Transcript READ ALOUD - Umatilla School District

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.
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?
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?
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
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)
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
Read Alouds to Older Students
Increases test scores
Introduces new genres and text structures
Provides opportunities for extended
discussions
Facilitates language growth for ELL
students
Teachers demonstrate that content topics
have connections to pleasure reading
Demonstrates that teachers want to share
personal interests with students
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
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
Effective Read Alouds
Supports a variety of student
responses
Facilitated by knowledgeable
teachers
Revisits past favorites and classics
Takes advantage of the teachable
moments
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?
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?
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?
What to Read
Humorous
Serious
Fanciful
Realistic
Fables
Folktales
Myths
Books by same author
or illustrator
Different version of the
same story or topic
Poetry
Content
area/information text
or storybook
Magazine articles
Teachers own writing
Picture books
50% fiction 50% non
fiction
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
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
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
How to Read Aloud or “performing”
Ad Lib vs. straight text
Creating voices
Use your eyes – widen, narrow, think,
shock
Make the author or illustrator part of the
read aloud
Use your minds eye to read the details
End the store akin to living happily ever
after
Anticipating the story vs. interrupting the
story
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.”
Teacher as Docent
Re reading same
books to young
students
When to stop along
the way
Introducing the
book
Where to Read Aloud
Criteria to have students be able to
hear the story/information
Place where kids can see the pictures
or use of technology to enhance the
visual
Have a place for the consistent/formal
times you have chosen to establish
ritual
Symbolic acts to focus attention
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
Strategies to Assist Thinking
Questions
Compare and
Contrast
Conversation
Creation
Stories from
headlines
Time Line Mapping
Sketch journals or
fine arts
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
Questions
Provide range of
answers
Make connections
to self and
experiences
Promote further
discussion
Asked in response
to student’s ideas
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
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
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
Informational Read Alouds
Take time to build content
understanding
Requires stamina so build on read
aloud strategies that facilitate
concentrating on details and concepts
Informational read alouds are
excellent for ELL students due to
realia
Build vocabulary that is conceptual
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
motivation
Students can re read to music for their own
fluency
Modes of Responding
Engaged/Involved
Associative/Intertextual
Reflective/Evaluative
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
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
“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