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READ ALOUD Beyond Bedtime Stories

READ ALOUD

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READ ALOUD. Beyond Bedtime Stories. From Katherine Paterson’s The Spying Heart. And, of course, the best way to cultivate their [children’s] taste is to read to them, starting at birth and keeping on and on. “Let me hear you read it” is a test. “Let me read it to you” is a gift. - PowerPoint PPT Presentation

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Page 1: READ ALOUD

READ ALOUD

Beyond Bedtime Stories

Page 2: READ ALOUD

From Katherine Paterson’s The Spying Heart

And, of course, the best way to cultivate their [children’s] taste is to read to them, starting at birth and keeping on and on. “Let me hear you read it” is a test. “Let me read it to you” is a gift.

Page 3: READ ALOUD

Reflection

Think of a person whether it was a teacher, a parent or a relative who read to you, remember the feelings of comfort and the sense of adventure in losing yourself in a good story? Who was this person? What did they read to you?

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Concepts Today

What are some foundations of read alouds for all age levels?Considerations for quality pieces of literature and thinking about curricular connections?What do effective read alouds consider?How do you read a read aloud?

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Concepts Today

What do we do after reading a piece of literature?

How do you design opportunities for students to engage in more sophisticated discussions?

Informational Text strategies for read alouds

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Why Read Aloud? – The single most important literacy event

Provides opportunities for literacy learning

Teaches us about ourselves and the world

Builds community

Promotes gains in confidence

The more they hear – the more they can use in their own writing (settings, endings, vocabulary, character)

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Why Read Aloud

Let’s students in on the teachers thinking by modeling “think alouds”

Models how good readers read

Stimulates imagination

Enhances listening skills

Offers many new friends since characters can become quite real

Students learn that the language of books is different from spoken language

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Read Alouds to Older Students

Increases test scoresIntroduces new genres and text structuresProvides opportunities for extended discussionsFacilitates language growth for ELL studentsTeachers demonstrate that content topics have connections to pleasure readingDemonstrates that teachers want to share personal interests with students

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Read Alouds to Older Students

Allows teachers to move beyond the secondary resources of textbooks to original or primary resources

Helps students build and use vocabulary in their responses

Helps make content come alive

Use expands a different way to lecture to students

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Effective Read Alouds

Have established rituals, designated times and places

Occur numerous times during the day

Include high quality literature

Establish connections with other works and curriculum

Promotes discussions before during and after

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Effective Read Alouds

Supports a variety of student responses

Facilitated by knowledgeable teachers

Revisits past favorites and classics

Takes advantage of the teachable moments

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Selecting Literature to Read Aloud

Have you read the book?

Did you enjoy the story and can share your passion?

Does it tell a good story?

Does it represent high literary and artistic quality?

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Selecting Read Alouds

Will it encourage further reading and inquiry?

Is the book not more than one or two grade levels above their present grade? (listening level is up to two years beyond reading level – also age appropriate materials stay in scope)

Do your choices over time reflect a variety of cultures both in content and illustration?

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John Dewey: “The experiences we have today should build upon the ones we had yesterday and lead to the ones we have tomorrow”

Are the characters well developed and delineated?Is the content of the book appropriate for the audience?Will you be a successful as a storyteller in reading?

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What to Read

Humorous

Serious

Fanciful

Realistic

Fables

Folktales

Myths

Books by same author or illustrator

Different version of the same story or topicPoetryContent area/information text or storybookMagazine articlesTeachers own writingPicture books50% fiction 50% non fiction

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Getting Started

EARLY GRADES

What they might know

Gradually add a few new

Gradually add more complicated texts

OLDER STUDENTS

Engaging

Read above the independent reading level

Vocabulary that is new and interesting

Pieces of interest to you that you share

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When to Read Aloud

FREQUENTLY each day

A consistent time for more extended read alouds or chapter books

When introducing a class project

Part of content subjects – mini lessons

First of the day – build tone for the day/character traits

After lunch or recess to re establish class routines

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When to Read Aloud

At the end of the day (re creates the atmosphere of a bedtime story – good for primary kinder and 1st grade or a calm dismissal

Spontaneous times to provide rich literacy learning – transitions, before specialists, settling down, celebrations

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How to Read Aloud or “performing”

Ad Lib vs. straight textCreating voicesUse your eyes – widen, narrow, think, shockMake the author or illustrator part of the read aloudUse your minds eye to read the detailsEnd the store akin to living happily ever afterAnticipating the story vs. interrupting the story

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Reggie Routman

“Reading aloud is a powerful technique for promoting story enjoyment and literature appreciation and for noting what authors do in the writing process so that students can make similar choices for themselves.”

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Teacher as Docent

Re reading same books to young students

When to stop along the way

Introducing the book

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Where to Read Aloud

Criteria to have students be able to hear the story/informationPlace where kids can see the pictures or use of technology to enhance the visualHave a place for the consistent/formal times you have chosen to establish ritualSymbolic acts to focus attention

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Response Experiences

Activities vs. experiences or response strategies

Relevance

Connections to curriculum and events in the class

Share a purpose to allow all students to understand the lesson

Support multiple viewpoints

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Strategies to Assist Thinking

QuestionsCompare and ContrastConversation CreationStories from headlinesTime Line MappingSketch journals or fine arts

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Discussion Strategies for Older Students

Chapter chat

Discussion perspective – positive, pessimist, emotional responder, creative

Literature circles *might have to have a few extra copies of the book for the groups

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Questions

Provide range of answers

Make connections to self and experiences

Promote further discussion

Asked in response to student’s ideas

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More Considerations for Questions

20 questions – use as a parlor game only

Questions should have integrity

Questions should help students explain or justify their ideas

Help students notice things in the text and in their lives that they wouldn’t notice on their own

Make statements instead of questions – share reactions

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Selecting Quality Informational Books

Authority of the author

Accuracy of the information

Appropriateness for scientific terms

Artistry vs endless facts

Appearance of text, graphs, boxed facts

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Reading Informational Books

Might not be appropriate to read the whole book

Enhance the topic by reading several informational books

Read several selections by the same author to see how they present information in the books

Read books of distinction: NCTE Orbis Pictus Award, ALA Sibert Informational

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Informational Read Alouds

Take time to build content understandingRequires stamina so build on read aloud strategies that facilitate concentrating on details and conceptsInformational read alouds are excellent for ELL students due to realiaBuild vocabulary that is conceptual

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Informational Text

Responding strategies can include text features that facilitate content text books (bold print, information under pictures, charts and maps)Strategies to respond to read aloud chunks: I remember, Say Something, pair with music and rhythms to elevate the motivationStudents can re read to music for their own fluency

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Modes of Responding

Engaged/Involved

Associative/Intertextual

Reflective/Evaluative

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Where do you go from here?

Increase your knowledge of children’s literature

Read Aloud every day for one month

Share resources with parents

Try some invested discussion ideas

Try thinking aloud

Rethink the notion of “Main Idea”

Understand the complex nature of the reading process

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Walk Aways – Be thinking about

Intentional plan for read alouds

Frequency of read alouds (when)

Where you do read alouds

Incorporating Informational text material

Responses to read alouds

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“You may have tangible wealth untold; Caskets of jewels and coffers of gold. Richer than I you can never be- I had a mother who read to me.”

-Strickland Gillian from The Reading Mother