1. Video Aloud: Using Video in Place of Read Aloud to Teach Comprehension
2016

2. A PROGRESSION OF VIDEOS
A Method of Teaching: Engaging Students through Video-Aloud to Talk and Take Notes
• Reflect: How have we used videos in the past? When have we used videos in the past?
•Why:
• Videos are fun!
• Videos are a way to even the playing field because there is no reading level.
• We live in a digital world and we need to bring that in our classroom.
• Print texts are not the only texts we can read. We can read videos and songs, etc.

3. Keep in Mind:
• Make it interactive!
• When choosing videos, make sure they are short and engaging.
• When planning, think of your teaching point (content, reading strategies, conversational strategies like debates) and think of the video in the same way you think of a read aloud.
• Where might they stop and jot?
• Where might you stop and model thinking?
• Where might they turn and talk?
• We can support content knowledge as well as reading strategies.
• Can be used throughout units, especially to introduce a unit. It may be beneficial to also keep going back to the same video differently each time.

4. What is the take-away from this 3-minute video?
Let’s Watch!
SchoolHouse Rocks
What is the take-away from this 3-minute video?

5. Now let’s watch this again - through a lens.
SchoolHouse Rocks
Give kids lenses to watch videos: group kids into groups of 3 or 4; each member responsible for a letter, then jigsaw to teach each section
•Group A: key people
•Pilgrims, King, Colonists
•Group B: key places
•England to Plymouth Rock and Boston and new country
•Group C: key vocabulary words or phrases
•Loyalty, govern, independent, taxation, representation, Revolution
•Group D: key events
•Sailed the sea, landed on Plymouth Rock, settled into communities, taxed their property, taxation without representation, dumped tea in harbor, rebel against King and create new government
•Notes in a T-Chart
•What are the different sides of this issue?
T-Chart of Different Sides

6. Now turn and talk with your group focusing on one lens at a time.

7. “I take the position that ___”
Now debate whether the colonists were right! Members A and B on one side and Members C and D on the other side.
“I take the position that ___”
We could also begin the unit with the Mayflower Compact
After viewing, students could read aloud the compact and analyze the meaning.

8. "In the name of God, Amen. We, whose names are underwritten, the Loyal Subjects of our dread Sovereign Lord, King James, by the Grace of God, of England, France and Ireland, King, Defender of the Faith, e&. Having undertaken for the Glory of God, and Advancement of the Christian Faith, and the Honour of our King and Country, a voyage to plant the first colony in the northern parts of Virginia; do by these presents, solemnly and mutually in the Presence of God and one of another, covenant and combine ourselves together into a civil Body Politick, for our better Ordering and Preservation, and Furtherance of the Ends aforesaid; And by Virtue hereof to enact, constitute, and frame, such just and equal Laws, Ordinances, Acts, Constitutions and Offices, from time to time, as shall be thought most meet and convenient for the General good of the Colony; unto which we promise all due submission and obedience. In Witness whereof we have hereunto subscribed our names at Cape Cod the eleventh of November, in the Reign of our Sovereign Lord, King James of England, France and Ireland, the eighteenth, and of Scotland the fifty-fourth. Anno Domini, 1620."

9. Another video in the same source with:
• Similar content
• Similar perspective
• Similar theme
The following video will address author’s craft (angle). Readers have to figure out what the angle is: How does this author want me to think or feel? Once we’ve identified how the author wants to make me feel, what moves did the author make or use to make me feel this way? “It’s Too Late to Apologize” American Revolution remix
• How does this author feel about this topic? The author takes the side of the colonists and does not think it is fair for the colonists to be taxed by the King.
• How is this author trying to convince us? Visuals (King is portrayed as gluttonous), Tone of music (dramatic), Word choice (tyranny), Phrases (It’s too late to apologize)
• Possible debate: Which was more convincing, the words or the pictures? Watch a few times, once muted and once only showing the words on a document.

10. How does this author feel about this topic
How does this author feel about this topic? The author takes the side of the colonists and does not think it is fair for the colonists to be taxed by the King.
How is this author trying to convince us? Visuals (King is portrayed as gluttonous), Tone of music (dramatic), Word choice (tyranny), Phrases (It’s too late to apologize)
Possible debate: Which was more convincing, the words or the pictures? Watch a few times, once muted and once only showing the words on a document.