1. Ms. Webb is trying to read aloud to her class. Her students are not listening or involved in the book discussion because they are not interested and do not know anything about the book. Ms. Webb wants to develop a plan to get her students to enjoy her reading aloud. Let’s see if today’s presentation will help her out. What are your suggestions? SCENARIO:

2. The Recipe to an Interactive Read-Aloud Classroom Presented by: Dorian Webb April 27, 2009 ED 3263

3. *The following slides will provide background information and suggestions to help Ms. Webb and others implement Interactive Read-Alouds into classrooms*

4. Background - Interactive Read Alouds  Interactive Read-Alouds is a great tool used to enhance Reading in elementary classrooms. This procedure does not have to stop at elementary, but is a very resourceful tool to middle grades and beyond.  Interactive read-alouds is used to share books with students. The focus is on enhancing students comprehension by engaging them in the reading process before, during, and after reading.  The term interactive is used to emphasize the active learning that goes on between the teacher, students, and from student to student.  When Interactive Read-Alouds are used effectively it allows the teacher and students to process high-quality fiction and nonfiction books together.  Students will appreciate books and their meaning better through Interactive Read-Alouds.

5. Tips - Before Reading Aloud Step 1. Pick a book -  Teachers practice reading the book first to be familiar with the content to guide students’ discussion.  Teachers will choose award-winning and other high-quality books that are appropriate for students and that fit into their instructional programs.

6. Tips – During Reading Step 2. Prepare to share the book –  Teachers will decide where to pause and engage students with the text; they write prompts on self-stick notes to mark these pages. Teachers also think about how they will introduce the book and highlight difficult vocabulary words.  Be sure students are seated comfortably and can hear easily. If illustrations are integral to the text, be sure students can see them.

7. Tips – During Reading Ctd Step 3. Introduce the book –  Teachers activate students’ background knowledge, set a clear purpose for listening, and preview the text.  Ask students to make predictions about the text based on the cover, illustrations, or setting.  Establish a purpose for reading: tell students why you selected the book and what you think they will find interesting. Familiarize students with the author, genre, and illustrator.

8. Tips – During Read Ctd Step 4. Read the book interactively –  Teachers read the book aloud, modeling fluent reading. They stop periodically to ask questions to focus students on specific points in the text and involve them in other activities.  Divide a longer text into logical sections.  Find a few places to pause and invite students to comment, react, or interpret the text.  Encourage students to connect the text with their own lives and experiences and to make predictions.  Utilize illustrations to help students attend to new aspects of meaning.

9. Tips – After Reading Step 5. Involve students in after-reading activities –  Students participate in discussions and other response activities.  Connect the topic, theme, characters, setting, or author to other texts the students have read, and invite them to make their own connections. KKeep a list of books you have read aloud and post it in the classroom so that you and your students can easily remember them when making connections.  Place books you have read aloud in a special basket or tub, or display them along the bookcase so that students can find and reread them. PPause at selected points for quality interaction but not so frequently that the text is disjointed. Keep it an enjoyable, well-paced experience.

10. ??Have we helped Ms. Webb?? The tips given in this presentation have given Ms. Webb a different approach to help her class enjoy read alouds and how to include her students in the book discussion as well. But before we turn Ms. Webb a loose to experiment in her own class she should know that… Interactive Read Alouds are for all ages and that students are more interested and more involved when they are actively included in the discussion of a book they are reading as a class.

11. Conclusion – Benefits of Interactive Read-Alouds Enhanced vocabulary Improved comprehension Improved class discussions Produces fluent readers

12. Bibliography Tompkins, Gail E. Literacy for the 21 st Century:A Balanced Approach. Allyn & Bacon, 2010. Fountas, Irene C. and Pinnell, Gay Su. Guiding Readers and Writers – Grades 3- 6. Heinemann, 2001.

13. QUESTIONS!!