THE COMPONENTS OF EFFECTIVE READ ALOUDS

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THE COMPONENTS OF EFFECTIVE READ ALOUDS
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• Children are not born knowing how to do the
  things good readers do when they read.
• Children cannot, for the most part, see good
  readers doing these things.
• Some children will figure these things out on
  their own.
• But many children need teachers to let them in on
  these secrets of good reading.
• Nell K. Duke
• Michigan State University
• Literacy Achievement Research Center

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• In Becoming a Nation of Readers, the report of
  the National Commission on Reading states that
  the single most important activity for building
  the knowledge required for eventual success is
  reading aloud to children.
• -Anderson, R.C., Hiebert, E.H., Scott, J.A.,
  Wilkinson, I.A.G. (1985). Becoming a
• nation of readers The report of the Commission
  on Reading. Washington,
• DC National Academy of Education, Commission
  on Education and Public
• Policy.

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What is a Read Aloud?

• A Read Aloud is simply thattimes in the school
  day when a teacher has planned to read orally to
  a group of students.
• Read Aloud is a strategy in which a teacher sets
  aside time to read orally to students on a
  consistent basis from texts above their
  independent reading level but at their listening
  level

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When do I Read Aloud?

• At the start or close of the school
  day
• As a transition from one activity to
  
• another (example following
  recess)
• As part of a reading and/or writing
• mini lesson
• As part of a content lesson
• As a planned part of each day

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What do I Read Aloud? A variety of print sources
can be read. Refer to your grade level ELA
standards at www.ed.sc.gov to see what the state
is asking us to teach students to read.

• Example from the kindergarten ELA standards
• Students in kindergarten will begin to read four
  major types of literary texts fiction, literary
  nonfiction, poetry, and drama.
• In the category of fiction, they read the
  following specific types of texts picture books
  and fantasy.
• In the category of literary nonfiction,
  autobiographical and biographical sketches are
  read aloud to students.
• In the category of poetry, they read nursery and
  counting rhymes, songs, narrative poems, lyrical
  poems, humorous poems, and free verse.

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Teacher Preparation for Read Aloud

• Highlight places to stop, question, make
  predictions, or make connections.
• Write discussion questions before the lesson.
• Practice reading the selection using gestures and
  voice intonation.
• Plan before, during, and after reading activities
  to enhance comprehension.

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Think Alouds

• Think alouds are a way of making public the
  thinking that goes on inside your head as you
  read.
• Use think alouds to demonstrate for children how
  you think as you read.
• As students read, they pause occasionally at
  strategic points to think orally about
• connections they are making
• images they are creating/visualizing
• problems with understanding what they are
• encountering and
• ways they see of fixing those problems

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Read Aloud Challenges and Solutions

• The biggest challenge teachers have during Read
  Aloud is inattention by some children, which can
  interfere with other students listening. In
  order to get the most from Read Alouds you need
  to set up an explicit classroom routine.
• Plan where and how the children are going to sit
  and where you will sit or stand. Be sure each
  child can see the book and make sure they know
  that everyone will get to see the pictures. The
  teacher should be elevated in order to monitor
  students, especially those sitting in the back.
• Use cues to settle the children and consistently
  use them. Examples 1,2,3 Eyes on me. I
  wiggle my fingers I wiggle my toes I wiggle my
  shoulders I wiggle my nose. Now all the wiggles
  are out of me, and Im as quiet as I can be.
  (Shhhhhh.)
• Read the book ahead of time. By familiarizing
  yourself with the book you will know the story
  line, rhythm of the words, vocabulary,
  pronunciation, and characters. This familiarity
  will allow you to involve the children by having
  eye contact while you read.
• Start every read aloud by introducing the title,
  author, and unknown vocabulary/concepts. If you
  have read other books by that author discuss that
  with the children.

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Read Aloud Challenges and Solutions

• Present literature to children with a planned
  introduction and conclusion. Use the
  introduction to create interest and set the mood
  for the story.
• Choose books that are exciting enough to hold
  childrens interest and short enough to fit their
  attention spans. Their attention span will grow
  throughout the year.
• Read everyday.
• Use cues to give children ways to control their
  behavior themselves. Example Move your finger
  across your mouth, tell the children that the
  signal means to be quiet or put on your listening
  ears. Use these consistently. Example If a
  child isnt listening, say their name in the
  story. Children love to hear their names in the
  book.
• Encourage participation.
• Let the children know that you cant wait to read
  to them every day!

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Reading aloud to students allows the teacher to

• build community.
• model fluent and expressive reading.
• strengthen vocabulary, language, grammar and
  writing.
• think aloud.
• model the reading process.
• review text structure.
• facilitate comprehension.
• provide interactions with a variety of texts.
• make connections.

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• Connecting the Read Aloud to Writing
• Analyze Authors Craft
• Encourage students to borrow from other authors.

Things Nonfiction Writers DoUse cutawaysMake
captionsDo a lot of researchUse close-upsWrite
about real thingsUse mapsUse photographsMake
glossariesMake bordersMake a table of contents
Things Fiction Writers DoWrite storiesDraw
picturesSay "once upon a time"Write funny
storiesTell a story in orderMake a table of
contentsGet ideas from their own livesDo some
researchMake up the storyMake it sound true
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REFLECTION.QUESTIONS???
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Resources

• Benefits of Read Alouds
• http//www.esiponline.org/classroom/foundations/re
  ading/readalouds.html
• Book Lists for Read Alouds
• http//www.teachersfirst.com/100books.cfm
• http//www.readaloudamerica.org/booklist.htm
• http//www.ilfonline.org/Programs/readaloud.htm