How do your read-alouds work? - University of North Read... · How do your read-alouds work? ... LESSON…

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  • How do your read-alouds work? I read aloud to my class every.single.day. Yes, there are days when it feels like a pain because we are pressed for time or the schedule has been changed. But I refuse to shortchange my students when we are deep into a novel! And if I ever feel like we truly dont have time that day, my students make sure that we make the time (usually by begging)! I begin the school year with a read aloud on the first day of school. From day one, my students see that I value reading and I value reading together as a community. Those first days of school are always crazy- assemblies, extended class periods, getting to know you time, learning the ropes, and all that. Well, that usually makes for lots of downtime. Instead of doing silly bulletin board activities or useless worksheets, we read together. It sets the stage for a great year! When I read to my students, it is usually at the end of our period together. I set aside about 15 minutes (sometimes more, sometimes less) to read each day. My students stay at their desks because we dont have the time or space to move around- 6th graders are pretty big. They just close their binders, put down their pens, and settle in for a relaxing few minutes. I read and every so often stop to think aloud. These think alouds might model a reading strategy or share a response I have to the text. At other times they will elicit responses from the kids. But I try not to spend too much time talking because that takes away time we could spend reading. I usually read between 1-3 chapters per day (depending on the book and chapter length, of course) and I try to leave my students at the end of a chapter. If I cant do that, I leave them hanging at a point when the time/action moves forward in a chapter. This means I usually dedicate at least an hour to the read-aloud each week. And honestly? That hour is time that is usually lost otherwise because its extra or left-over time when we transition or the schedule changes or we have an extra 5 minutes here or there. Learn to use time to your advantage! https://thereadingzone.wordpress.com/2009/04/05/nuts-and-bolts-of-the-read-aloud-in-my-middle-school-classroom/

  • Copyright Raymond C. Jones, PhD Permission Granted for Classroom Use / All Others Inquire at rjones@virginia.edu

    Copyright Raymond C. Jones, PhD Permission Granted for Classroom Use / All Others Inquire at rjones@virginia.edu

    3 2 1 ReadingQuest: Making Sense in Social Studies http://www.readingquest.org

    3 THINGS YOU FOUND OUT:

    2 INTERESTING THINGS

    1 QUESTION YOU STILL HAVE

    ReadingQuest: Making Sense in Social Studies http://www.readingquest.org

  • 12/7/2015 BreakingBarriers,BuildingBridges:CriticalDiscussionofSocialIssues-ReadWriteThink

    http://www.readwritethink.org/classroom-resources/lesson-plans/breaking-barriers-building-bridges-86.html 1/2

    ILA/NCTE 2015. All rights reserved.Technical Help | Legal | International Literacy Association | National Council of Teachers of English

    Joy F. MossRochester, NewYork

    Grades 6 8

    Lesson Plan Type Standard Lesson

    Estimated Time Six 45minute sessions, plus additional time for students to read a bookoutside of class

    Lesson Author

    Publisher

    OverviewFrom Theory to Practice

    Students read and discuss a series of picture books that highlights social barriers and bridges of race, class, andgender. Prior to a readaloud of each picture book, students participate in activities, such as research orindependent reading, that help lay the context for critical discussion of the readaloud. Throughout the series ofreadings, students respond to each book in a writing journal. After all the picture books have been read, studentsuse their journal responses to help them synthesize the themes they encountered in the books. They discuss how theycan take action to break barriers they have identified in their own worlds and to build bridges from what is to whatcould be. Finally, students read the novel Maniac Magee and discuss how the novel relates to the picture books theyhave discussed.

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    In their article "Critical Literacy," Leland and Harste argue that "teachers who want to reimagine [the readaloud] asan opportunity to engage children in critical conversations about power and social justice can help them begin tounderstand that every text is written from someone's perspective" (468). The use of picture books, which take littletime to read, allows students to explore multiple perspectives around the theme of social bridges and barriers.Picture books can invite students to engage in critical discussion of complex issues of race, class, and gender. They"show how people can begin to take action on important social issues . . . and help us question why certain groupsare positioned as 'others'" (Harste, 2000, p. 507). When they are read aloud, picture books enable students to engagein dialogue as they consider the narratives in terms of historical contexts, the nature of the implied barriers, andhow individuals can take action to promote social justice and equity.

