Interactive Read Alouds A deliberate, explicit method of reading instruction

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Interactive Read AloudsA deliberate, explicit
method of reading instruction

• Initiative Proposed By
• Rosey Doelling, Kathy Hunter,
• Cindy Patton, and Milissa McLain
• Governors School Team 2006

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• According to the National Reading Panel, a
  quality, research-based literacy program is
  dependent upon these components

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The Essential Components

• Phonemic Awareness
• Phonics
• Fluency
• Vocabulary
• Comprehension

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Reading experts across the country add the
following

• Writing
• Motivation

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Phonemic Awareness

• You can do it in the dark! It is based upon what
  the child hears.
• The awareness that language is composed of small
  sounds, called phonemes
• Sounds come together to make words, and words
  come together to make sentences.
• Manipulating, segmenting, and blending sounds

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Phonics

• Sound/symbol relationships

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Fluency

• the ability to read a text quickly, accurately,
  and with proper expression
• National Reading Panel
• Rate or pace
• Expression
• Accuracy

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VocabularyExpressive and Receptive Language

• According to Dr. Isabel Beck, there are three
  tiers of vocabulary development
• Tier 1 Everyday Words
• Tier 2 Descriptive Words
• Tier 3 Content-Specific Words

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Comprehension

• To comprehend, a reader understands, interprets,
  and critiques a given text.

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Comprehension Strategies

• Making Connections
• Asking Questions
• Visualizing
• Predicting
• Making Inferences
• Determining Important Ideas
• Repair Understanding
• Synthesizing Information
• Retelling
• Summarizing

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You may be asking yourself

• How can I help the children in my classroom
  improve their comprehension?

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The answer is clear!

• Interactive Read Alouds

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• If there is one thing you can do to make reading
  instruction more effective, it is the
  Interactive Read Aloud. Cathy Feldman,
  Director of PA Governors Institute for
• Early Childhood Education2006

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What is an IRA?

• An IRA is a deliberate and explicit method of
  reading instruction.
• The teacher
• models for the whole class
• vocabulary development, reading with fluency,
  and comprehension strategies to understand text
  by making his or her thinking visible, or
  transparent.

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Where do I start?
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What do I need?

• Materials
• Illustrated texts representing a variety of
  topics, genres, characters, settings, and plots
• Text is above the reading level of the learners
• Content of the reading is engaging and taps into
  the readers areas of interest
• Choice of materials integrates content studies
  into reading instruction

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What do I do?

• Read the given text
• Engage learners in the thinking and meaning
  making process
• Model comprehension strategies through the
  read, according to what makes sense given the
  text

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What are the learners doing?

• Turn and talk Children engage in conversation
  with one another during the reading to foster
  reading comprehension and expressive language.

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When planning an IRA, what should I think about?
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BEFORE implementing the IRA

• Choose a story about a character(s), who through
  a series of events, solves a problem, or an
  informational text that has a specific topic or
  focus.
• Identify who or what the story is about.

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BEFORE implementing the IRA

• Use this information to create a conversation in
  which children can bring prior knowledge and
  experiences to the text. Provide scaffolds for
  success and engage the children in turn and
  talk activities.
• Connect and bridge this conversation to the
  story.
• Talk about one or two words (content vocabulary
  or words of interest) and bump them into your
  ongoing classroom conversations.

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DURING implementation of the IRA

• Choose 3-5 places in the book, where you will
  model what good readers do
• Predicting
• Visualizing
• Making Connections
• Stopping and Restating

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Genre Setup

• Get your head ready

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PLAN AHEAD!