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READ ALOUDP-12Loddon Mallee Region
Session Outline• Literacy Frameworks
• Research
• Teachers’ Reading Behaviours
• In the Content Areas
• Thinking Through the Text
• Home/school Partnerships
LITERACY ELEMENTS
• Read Aloud
• Shared Reading
• Guided Reading
• Independent Reading
SPEAKING & LISTENING
OBSERVATION&
ASSESSMENT
• Write Aloud
• Shared Writing
• Guided Writing
• Independent Writing
4
GRADUAL RELEASE OF RESPONSIBILITY
MODELLINGThe teacher
demonstrates and explains the literacy focus being taught. This is achieved by thinking aloud the
mental processes and modelling the
reading, writing, speaking and
listening
The student participates by
actively attending to the demonstrations
SHARINGThe teacher continues
to demonstrate the literacy focus,
encouraging students to contribute ideas
and information
Students contribute ideas and begin to
practise the use of the literacy focus in
whole class situations
GUIDINGThe teacher provides scaffolds for students
to use the literacy focus. Teacher
provides feedback
Students work with help from the teacher and peers to practise the use of the literacy
focus
APPLYINGThe teacher offers
support and encouragement when
necessary
The student works independently to apply the use of
literacy focus
Role of the teacher
Role of the student
Pearson & Gallagher
DE
GR
EE
OF
CO
NT
RO
L
Activity - Anticipation Guide
• An anticipation guide is a comprehension strategy that is used before reading to activate students' prior knowledge and build curiosity about a new topic. Before reading, students listen to or read several statements about key concepts presented in the text; they're often structured as a series of statements with which the students can choose to agree or disagree. Anticipation guides stimulate students' interest in a topic and set a purpose for reading.
HO1
“When books come into one’s life in the
context of human warmth, nurturance, and
relevance to one’s own interests and needs,
they maintain this quality forever. It is not
only the characters in a book that engage our
shared humanness-- the book itself somehow
becomes a companion.”
Jeree H. Pawl, PhD, 1991Zero-to-Three
The Child’s Relationship with Books
An Agreed Understanding of Read AloudBirth 4mths School 8yrs 16yrs
Read Aloud as an element of reading instruction.
Child associates reading as a pleasurable experience.
Development of language, vocabulary, enjoyment, appreciation of books, background knowledge, model effective reading behaviours.
As seen in Jim Trelease seminar/ The Read-Aloud Handbook(Penguin Books, 2006)
Child's total words heard by age 4
0 5 10 15 20 25 30 35 40 45 50
high
medium
low
fam
ily in
com
e
words in millions
Meaningful differences by Hart & Risley
HO 2
READ ALOUD Description
Reading quality literature and text to students is
referred to as “Read Aloud”.
Read Aloud must occur several times daily for a
variety of instructional purposes.
A Read Aloud is a planned activity.
It should involve the whole class, small groups and
individual students.
10
READ ALOUD Classroom Indicators- Instruction
• Student engagement is evident during text reading: wondering, imagining, identifying, laughing, spontaneous comment, non verbal responses.
• Teachers demonstrate reading as a valuable and enjoyable activity.
• Teachers use a variety of carefully selected texts to expose students to language structures, how texts ‘work’ and how to gain meaning from text.
• Teachers demonstrate reading strategies by sharing the reading process with students.
• Teachers determine an instructional focus before the read aloud: problem solving, fact finding, text types, analysing, inferring, author study.
11
READ ALOUD Classroom Indicators- Resources
• Many quality texts, diverse in style, topic and level of difficulty, well displayed and easily accessible.
• Examples of text should come from fiction and factual texts, including multi modal texts.
• Well resourced, inviting classroom and central libraries.
• Blocks of time scheduled for reading.
12
Read Aloud as an Instructional Element
• Read Aloud is powerful teaching when the skills or strategies of a proficient reader are modelled intentionally and authentically.
• We take what metacognitive readers do implicitly and make it explicit.
• We show students how skilled readers construct meaning from text.
• The term Read Aloud is used in a way that also embraces Interactive Read Aloud; your students should always have opportunities to interact with the text that is being read to them, by commenting, questioning, giving opinions and sharing ideas.
Research
Why Read Aloud?• Builds community• Models fluent reading• Models a language that successful readers use• Models metacognition• Fosters critical thinking• Exposes students to new vocabulary and language
patterns• Helps activate prior, and build new knowledge• Models the reading process• Models strategies: eg. predicting, visualising, connecting,
using fix-up strategies • Reviews text structure
Interactive Read Alouds: Is there a common set of implementation
practices?
• In 2004 Douglas Fisher and his colleagues from San Diego State University examined the Read Aloud practices of 25 expert teachers to identify common factors.
• They then observed 120 additional teachers to see if the procedures were used widely.
Essential components of an Interactive Read Aloud
• Books chosen are appropriate to students’ interests and matched to their developmental, emotional and social level.
