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Effective Read Alouds for Early Literacy. Norms. Actively participate Show mutual respect Limit side conversations Use mobile devices courteously B e extraordinary!. Expected Outcomes. To learn what a read aloud is and the importance - PowerPoint PPT Presentation
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HISD EARLY CHILDHOOD DEPARTMENT
HISD EARLY CHILDHOOD DEPARTMENT
ELEMENTARY CURRICULUM & DEVELOPMENT
ELEMENTARY CURRICULUM & DEVELOPMENT
Effe
ctiv
e R
ead
Alou
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Effe
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e R
ead
Alou
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for E
arly
Lite
racy
for E
arly
Lite
racy
NormsNorms
• Actively participate
• Show mutual respect
• Limit side conversations
• Use mobile devices courteously
• Be extraordinary!
Expected OutcomesExpected Outcomes
• To learn what a read aloud is and the importance
• Learn the difference between a shared read aloud and an interactive read aloud
• What to do before, during, and after a read aloud
Read Aloud Time!Read Aloud Time!
QuestionQuestion
Who can tell me…how many read alouds should you read
in one day???
What is a Read Aloud?What is a Read Aloud?
The teacher offering intentional instruction by using specific questions and prompts to
enhance children’s development of oral language and comprehension.
--Frog Street Press
Rationale for Reading AloudRationale for Reading Aloud
• Promotes an enjoyable experience with books
• Motivates children to want to learn to read
• Provides a good model of fluent and expressive reading
• Helps develop a sense of story
Rationale for Reading AloudRationale for Reading Aloud
• Builds background knowledge
• Builds comprehension
• Increases concept and vocabulary knowledge
• Provides opportunities to hear and understand more formal language
• Inspires writing
Read Alouds in ProgressionRead Alouds in Progression
Interactive Read AloudsInteractive Read Alouds
• Teacher reads from one book
• Used for comprehension strategies, think alouds, fluency, etc.
Shared Read AloudsShared Read Alouds• Teacher and students read in unison
• Students practice reading fluency, expression and concepts of print.
• Texts that can be read:– Big books– Charts poems, rhymes, etc.
Lesson Pre-WorkLesson Pre-Work
1. Pick a book
2. Preview the book
3. Select vocabulary
4. Identify the big idea of the book and/or the comprehension focus question
5. Select stopping points
6. Plan questions for scaffolding
Choosing a Read AloudChoosing a Read Aloud
• Background and interest of your children
• Length of the book
• Purpose or goal of book
VocabularyVocabulary
VocabularyVocabulary
New vocabulary includes unfamiliar words that children will need to understand for comprehension.
*This does not always mean the hardest words.
Remember…Remember…• When introducing vocabulary , encourage the children to say the word with
you. Ask them to say it again and then to a partner.
• If possible…create an image. Offer drawings, gestures, or dramatization. It moves the meaning of a new word from an abstract to concrete thought.
• Infuse targeted vocabulary throughout the day to provide sustained rehearsal.
• Develop context: Return to the place in the book where the word was encountered.
• Decontextualize: Extend the meaning of the word to a different content .
Choosing VocabularyChoosing Vocabulary• Choose 2-3 words per story• Choose words that might need clarification
so they don’t obstruct children’s comprehension
• Choose Tier 2 words: Words that characterize written text. Learners are less likely to run into these words as they listen to daily language.
• Choose words that will have the most ”mileage”
ExampleExample
• Click, Clack, Moo: Cow That Type, Doreen Cronin
strike neutral
impatient ultimatum
furious exchangedemand
ExampleExample
• Stellaluna, Janell Cannon sultry
scentclutched
clamberedgracefullyanxiousaeculiar
ExampleExample
• Two Bad Ants, Chris Van Allsburg swiftly
remarkableeager
delicatevanishedunaware
calmstunned
Before ReadingBefore Reading
• Launch of the book
• Build background knowledge
• Set the thinking job
• Set the comprehension questions
• Summarize what was read the day before…if appropriate
Anchor Charts for ReadingAnchor Charts for Reading
During ReadingDuring Reading
• Use think-alouds and think-turn-talk stops that are flagged in the book to model your thinking in order to develop comprehension skills for your students and to guide their thinking in order to answer the comprehension questions.
• Explain vocabulary as you encounter it in the book….a brief explanation as to not interrupt comprehension.
Think AloudsThink Alouds
• Make your thinking visible as an excellent reader and thinker for your students
• Find a way to signal you are doing your own thinking
Think-Turn-TalkThink-Turn-Talk
• Students turn and talk with a partner about a specific question/purpose
• Explicitly teach the routine to students before the read aloud
• Have partners planned ahead of time
QuestionsQuestions
Types of QuestionsTypes of Questions
• Factual
• Inferential
• Opinion
• Text to self
• Text to text
• Prediction
• Authorship
• Vocabulary
Sample QuestionsSample Questions
Factual Questions:
•Where does this story take place?
•What kind of bird is this?
Text to Self Questions:
•How would you feel if that happened to you?
•What would you have done differently?
Comprehension StrategiesComprehension Strategies
Comprehension strategies are a major goal of interactive read alouds.
• Using prior knowledge• Asking questions
• Making predictions• Making connections
• Comparing and contrasting
Question RemindersQuestion Reminders
• Be sure to have different levels of questions prepared for different levels your students
• For students that have difficulty answering questions:
- Do not just say you will come back to them
- Give them choices for the answers (2-3)
- If needed, give them the answer and have
them repeat it back to you
ScaffoldingScaffolding
• Minimal scaffold: Either/or reducing choices
• Moderate scaffold: Cloze prompt…for final word (start the word for student)
• Intense scaffold: Say…to elicit answer
After ReadingAfter Reading
• Guide students in a discussion using higher order questions (this may not happen in everyday)
• Review and reinforce targeted skill
• Ensure that all students have the opportunity to respond
ExtensionsExtensions
• Dramatizing story
• Dramatic play
• Puppets
• Story baskets
• Thinking maps
• Graphic organizers
• Work Stations
Dramatizing StoriesDramatizing Stories
Dramatic PlayDramatic Play
PuppetsPuppets
Story BasketsStory Baskets
Thinking MapsThinking Maps
Graphic OrganizersGraphic Organizers
Work StationsWork Stations
Important to remember!Important to remember!
Too many strategies, too much new
vocabulary and too many questions will take away from the
book!
Choose carefully and purposefully!
Time to Plan!Time to Plan!
There is a book on your table. As a group, plan for your read aloud using the Planning for a Read-Aloud template you
have in your packet.
ResourcesResources
Thank you!Thank you!