    Further Reading

    Leland, Christine H. and Jerome Harste. 2000. "Critical Literacy." In K. M. Pierce (Ed.) Adventuring with Books: ABooklist for PreKGrade 6 (pp. 465487). Urbana, IL: NCTE.

    Harste, Jerome. 2000. "Supporting Critical Conversation in Classrooms." Adventuring with Books: A Booklist for PreKGrade 6. K. M. Pierce (Ed). Urbana, IL: NCTE.

    Moss, Joy. 2002. Literary Discussion in the Elementary School. Urbana, IL: NCTE.

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    LESSON PLAN

    Breaking Barriers, Building Bridges: Critical Discussion of Social Issues

    OVERVIEW

    FROM THEORY TO PRACTICE

    http://www.readwritethink.org/util/help.htmlhttp://www.readwritethink.org/util/legal.htmlhttp://www.reading.org/http://www.ncte.org/http://www.verizonfoundation.org/http://www.readwritethink.org/about/bio/moss-14.htmlhttp://www.readwritethink.org/about/bio/moss-14.htmlhttp://www.ncte.org/https://secure.ncte.org/store/literary-discussion-in-the-elementary-schoolhttp://www.readwritethink.org/professional-development/professional-library/literary-discussion-elementary-school-30367.html

  • 12/7/2015 BreakingBarriers,BuildingBridges:CriticalDiscussionofSocialIssues-ReadWriteThink

    http://www.readwritethink.org/classroom-resources/lesson-plans/breaking-barriers-building-bridges-86.html 2/2

    http://www.verizonfoundation.org/

  • 12/7/2015 CatchingtheBugforReadingThroughInteractiveRead-Alouds-ReadWriteThink

    http://www.readwritethink.org/classroom-resources/lesson-plans/catching-reading-through-interactive-241.html 1/1

    ILA/NCTE 2015. All rights reserved.Technical Help | Legal | International Literacy Association | National Council of Teachers of English

    Cathy J.MortonOgden, Utah

    Grades K 1

    Lesson Plan Type Recurring Lesson

    Estimated Time Three 30minute sessions

    Lesson Author

    Publisher

    OverviewFrom Theory to Practice

    This lesson uses an interactive readaloud of Miss Bindergarten Stays Home From Kindergarten by Joseph Slate tohelp kindergarten and firstgrade students learn reading strategies and how to prevent the spread of germs in theirclassroom. Students discuss and build knowledge about how germs are spread, how to cope with having a substituteteacher, and how to construct a caring classroom community, all while learning about story structure, newvocabulary, and a variety of reading strategies.

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    Barrentine, S.J. (1996). Engaging with reading through interactive readalouds. The Reading Teacher, 50, 3643.

    During interactive readalouds, teachers pose questions throughout the reading that enhance meaning constructionand also show how one makes sense of texts.

    Dialogue during readaloud events supports students as they construct meaning based on the story and draw upontheir personal experiences to build story relevance.

    These meaningcentered interactions engage students with literacy information and demonstrate strategies thatthey can adopt for use when reading independently.

    Rog, L.J. (2001). Early literacy instruction in kindergarten. Newark, DE: International Reading Association.

    Select highquality literature that extends children's knowledge of literature, language, and the world.

    Allow students to discuss the text as it is being read to scaffold their construction of meaning.

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    LESSON PLAN

    Catching the Bug for Reading Through Interactive ReadAlouds

    OVERVIEW

    FROM THEORY TO PRACTICE

    http://www.readwritethink.org/util/help.htmlhttp://www.readwritethink.org/util/legal.htmlhttp://www.reading.org/http://www.ncte.org/http://www.verizonfoundation.org/http://www.readwritethink.org/about/bio/cathy-morton-84.htmlhttp://www.reading.org/http://www.reading.org/General/Publications/Journals/RT.aspx

  • Create a Character Word Cloud Part I - Complete Character Rating Scale 1. Choose a character for your Character Word Cloud. It could be a fictional

    character from a book, a historical figure, or even yourself! Write your characters name on the line at the top of the Character Rating Scale.

    2. List any 8 character traits below the name of the character. Be sure to choose a variety of traits - some that describe the character very well and some that do not describe the character very well.

    3. Rate each character trait from 1 to 10 depending on how well it describes the character. (1 = lowest and 10 = highest) Hint: This activity works best if the scores range between 4 and 10.

    Part 2 - Create Character Word Cloud 1. Use your scores on the rating scale to create a Character Word Cloud for the

    character. Open a word processing document and type the first charac

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