1. READ ALOUD P-12 Loddon Mallee Region

2. Welcome Focus of Literacy Coordinators
Facilitate a Professional Learning Team across the school with a focus on literacy. 
Contribute to Regional and Network Literacy Coordinator workshops
Present the Regional Modules to the whole staff each term.
Liaise with other Literacy Coordinators in the Network and across Networks.
Use the Network Literacy Improvement Officer (NLIO) as a resource to assist with all aspects of Literacy Improvement in the school.
Be the point of contact for the NLIO to distribute information and resources to staff.

3. Session Outline Literacy Frameworks Research
Teachers’ Reading Behaviours
In the Content Areas
Thinking Through the Text
Home/school Partnerships

4. Walk and Talk
Find someone to walk and talk with
No rules but will have 5 minutes for the walk talk.
After 2 minutes a bell will ring. Make sure the other person has had time to talk
TOPIC
My Progress with the introduction of the Independent Reading Module at my school

6. LITERACY ELEMENTS Read Aloud Shared Reading Guided Reading
SPEAKING & LISTENING
OBSERVATION
&
ASSESSMENT
Read Aloud
Shared Reading
Guided Reading
Independent Reading
Write Aloud
Shared Writing
Guided Writing
Independent Writing

7. GRADUAL RELEASE OF RESPONSIBILITY
Role of the teacher
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
SHARING
The teacher continues to demonstrate the literacy focus, encouraging students to contribute ideas and information
GUIDING
The teacher provides scaffolds for students to use the literacy focus. Teacher provides feedback
APPLYING
The teacher offers support and encouragement when necessary
The student works independently to apply the use of literacy focus
DEGREE OF CONTROL
Students work with help from the teacher and peers to practise the use of the literacy focus
Students contribute ideas and begin to practise the use of the literacy focus in whole class situations 7
The student participates by actively attending to the demonstrations
Pearson & Gallagher
Role of the student

9. Global Cafe
This strategy participants to gather and share information quickly. It also allows students to piggyback ideas, thoughts and experiences. At table groups, the conversation flows as in a coffee shop with participants sharing factual information, opinion, and personal experiences related to the topic.

10. Participants are given a set time at a table to discuss a topic or item. (5 minutes)
They then move to another table group to discuss (This does not have to be the same group)
One person is assigned to each table throughout the entire process to record the conversation as authentically as possible. These are shared with next group
The activity concludes with feed back from each recorder on interesting points.

11. Global Café Topics Gradual Release of Responsibility Literacy elements
Break through model

12. Global Café Questions What does this model mean to you?
What does it look like in your classroom?
What does it look like in your school?

13. READ ALOUD P-12 Loddon Mallee Region

14. Activity - Anticipation Guide
Title: Read Aloud As a Reading Instruction Element
Directions: On the continuum place an “x” that indicates where you stand in regard to the statement that follows. Be prepared to defend and support your opinions with specific examples.
Strongly Agree Strongly Disagree

15. The Child’s Relationship with books
“When books come into one’s life in the context of human warmth, nurturance, and relevance to one’s own interests and needs, they maintain this quality forever. It is not only the characters in a book that engage our shared humanness – the book itself somehow becomes a companion.”
J. H. Pawl PhD 1991 Zero to Three

16. An Agreed Understanding of Read Aloud
Birth 4mths School 8yrs yrs
Read Aloud as a reading instruction element
Child associates reading as a pleasurable experience
Development of language, vocabulary, enjoyment, appreciation of books, background knowledge, model effective reading behaviours

17. Meaningful differences by Hart & Risley
As seen in Jim Trelease seminar/ The Read-Aloud Handbook(Penguin Books, 2006)

18. READ ALOUD Description
Reading quality literature and text to students is
referred to as “Read Aloud”.
Read Aloud must occur several times daily for a
variety of instructional purposes.
A Read Aloud is a planned activity.
It should involve the whole class, small groups and
individual students. 10

19. READ ALOUD Classroom Indicators- Instruction
Student engagement is evident during text reading. For example: wondering, imagining, identifying, laughing, spontaneous comment, non verbal responses
Teachers demonstrate reading as a valuable and enjoyable activity
Teachers use a variety of carefully selected texts to expose students to language structures, how texts ‘work’ and how to gain meaning from text
Teachers demonstrate reading strategies by sharing the reading process with students
Instructional focus may be problem solving, fact finding, text types, analysing, inferring, author study. 11

20. READ ALOUD Classroom Indicators- Resources
Many quality texts, diverse in style, topic and level of difficulty, well displayed and easily accessible
Examples of text should come from fiction and factual texts, including multi modal texts
Well resourced, inviting classroom and central libraries
Blocks of time scheduled for reading 12

21. Read Aloud as an Instructional Element
Read Aloud is powerful teaching when the skills or strategies of a proficient reader are modelled intentionally and authentically
We take what metacognitive readers do implicitly and make it explicit
We show students how skilled readers construct meaning from text
The term Read Aloud is used in a way that also embraces Interactive Read Aloud; your students should always have opportunities to interact with the text that is being read to them, by commenting, questioning, giving opinions and sharing ideas.

