Read-alouds

1
Read-alouds

• Anna-Marie Aquino
• EDUC 4214
• Junior/Intermediate Language Arts

2
On reading aloud

• Do read aloud to someone.
• When words
• are infused
• with the human voice,
• they come alive.
• Maya Angelou

3
Why Read-aloud?

• To entertain
• To inform
• To explain
• To reassure
• To arouse curiosity
• To inspire
• To model
• Jim Trelease, The Read Aloud Handbook

4
Read-aloud

• Relatively uninterrupted
• Students experience the whole before examining
  the parts
• Students experience global aspects of text
  story, grammar, characterization, cause and
  effect, character motivation etc.

5
The Composition

• Antonio Skarmeta
• Alfonso Ruano

6

• The Composition
• Antonio Skarmeta
• Alfonso Ruano

7
Activating Prior Knowledge

• Front and Back Cover

8
Read Aloud
9
Assignment 1Read Aloud and Teaching/Learning
Strategy(to be completed in pairs)

• Course Weight 10
• Due Date sign up basis, starts week 3
• A. Purpose of the Task
• To introduce you to a variety of literary genres
  to give you practical experience conducting a
  read-aloud and to select an appropriate book for
  a specific teaching/learning strategy.
• To introduce you to a variety of
  teaching/learning strategies and give you an
  opportunity to combine these strategies with
  literature to help students think about and
  understand ideas, concepts or procedures.

10

• B. Your Task
• The Read Aloud
• Select a picture book, novel, non-fiction text,
  newspaper or magazine article to use as a
  read-aloud that will teach about or demonstrate a
  concept, idea or skill.
• Decide what grade levels (4-10) you would use the
  text with.
• Select one Teaching/Learning strategy from the
  list provided. Be sure to reference the source in
  your handout.
• Use your read aloud selection to demonstrate how
  this strategy works or apply this strategy to the
  piece of text to create a literacy-based
  activity. The Read Aloud and the strategy should
  work together to illustrate or enhance the
  learning of a skill, concept or procedure.

11
How to Choose a Book

• Does the selection have charm, magic, impact and
  appeal? This means that chunks of language or
  meaning will reappear in the reader or listeners
  mind. The impact and lasting, pleasurable quality
  has to be intrinsic, both in the story and in the
  authors style.
• Does the selection have something worthwhile to
  say? Does the authors idea always remain
  uppermost, avoiding any overt presentation of a
  moral or lesson? Does the story say something new
  or present a familiar theme in such a way that
  the reader doesnt feel that he/she has heard it
  all before?
• Is the shape and structure appropriate? Consider
  the pace and flow of the story, the unfolding and
  its resolution, and the authors technique of
  leading one episode into the next and in
  signalling a change of mood or pace.
• Is the language effective? Does the language suit
  the subject and the characters? Do the characters
  talk naturally? Does the language aid the reader
  in making sense of he authors ideas?
• From A Good Book is a Good Book Anywhere by
  Margaret Mooney

12
Handout

• Prepare an annotated description of the book you
  chose. Include the title, author/ illustrator,
  publisher and publication date, ISBN number.
• Respond to the following prompts
• -Provide a rationale describing why this book
  appropriate for the junior/intermediate learner.
• -What skills can be taught using this text?
  (Refer to specific grade level, subject and
  strand from the Ontario Curriculum Documents).
• -What themes/ideas emerge
• -Describe the Teaching/Learning strategy you
  chose and how you would use it.
• Provide a copy to your colleagues. This handout
  will form the basis of a list of effective Read
  Aloud books and Teaching/Learning strategies upon
  which you can build.
• You may get ideas from colleagues, other
  teachers, professional readings etc., but you
  must document your source(s). If you borrow an
  idea, you must adapt it to make it original.

13
Presentation

• There will be a 15-20 minute time-frame for the
  read aloud and teaching/learning strategy
  presentation. Ensure that there is no one else is
  presenting your teaching/learning strategy or
  using the same text for your Read Aloud.
• Read the text aloud to your classmates.
• Share your ideas as required in the written
  component of the assignment (why this text is
  appropriate, skills, themes/issues).
• Briefly identify and describe the teaching
  learning strategy.
• Follow with implementation of a portion (or more
  if time permits) of the teaching/learning
  strategy. This part of the presentation should be
  interactive and include your peers in an active
  learning experience. For example, if your
  strategy is visualization, have the class do at
  least a portion of the visualizing activity you
  would do with a Grade 4 class.

14
Evaluation Criteria for Teaching/Learning
Strategy and Read Aloud 10 of final mark
15
Model for Assignment

• Read Aloud The Composition
• Strategy Writing an opinion piece using the
  perspective of another

16
Handout The Composition

• A. Annotated Description
• Title The Composition
• Author Antonio Skarmeta
• Illustrator Alfonso Ruano
• Publisher
• Publication Date
• ISBN

17
B. Response to Prompts

• I chose this book because of its rich social
  justice content. The story is relevant in that
  the characters are close in age to the grade Ive
  selected. In addition, soccer is a popular sport
  shared by boys and girls alike. The story is
  multiethnic and multicultural. It is authentic in
  that the authors write from personal experience.
  Finally, the story tells about many issues faced
  by people around the world that my students might
  not be familiar with. The notion that there might
  be circumstances in which rules are broken is one
  I would like to explore with my students.
  Listening and respecting the perspective and
  opinion of others is a critical literacy skill
  that my students need.

