Teacher read alouds help children “gain the knowledge and language skills that will enable good comprehension later on. Reading aloud increases background knowledge, builds vocabulary, and familiarizes children with the language in books” Fountas and Pinnel
Thinking aloud creates a framework for thinking. »Linda Miller, Reading with Meaning
What does it do? What is the purpose? Values the metacognition process Allows instruction with grade level or above grade level text for all students Can be used for a variety of purposes Mirrors strategies used by a good reader Allows students to be thinking about what is read and not having to focus on the actually reading.
Expands the student use of oral language and increases their vocabulary Expands the students’ understanding of the structure of text-what is the author’s purpose in presenting text the way he/she does Allows all students to be part of a single learning community
Definition Interactive read aloud –Teacher reads aloud to students –Both the teacher and students think about, talk about and respond to text. –Both the reader (teacher) and students(listener) are active
Structure of interactive read aloud Books selected should meet a specific purpose or strategy The lessons need to be prepared-notations made as to stopping places and possible questions to ask. Should have built in student response that is open ended Should make connections to other contents, each other, or self Uses precise language
Book Selection Students should enjoy it Connected to classroom content or strategy instruction-looks for books that with stimulate discussion. Has a variety of genre-not all fiction-mixture of non-fiction Has rich vocabulary Reflects a diverse world Students should be able to make personal connections to the book
Include personal or student favorites Use a variety of illustration, format and style techniques Do author studies
Steps in Explicit Instruction Gradual Release of Responsibility Model Teacher explains what the strategy is Teacher explains why it is important Teacher explains when to use the strategy Teacher models how to use the strategy in a read aloud/think aloud using actual text Teachers and students work together in guided practice with feedback Students independently use the strategy
Activating Prior Knowledge Take 3 post-it notes Draw 3 things you would see in a school- one on each post-it note Put your post-it notes on the chart to match where you would find your drawing in a school
Types of Charts Strategy –Record kids’ use of a strategy during its study –Example: record kids’ questions during a questioning study Genre –Record content based info during a content-area study Content –Record interesting/important info that kids discover while reading Process –Kids share their insights about particular strategies, and evaluate their usefulness in comprehension –“This strategy was helpful because…”
Rocks and Pebbles Take a pebble and a rock out of your bag. When I stop at a word that you think is a “big”, word hold up the rock. When I stop at a word that you think is a “little” word, hold up the pebble
sequencing Using the pictures from the story, let’s sequence the story.
Now its your turn Using the book you were given, decide what strategy could be used as you read the story. Once you have a strategy, mark the text where you will use a think aloud or ask an opened ended question.
Thank you Gail Bohnenstiehl gbohnenstiehl@pdaonline