Breakfast PL April, 2010

Teacher read-alouds are planned oral readings of a range of texts. They are a vital part of daily literacy instruction in all classrooms.

Teachers can use read-alouds to: – develop their student's background knowledge, – free students from decoding to become active listeners, – create meaning from spoken text through visualising, – enrich student vocabulary, – stimulate their interest in high-quality literature, – Foster a love of literature, – increase their comprehension skills, – foster critical thinking, – model strategies that children can use during their own independent reading, – initiate critical conversations through the questions they pose, – prompt children to think and talk about social issues that impact their daily lives.

Choose appropriate texts for students based on their interests and social/emotional level. Preview and practise the text before reading. Establish a clear purpose or focus for the read aloud. Model fluent, expressive reading. Stop periodically to thoughtfully wonder and pose questions. Link to independent reading and writing.

5 GRADUAL RELEASE OF RESPONSIBILITY MODELLING The teacher demonstrates and explains the literacy focus being taught. This is achieved by thinking aloud the mental processes and modelling the reading, writing, speaking and listening The student participates by actively attending to the demonstrations SHARING The teacher continues to demonstrate the literacy focus, encouraging students to contribute ideas and information Students contribute ideas and begin to practise the use of the literacy focus in whole class situations GUIDING The teacher provides scaffolds for students to use the literacy focus. Teacher provides feedback Students work with help from the teacher and peers to practise the use of the literacy focus APPLYING The teacher offers support and encouragement when necessary The student works independently to apply the use of literacy focus Role of the teacher Role of the student Pearson & Gallagher DEGREE OF CONTROL Where does it fit in teaching reading?

Select a text Preview the text Develop critical questions Rehearse the text Introduce the text Activate prior knowledge Read the story Pause to ask questions Provide time for turn and talk Provide time for individual reflection

 Randy – Short Cut by Donald Crews  Jan – The Digestive System What are the teachers doing to engage and support student understanding?

 “The title/author/pictures/captions/book design makes me think of…”  “The title makes me think that this is going to be about a ________”  “The comments on the back cover lead me to believe that…”  “The photographs/headings/subheadings make me think that…”

 “I’m guessing that _______ will happen next.”  “I bet that …”  “I wonder if…”  “I imagine the author believes…”  “This reminds me of…”  “This could help me with…”  “Since this happened _____, then, I bet the next thing that is going to happen is…”  “This is like…”

 “This is not making sense because…”  “This connects to what I already know because…”  “Now I understand ______”  “This makes sense now because…”  “No, I think it means….”  “This part is really saying”  “At first I thought ______, but now I think…”

 “This reminds me of…”  “This part is like…”  “This character is like _______ because…”  “This is similar to …”  “This character makes me think of…”  “The setting reminds me of…”  “This is helping me with/to think about…”  “Something like this happened to me.”

 “This is powerful because…”  “This is hard because…”  “This is confusing…”  “This is contrary to my understanding of…..”  “I like the part where…”  “This reinforces …..…”  “My favourite part is…”  “I think that…”  “When the author said…. I felt…..”

Choose appropriate texts for students based on their interests and social/emotional level. Preview and practise the text before reading. Establish a clear purpose or focus for the read aloud. Model fluent, expressive reading. Stop periodically to thoughtfully wonder and pose questions. Link to independent reading and writing.

"I am sure you have never done this, but I used to grab my read aloud selections on my way past the bookshelf as I walked to the read aloud area. I was convinced that any read aloud was good… and I still think it is. However, why would we settle for just "good" when we can have great? Once I paused to give my read aloud selections more conscious thought, I realized that I must take the work of selecting read-alouds very seriously. With the amazing array of quality children's literature available, we are selling ourselves, and our children, short if we settle for just any read aloud. If we give it just a bit more thought and choose carefully, read alouds can become a foundation for expansion of oral language, a challenging opportunity to stimulate deeper thinking, a rich moment when we can expose learners to beautiful art, and most certainly, a time when we can broaden world knowledge or focus on the craft of writing." —Linda Hoyt What are you going to do differently tomorrow?