18
Expectations Addressed Grade 6

• Language Arts
• Reading, Reasoning and Critical thinking
• Identify a writers perspective or a characters
  motivation
• Communicate ideas and information for a variety
  of purposes and to specific audiences
• Oral and Visual Communication, Use of Words and
  Oral Language Structures
• Communicate a main idea about a topic
• Express and respond to a range of ideas and
  opinions concisely, clearly and appropriately
• Follow up on others ideas, and recognize the
  validity of different points of view in group
  discussions or problem-solving activities

19
Social Studies

• Heritage and Citizenship
• There are several expectations in this unit that
  call upon the student to think critically about
  texts they read. They are also required, for
  example, to select relevant resources and
  identify their point of view. In addition,
  students are required to express personal
  viewpoints based on historical evidence, identify
  and explain differing opinions about different
  issues related to the Europeans and Aboriginal
  Peoples. Therefore, the read aloud and strategy
  experience will provide a foundation for the
  upcoming Social Studies unit.
• Canada and World Connections
• There is a section in this unit that gets
  students thinking about social justice issues and
  Canadas role. For example, one expectation,
  describe Canadas participation in international
  efforts to address current global issues (eg.
  Peacekeeping, environmental initiatives, world
  health initiatives, disaster relief, etc.)

20
Religious Education

• The type of critical thinking, awareness of
  perspectives and social justice issues link
  strongly to the Graduate Expectations used in
  Catholic Schools.
• A DISCERNING BELIEVER FORMED IN THE CATHOLIC
  FAITH COMMUNITY WHO
• Respects the faith traditions, world religions
  and the life-journeys of all people of good will
• A reflective, creative and holistic thinker who
  solves problems and makes responsible decisions
  with an informed moral conscience for the common
  good
• Recognizes that "sin, human weakness, conflict
  and forgiveness are part of the human journey
• AN EFFECTIVE COMMUNICATOR WHO
• Listens actively and critically to understand
  and learn in light of gospel values.
• Reads, understands and uses written materials
  effectively.
• Presents information and ideas clearly and
  honestly and with sensitivity to others
• A REFLECTIVE AND CREATIVE THINKER WHO
• Recognizes there is more grace in our world than
  sin and that hope is essential in facing all
  challenges.
• Creates, adapts, evaluates new ideas in light of
  the common good.
• Thinks reflectively and creatively to evaluate
  situations and solve problems.
• Makes decisions in light of gospel values with an
  inform-ed moral conscience.
• Adopts a holistic approach to life by integrating
  learning from various subject areas and
  experience.
• Examines, evaluates and applies knowledge of
  interdependent systems (physical, political,
  ethical, socio-economic and ecological) for the
  development of a just and compassionate society.
• A RESPONSIBLE CITIZEN WHO
• Respects and affirms the diversity and
  interdependence of the world's peoples and
  cultures.

21
Themes/Ideas

• War
• Poverty
• Bullying
• Discrimination
• Sports-soccer
• Friendship
• Values such as honesty, sincerity, trust
• Family values such as support, trust, sticking
  together for the good of the family
• Dishonesty, evil, oppression

22
Teaching/Learning Strategy

• Writing an opinion piece using the perspective of
  another.

23
Hansel and Gretel

• Review story briefly
• List perspectives that could be considered (other
  than boy or girl)
• Large Group Choose one character and recreate
  the story from that perspective.
• Small Group Choose a different character and
  repeat
• Independent Choose a character from The
  Composition and write about the composition from
  that perspective.

24
Assignment 1

• Bring Read Aloud to next class
• Have a strategy selected

25
Knowing Ourselves as Learners
Who am I?
What am I good at?
26
Characteristics of the J/I Learner

• Physical
• Cognitive
• Emotional
• Social

27
Activity

• Number off 1-2
• 1 Research Junior level
• 2 Research Intermediate level
• Google Tween, adolescent characteristics
  teen brain research etc.
• Record characteristics under the four categories
  Physical, cognitive, emotional and social

28

• One person with junior characteristics partners
  with one person with intermediate characteristics
• Create a Venn diagram to illustrate the
  similarities and differences

29

• At your table
• How do the theories connect and what do they tell
  us about how to teacher the J/I learner?

30
Ticket Out the Door

• Respond to prompts on handout provided
• Part of participation mark

31
Next Steps

• Reading for next class
• Text p. 356-363
• Cambourne (2002)

32
References

• Literacy for Learning Expert Panel Report Junior
  Training Package