why-read-aloud-to-studentsppt3
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Why Read
Aloud to
Students?
Paige Hauser and Tiffany
Moore
Spring 2012
RE 5710
Our Interest
Research
to support the importance of
read aloud
Information about read aloud to foster
student interest in reading
Benefits of using multi-cultural literature
Effective methods for read aloud
instruction
Optimizing the Read
Aloud Experience
Hoffman, J. L. (2011). Co-constructing Meaning:
Interactive Literary Discussions in Kindergarten ReadAlouds. Reading Teacher, 65(3), 183-194.
Identified
4 instructional supports for
helping students achieve higher order
interpretations of text:
Encourage
Student Talk
Strategically help students recapture
meaning when misconceptions arise
Help students interpret text without imposing
their ideas
Shift focus from literal to interpretive
Repeated Read Aloud
1st
Read Aloud-Children are listeners and
contribute very little.
2nd Read Aloud-Read the story and delve
deeper, going beyond story elements.
3rd Read Aloud-Review vocabulary words.
Students are able to use analytic talk
when discussing the story, instead of
simply retelling the events.
Non-fiction Read Aloud
Know your objectives
Use a variety of non-fiction subgenres
Ask open-ended questions
Follow-up with writing activities
Teach listening skills
Help students identify genre before reading
K-W-L charts
Model non-fiction retells and then shift to
Supporting Vocabulary
Growth
Rich
instruction is the best method when
teaching vocabulary
Scaffold from previously learned
vocabulary
Students apply learned vocabulary to
support comprehension and speak
expressively
Critical Literacy
Understanding the benefits of multi-cultural literacy
Benefits of Critical Literacy
Develop
a deeper understanding of the
world around, particularly social topics
Develop a voice on important social issues
Make critical connections to read aloud texts,
which sharpens their thinking and reasoning
skills
Provides exposure to many types of literature,
while teaching them to think critically about
stories read
Critical Literacy and MultiCultural Texts
Student
awareness increased about “values,
beliefs and social practices of cultures other
than their own” (Evans, 97).
Developed a deeper understanding and
appreciation of their own culture
Developed a deeper understanding of issues
related to prejudice, bias, and tolerance
References
Evans,
S. (2010). The Role of Multicultural
Literature Interactive Read-Alouds on
Student Perspectives Toward Diversity.
Journal Of Research In Innovative
Teaching, 3(1), 92-104.
Hoffman, J. L. (2011). Coconstructing
Meaning: Interactive Literary Discussions in
Kindergarten Read-Alouds. Reading
Teacher, 65(3), 183-194.
References, Continued
Maynard, K. L., Pullen, P. C., and Coyne, M. D. (2010).
Teaching vocabulary to first-grade students through
repeated shared storybook reading: A comparison
of rich and basic instruction to incidental exposure.
Literacy, Research and Instruction, 49, 209-242.
McGee, L. M., & Schickedanz, J. A. (2007). Repeated
interactive read-alouds in preschool and
kindergarten. Reading Teacher, 60(8), 742-751.
Meller W, Richardson D, Hatch J. Using Read-Alouds
with Critical Literacy Literature in K-3 Classrooms. YC:
Young Children [serial online]. November
2009;64(6):76-78. Available from: Education Research
Complete, Ipswich, MA. Accessed February 19, 2012.
References Continued
Press, M., Henenbers, E., & Getman, D. (2011).
Nonfiction Read Alouds: The Why of and How To.
California Reader, 45(1), 36-43.
Santoro, L., Chard, D. J., Howard, L., & Baker, S. K.
(2008). Making the Very Most of Classroom ReadAlouds to Promote Comprehension and
Vocabulary. Reading Teacher, 61(5), 396-408.
Shedd M, Duke N. The Power of Planning
Developing Effective Read-Alouds. YC: Young
Children [serial online]. November 2008;63(6):2227. Available from: Education Research Complete,
Ipswich, MA. Accessed March 1, 2012.