming Source: www.Primarily-Kids.com

7. We Read Aloud To Start the day Start the day Support reading and writing mini lessons Support reading and writing mini lessons Introduce new units of study Introduce new units of study Support social studies and science curriculum Support social studies and science curriculum Teach reading/writing strategies Teach reading/writing strategies Help students talk and think about texts Help students talk and think about texts Open up new worlds Open up new worlds Familiarize students with text structures and genres Familiarize students with text structures and genres

8. Reading aloud to students allows the teacher to: Model the reading process. Model the reading process. Think aloud. Think aloud. Model fluent and expressive reading. Model fluent and expressive reading. Review text structure. Review text structure. Facilitate comprehension to beginning and intermediate readers including English Language Learners. Facilitate comprehension to beginning and intermediate readers including English Language Learners. Provide interactions with a variety of texts. Provide interactions with a variety of texts. Make connections. Make connections.

9. Preparing for the Read Aloud Choose high interest texts that are above students’ independent reading level and at their listening level. Choose high interest texts that are above students’ independent reading level and at their listening level. Pre-read and re-read selection Pre-read and re-read selection Consider reading goals (Refer to Essential Learning Requirements) Consider reading goals (Refer to Essential Learning Requirements) Identify the process and strategy information (at work in the text). Identify the process and strategy information (at work in the text). Anticipate where background knowledge needs to be built. Anticipate where background knowledge needs to be built.

10. Teacher Preparation Highlight places to stop, question, make predictions, or make connections. Highlight places to stop, question, make predictions, or make connections. Write discussion questions before the lesson. Write discussion questions before the lesson. Practice reading the selection using gestures and voice intonation. Practice reading the selection using gestures and voice intonation. Plan before, during, and after reading activities to enhance comprehension. Plan before, during, and after reading activities to enhance comprehension.

11. Before reading Identify author, title, setting, characters, and/or background. Identify author, title, setting, characters, and/or background. Open up conversation about prior/common knowledge as it relates to the text. Open up conversation about prior/common knowledge as it relates to the text. Picture Walk Picture Walk “The more we frontload students’ knowledge of a text and help them become actively involved in constructing meaning prior to reading, the more engaged they are likely to be as they read the text.” Beers, K. (2003). When kids can’t read, what teachers can do. Portsmouth, NH: Heinemann. P.101.

12. During Reading Read the story Read the story Ask open-ended questions related to the objectives of the read aloud. Ask open-ended questions related to the objectives of the read aloud. Connect the story with the students. Connect the story with the students. Review the story. Review the story. Follow-up with bridge activity. Follow-up with bridge activity.

13. Today’s Read Aloud 1 st grade class 1 st grade class Studying the four seasons Studying the four seasons Background Knowledge Background Knowledge Making Predictions Making Predictions Discussion following text Discussion following text Follow up Activity Follow up Activity Handouts Handouts