interactive readaloud k 3 with reading teachers input
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Interactive Read-Aloud
Grades K-3October 17, 2012Presented by: Building reading specialists
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Agenda
Definition of Interactive Read Aloud Purpose of Interactive Read Aloud Process Including Book and Objective
Selections Assessment Model Independent Work to Develop
Interactive Read-Alouds for Classrooms
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A Definition
According to Fountas and Pinnell, Interactive Read-Aloud is “A teaching context in which students are actively listening and responding to an oral reading of a text.”
--The Continuum of Literacy
Learning, Grades K-2. A Guide to Teaching,
page 163.
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Fountas and Pinnellon Reading
“Reading to children is the most effective literacy demonstration you can provide. As you read aloud, you demonstrate how to think and act like a reader; you also provide insights into writing because you are sharing a coherent, meaningful piece of written language that an author has constructed…”
--Matching Books to Readers, page 9
Purpose
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The Continuum of Literacy Learning
Curriculum goals of Interactive
Read-Aloud: To promote new learning from the
selected text. To expose students to a variety of
genres and increasingly complex texts.
Purpose
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Benefits of Interactive Read-Aloud
In Interactive Read-Aloud, the listener is freed from decoding and is supported by
the oral reader’s expression
--fluency
--phrasing
--stress The reader’s focus is then on making
meaning.
Purpose
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Vocabulary
Interactive Read-Alouds and Literature Discussions help students to expand vocabulary because children hear words that are not ordinarily used.
Since the teacher says the words the length, number of syllables, inflectional endings, etc. are not major factors in choosing a text.
For literature discussion, students who cannot read the words can be given a taped reading.
Purpose
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Special Benefits for ELL Students
For ELLs, Interactive Read-Alouds provide Opportunities to hear the syntax and vocabulary
of the language in text.
Modeling and engagement in oral language opportunities.
Exposure to meaningful, high-quality texts.
Scaffolding through the literacy process for students.
Purpose
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How to Support Reader Thinking Within, Beyond and About a Text
Process
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Within the Text
Benefits Students do not have to decode. Children hear fluent phrasing. Students can self-monitor their understanding. Children can remember information in summary
form. Children can adjust their thinking to understand
different fiction and nonfiction genres.
Process
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Beyond the Text
The teacher can Help children to make predictions and
connections to previous knowledge and their own lives.
Support student thinking beyond the literal meaning.
Demonstrate how to think beyond the text. Stop at selected intervals to discuss text
elements that expand thinking.
Process
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About the Text
The teacher can direct students’ attention
to: Author’s craft Use of language Characterization Organization Text Structure
Process
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Which Level to Choose?
The teacher does not need to select a specific level, but the text characteristics as well as the age and grade of listeners should be considered.
Consider a text just beyond
your readers’ reach. (Should
be within the text complexity band defined in RL 10 and RI 10.)
Process
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Example of Prompts See Moon Handout from Collabs.
Reading Skill Think-Aloud Turn and Talk
Monitoring for Meaning
Wait! This doesn’t make sense. I’m going to reread this part to try and figure it out.
A lot has happened so far. Turn and talk to your partner and retell what has happened so far.
Process
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Kid Watching
From the teacher’s vantage point: Look for evidence of students’ literal
understanding before, during, and after listening to a text read aloud.
--Did they pick up important information?
--Could they follow the plot?
--Could they remember important
details?
Assessing
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Modeling of an Interactive Read Aloud
Modeling
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Turn and Talk
To a grade level peer to develop an Interactive Read Aloud for your classroom.
Independent
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Wrap It Up!Comments?Questions?
Thank you!
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Acknowledgements
Fountas, Irene and Pinnell, Gay Su: Matching Books to Readers. Portsmouth, NH: 1999.
Fountas, Irene and Pinnell, Gay Su: The Continuum of Literacy Learning, Grades K-2. A Guide to Teaching. Portsmouth, NH: 2007.
Hoyt, Linda: Interactive Read-Alouds. Portsmouth, NH: 2007.