• Selections have been previewed and practiced by the teacher.• A clear purpose for the read-aloud was established.• The teacher models fluent oral reading when they read the text.• Teachers are animated and use expression.• Teachers stop periodically and thoughtfully question the
students to focus them on specifics of the text.• Connections are made to independent reading and writing.
How well is Interactive Read – Aloud done in our
classrooms?
•Books chosen are appropriate to students’ interests and matched to their developmental, emotional and social level.
•Selections have been previewed and practiced by the teacher.
•A clear purpose for the Read Aloud was established.
•The teachers model fluent oral reading when they read the text.
•Teachers are animated and use expression.
•Teachers stop periodically and thoughtfully question the students to focus them on specifics of the text.
•Connections are made to independent reading and writing.
How would you rate yourself on a scale 1-10?
Research results
HO 3
What does the teacher do to engage and support student
thinking?
“Short Cut” by Donald Crews – read aloud by Randy
Read Aloud in Content Areas - Why Read Aloud in Science?
• Modelling reading and thinking strategies that foster critical thinking.
• Introduce a lesson, focus on a science concept, the author’s craft or a particular literary feature.
• Increase science vocabulary.• Lower the abstract nature of science textbook
explanations.• Improve comprehension of science text.• Model curiosity and question posing.• Generate questions for discussion and investigations.
VIDEO
Science lesson Year 8 “The Digestive System”
What does the teacher do to engage and support student understanding?
Read Aloud in Content Areas -Why Read Aloud in Maths?
• Model thinking and talking mathematically.• Model strategies.• Increase mathematical vocabulary.• Improve comprehension of maths text.• Highlight maths concepts.• When reading aloud, you can stop from time to time and orally
complete sentences like these:
I wonder why...I was confused by...
So far, I've learned...
I just thought of...
That is interesting because...I think the most important part was...
This made me think of...I reread that part because...
I think ___ will happen next.That didn't make sense.
Some stems to support our thoughts
Previewing Text
• “The title/author/pictures/captions/book design makes me think of…”
• “The title makes me think that this is going to be about a ________”
• “The comments on the back cover lead me to believe that…”
• “The photographs/headings/subheadings make me think that…”
Predicting
• “I’m guessing that _______ will happen next.”• “I bet that …”• “I wonder if…”• “I imagine the author believes…”• “This reminds me of…”• “This could help me with…”• “Since this happened _____, then, I bet the next thing
that is going to happen is…”• “This is like…”
Monitoring Comprehension
• “This is not making sense because…”• “This connects to what I already know because…”• “Now I understand ______”• “This makes sense now because…”• “No, I think it means….”• “This part is really saying”• “At first I thought ______, but now I think…”
Making Connections
• “This reminds me of…”• “This part is like…”• “This character is like _______ because…”• “This is similar to …”• “This character makes me think of…”• “The setting reminds me of…”• “This is helping me with/to think about…”• “Something like this happened to me.”
Thinking Aloud
• “This is powerful because…”• “This is hard because…”• “This is confusing…”• “This is contrary to my understanding of…..”• “I like the part where…”• “This reinforces …..…”• “My favourite part is…”• “I think that…”• “When the author said…. I felt…..”
HO 4
Parents / Community
• The power of reading to children - Risdon PrisonA groundbreaking program at Risdon Prison in Hobart is using storytelling to help prisoners reconnect with their children. A year ago a handful of prisoners began reading storybooks aloud and recording them on to CD. The CD was sent home to their children, along with the story book. Now, more than 100 prisoners are involved. Prison educators hope the program may go some way to chipping away at generational crime, unemployment and low levels of literacy. http://www.abc.net.au/rn/360/stories/2009/2722254.htm - 31 Oct 2009
• How does your school link with parents and the community?
Share
Resources and References• The Elementary Science Integration Projects (ESIP) promote connections between language arts
instruction and inquiry-based science in grades K-8. Project activities.
http://www.esiponline.org/classroom/foundations/reading/readalouds.html
• TeacherVision® is dedicated to helping teachers save time. Find 20,000 pages of classroom-ready lesson plans, printables, and resources. This section is on read aloud:
http://www.teachervision.fen.com/skill-builder/problem-solving/48546.html
• The Screen Actors Guild hosts Storyline Online, chock-full of video read alouds. Well-known actors read children's books, and the videos are optimised to play at almost any bandwidth (even dial-up). - there are many current and diverse new titles here:
http://www.storylineonline.net/
• Jim Trelease shares advice on how to read a book you don't want to read in this nine-minute video for reluctant readers of any age. This link also includes a summary of the video for dial-up users:
http://www.trelease-on-reading.com/tree-book-video.html
• Irene C. Fountas & Gay Su Pinnell Teaching for Comprehending and Fluency
• Harvey, Stephanie & Goudvis, Anne, 2007, Strategies That Work: Teaching comprehension for
understanding
Planning for Read Aloud
• What do you need to ensure that powerful Read Aloud happens in all classrooms?
HO 6
Good luck in your journey and
thank you for completing the
feedback sheet.
HO 7
Recommended