22. Why Read Aloud? Builds community Models fluent reading
Models a language that successful readers use
Models metacognition
Fosters critical thinking
Exposes to new vocabulary and language patterns
Helps activate prior and build new knowledge
Models the reading process
Models strategies: eg. predicting, visualising, connecting,fix-up strategies
Reviews text structure.
Listeners build language acquisition and increase vocabulary by hearing words in context, they build listening and comprehension skills through discussion during and after reading. They hear a variety of writing styles and gain information about the world around them

23. Research

24. Turn and Talk – What do you think they identifed?
Interactive Read Alouds: Is there a common set of implementation practices?
In 2004 Douglas Fisher and his colleagues from San Diego State University examined the Read Aloud practices of 25 expert teachers to identify common factors.
Turn and Talk – What do you think they identifed?
They then observed 120 additional teachers to see if the procedures were used widely

25. Essential components of an Interactive Read Aloud
Books chosen are appropriate to students’ interests and matched to their developmental, emotional and social level
Selections have been previewed and practiced by the teacher
A clear purpose for the read-aloud was established
The teachers model fluent oral reading when they read the text
Teachers are animated and use expression
Teachers stop periodically and thoughtfully question the students to focus them on specifics of the text
Connections are made to independent reading and writing

26. How well is Interactive Read – Aloud done in our classrooms?

27. How would you rate yourself on a scale 1-10?
Books chosen are appropriate to students’ interests and matched to their developmental, emotional and social level
Selections have been previewed and practiced by the teacher
A clear purpose for the Read Aloud is established
The teachers model fluent oral reading when they read the text
Teachers are animated and use expression
Teachers stop periodically and thoughtfully question the students to focus them on specifics of the text
Connections are made to independent reading and writing

28. What they found out

29. What does the teacher do to engage and support student thinking?
Randy reading “Short Cut” by Donald Crews

30. READ ALOUD Rate Randy!
Books chosen are appropriate to students’ interests and matched to their developmental, emotional and social level
Selections have been previewed and practiced by the teacher
A clear purpose for the Read Aloud is established
The teachers model fluent oral reading when they read the text
Teachers are animated and use expression
Teachers stop periodically and thoughtfully question the students to focus them on specifics of the text
Connections are made to independent reading and writing

31. Read Alouds in Content Areas. Why Read Aloud in Science?
Modelling reading and thinking strategies that foster critical thinking
Introduce a lesson, focus on a science concept, the author’s craft or a particular literary feature
Increase science vocabulary
Lower the abstract nature of science textbook explanations
Improve comprehension of science text
Model curiosity and question posing, generate questions for discussion and investigations

32. What does the teacher do to engage and support student understanding?
Science lesson Year 8
“The Digestive System”
video

33. READ ALOUD Rate Debby Classroom Indicators- Instruction
Student engagement is evident during text reading. For example: wondering, imagining, identifying, laughing, spontaneous comment, non verbal responses
Teachers demonstrate reading as a valuable and enjoyable activity
Teachers use a variety of carefully selected texts to expose students to language structures, how texts ‘work’ and how to gain meaning from text
Teachers demonstrate reading strategies by sharing the reading process with students
Instructional focus may be problem solving, fact finding, text types, analysing, inferring, author study. 11

34. Read Alouds in Content Areas. Why Read Aloud in Maths?
Model thinking and talking mathematically
Model strategies
Increase math vocabulary
Improve comprehension of maths text
Highlight maths concepts
When reading aloud, you can stop from time to time and orally complete sentences like these:
I think ___ will happen next.
This made me think of...
I was confused by...
I think the most important part was...
I wonder why...
I just thought of...
That is interesting because...
That didn't make sense.
So far, I've learned...
I reread that part because...

35. Some stems to support our thoughts
Thinking aloud
Monitoring comprehension
Making connections
Predicting
Previewing
Text
Thinking Aloud

36. Previewing Text
“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…”

37. Predicting “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…”

38. Monitoring Comprehension
“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…”

39. Making Connections “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.”

40. Thinking Aloud “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…..”

41. Share Parents / Community The power of reading to children
Risdon Prison
How does your school link with parents and the community???
Share

42. Resources and References
The Elementary Science Integration Projects (ESIP) promote connections between language arts instruction and inquiry-based science in grades K-8. Project activities
TeacherVision® is dedicated to helping teachers save time. Find 20,000 pages of classroom-ready lesson plans, printables, and resources. This section is on read aloud:
The Screen Actors Guild hosts Storyline Online, chock-full of video read alouds.   Well-known actors read children's books, and the videos are optimized to play at almost any bandwidth (even dial-up).  - there are many current and diverse new titles here:
Jim Trelease shares advice on how to read a book you don't want to read in this nine-minute video for reluctant readers of any age.  This link also includes a summary of the video for dial-up users:
REFERENCE BOOKS
Irene C. Fountas & Gay Su Pinnell Teaching for Comprehending and fluency
Harvey Stephanie & Goudvis Anne, 2007, Strategies That Work: Teaching comprehension for understanding

44. Planning for Read Aloud
What do you need to ensure that powerful Read Aloud happens in all classrooms?
Using what you have learnt today how will you implement or strengthen the teaching and learning around Read Aloud in your school?
Share at tables
Comment from everyone

45. Learning occurs in a sea of talk
James Britton