1. Exploring the Interactive Read-Aloud
Connie Rogers and Mindy Schmitt
Christian County
Instructional Coaches

2. Learning Targets
Identify the structure of an Interactive Read-Aloud and how it is implemented in the classroom.

3. Guided Questions
How does preparation and planning of an Interactive Read-Aloud help me deliver explicit reading instruction?

4. © 2017 by Irene C. Fountas and Gay Su Pinnell from Guided Reading, Second Edition. Portsmouth, NH: Heinemann.
© 2017 by Irene C. Fountas and Gay Su Pinnell from Guided Reading, Second Edition. Portsmouth, NH: Heinemann.

6. Interactive Read-Aloud and Literature Discussion

7. What is a Read-Aloud?
A teaching context in which students are actively listening and responding to an oral reading of a text.
Setting to teach academic language to talk about texts.
Actively listening to and discussing a text.
Pg. 3 in literacy continuum.- ultimate goal is to see thinking

8. What is a Read-Aloud?
High level of comprehending and engaging in thinking and talking about texts
Listener is freed from decoding and is supported by the oral reader’s fluency, phrasing, and stress (expression)

9. What is a Read-Aloud?
Meaningful and intentional conversations with the teacher and peers
Selection of high-quality texts
Thinking within, beyond, and about a text
Systems of Strategic Actions

10. Skills vs. Strategies Reading Skills Reading Strategies
Directly taught, in predetermined sequence, and practices independently or in isolation
Reading Strategies
The mental activities that a learner initiates to construct meaning from the text. Strategies are “in the head”.
A skill becomes a strategy when the learner can use it purposefully and independently…it can be applied to another context.
The skill is elevated to a strategy when the learner knows how and when to apply the skill.

12. How Do I Structure an Interactive Read-aloud and Literature Discussion?
Selection and Preparation
Select the text based on your observations of students and CURRICULUM GOALS for developing readers
Prepare for the session by READING and ANALYSIZING the text and planning for embedded teaching
Opening
Say a few words about the text to engage students’ interests and clarify some points on any aspect of the text (e.g., setting, background information necessary to understanding the text).
Read Aloud
Embedded Teaching
Text Talk
Read the text aloud to students
Stop for a BRIEF (preplanned) conversation at several places in the text.
Invite students to engage in talk that is grounded in text.
Discussion and Self Evaluation
Have a discussion of the book
Ask students to self-evaluate what they learned and what they contributed.
Record of Reading
(optional)
Write the title and author of the book on “Books We Have Shared” chart displayed in the classroom.
Written or Artistic Response
Ask students to write or draw in response to text.

13. Selection & Preparation…
Before you read to students
Read the book to yourself and ANALYIZE it.
Make a plan for using the text.
Decide how will you open the lesson.
Plan where in the text you will stop, model your thinking, and embed student discussion.
Read the book to yourself and ANALYIZE it
What is there to learn in the text?
What is the central message of the text?
USE the Ten Text Characteristics
Make a plan for using the text
Use Curriculum goals
Notice and support thinking within, beyond and about text.
How will you open the session?
How will you “hook” the reader?
Where in the text will you stop for modeling and brief discussion?
Place sticky notes with comments or questions where you will need them when teaching

14. Choose Mentor Texts
Through careful selection and planning, you can help your students
become acquainted with literary language and elements, sharpening their ability to notice and think analytically about them;
get to know authors and illustrators;
explore topics related to other content areas;
examine a range of social issues;
explore many different cultures and families;
become immersed in the study of genre;
learn about history;
expand vocabulary;
use academic language to talk about texts.

15. Example Mentor Texts

16. Opening… Provide a BRIEF introduction Get them interested (Hook)
Provide background information
Connect to other texts
Introduce the author and illustrator

17. Some Opening Moves Invite personal connections
Tell the meaning of a key word
Prompt the listeners to notice details
Draw attention to readers’ tools such as charts, maps, bold print
Clarify the writer’s point of view
Raise questions in the readers’ minds
Draw attention to the writer’s or illustrator’s craft
Prompt students to anticipate a book by a favorite or known author
Make a text to text connection
Have students think about a topic or theme
Alert readers to important signals such as the passage of time
Use thinking stems: I wonder,… I see…
Prompt predictions based on a title
Prompt brief sharing of personal experiences related to topic or theme
Share a personal connection you have with the text, such as structure or theme
Provide important background information
Draw attention to the setting
Draw attention to the genre
Lay the groundwork for helping children understand the theme, or diverse settings or people
Read some of the text
Raise questions
Activate background knowledge
Remind children of genre comparisons

18. Reading the Text Reading Aloud Embedded Teaching
Text Talk- “Turn and talk”
Reading Aloud
Read the text aloud to students.
MODEL excellent oral reading
Embedded Teaching
MODEL thinking about, within, and beyond (curriculum goals)
Stop at your preplanned spots for a brief discussion
(Text Talk)
Text Talk- “Turn and talk”
Students express their own ideas
Students hear other perspectives
Grounded in the text

19. After the Text Discussion and Self Evaluation
Open discussion of the text
Share key ideas
Time to clarify and question others
Self-evaluate
What did you learn that is interesting or helpful?
How did you contribute to your own and the groups learning?

20. Writing about Reading Written or artistic response
Write or draw about the text
Write to address a particular problem
or question
It is NOT necessary to write after
every read-aloud lesson
Could distract from the instructional context

21. Take Away Treasures Teacher models skill or strategy.
Stop for preplanned conversations and keep the conversation grounded in the text.
Ask students for textual evidence, and ask for more than one opinion.

22. Take Away Treasures
Give feedback to students on what they are learning.
Give feedback on the kinds of thinking students are doing.
Ask students to self-evaluate their conversations about the text.
As students have peer conversations make sure you monitor to provide feedback and share strong models of student conversation.

23. Resources
© 2017 by Irene C. Fountas and Gay Su Pinnell from Guided Reading, Second Edition. Portsmouth, NH: Heinemann.
District consultant- Christi Wright

24. Contact information