Modeling Reading Fluency and Thinking Strategies

Interactive Read Alouds

Reflections on the Videos

The “How” and the “Why”

Bugs! Gorillas

“Dogzilla” Stop and Think

The Sample Read Alouds

• Time for teachers to model fluent reading– Think aloud to show how proficient readers think

– Shows the behind the scenes brain work that makes up comprehension

• Time for students to interact with text and build on their current knowledge

• Recommended use: Daily, at least 15-20 minutes each day

What is an Interactive Read Aloud?

• Start out with reading passages similar to what students will encounter on PSSAs

• In a traditional Read Aloud, select text based on relevant criteria:– Will students enjoy it?

– Is there a big idea or theme to explore?

– Are there opportunities for thinking deeply?

– Do students have necessary background knowledge?

– What are the vocabulary demands?

– Are the illustrations compelling?

– Do the story and the illustrations present cultural diversity?

– Do students have access to a copy so that they can read it again?

Before Reading Aloud

• Start with the “big idea” you want to explore– Write open ended questions and on what

pages/paragraphs you want to discuss them

– Should support thoughtful discussion

– Think of the skills students need extra practice in:

– Summarization, Main idea and details, Story Elements…

• Examine Vocabulary– Are there words students must know to

understand the “big idea”?

– Develop a plan to introduce words quickly before or during reading

– Stick to only a few highly useful words

• Practice reading aloud

Before Reading Aloud: Backwards Planning

• Choose a focus– Mixed Bag

– Pay attention to the type of thinking you do as you read it to yourself

– Focus on those reading skills

– Specific

– Read the text with specific skills in mind

– Use book lists based off of skill

• Incorporate multiple skills

• Don’t assume that the kids know how to ask the questions– Model your thinking so students can see the “movie playing in their head”

Planning is KEY

• Introduce vocabulary– Don’t spend too much time on this

– Keep it simple

– 1-2 words max for a passage

– 3-5 words max for a book

• Read the text aloud—fluently and with animation! (Jazz Hands!!)– Stop to ask the questions you wrote during planning

– Allow students to discuss them

– Whole group (type your thoughts on a blank whiteboard screen, use pointers on whiteboard)

– Pair and Share (Partner talk)

– Continue this process until you finish the text

– Encourage response and interaction

During Reading

Put the “Interactive” in Read Aloud

Brick and Mortar Virtual VersionShared Reading •Teacher reads via mic/webcam/app share/PPT

•Asks for student responses via mic/chat/polling

“Turn and Talk” or “Partner Talk” •Breakout rooms (distribute in groups of 3?)

“Stop and Jot” •Use of graphic organizer or notebook•Promotes note taking skills

Cues to Pay Attention •Clip art on screen•Puppets

Stop and Sketch •Individual Breakout Room•Partner Room

• Support deeper conversation in direction of the big idea

• Make the text available for additional reading

• Follow up with student response– Discussion

– Exit Ticket

– Breakout Room

– Kmail/Chat/Whiteboard Response

After Reading

• To Begin:– Passages from Study Island

– PSSA Reading Sampler Passages

• To work toward:– www.readingeggs.com Library titles and Guides

– The K12 Curriculum

– www.wegivebooks.com

– Application share the story OR

– Take screenshots and put in a PPT

– You can highlight on the text and model the importance of finding evidence in the text to support their answers

– Or you can screenshot selections from the story and send it to the whiteboard

– Send the link to the book so that students can read it on their own

Where to find Materials

Study Island Passage – Grade 4

Sample Read Aloud

The Karaoke Queen*1by Audge Podge

     “YOU AIN'T NOTHIN' BUT A HOUND DOG . . . EATING ALL THE LIMES,” Trish sang loudly.     “Cut it out, Trish!” yelled Jacob. “You are too loud, and you are not even singing it right. The words are 'crying all the time,' not 'eating all the limes.' ”     “Well, I HAVE to practice!” answered Trish. “Mom and Dad bought me this karaoke machine for my birthday, and I intend to use it.”     “Why must you punish me so?!”*     “In a few years, I am going to try out for American Idol,” Trish responded. “I HAVE to practice! Besides, Mom and Dad told me I had a beautiful singing voice—so there!” Trish said and stuck her tongue out at her brother.* Then, she flipped the machine on and continued singing Elvis Presley's “Hound Dog.” Jacob tightly covered his ears.* Frightened by Trish's horrible singing, their cat quickly ran up the stairs.*     

Vocabulary – Use it in a Sentence

karaoke: a device that plays music to which the user sings along and that records the user's singing with the music

punish: to cause to experience pain or suffering for having done wrong

pranced: to walk or move about in a lively and proud manner; to strut.

The Karaoke Queen*1by Audge Podge

     “YOU AIN'T NOTHIN' BUT A HOUND DOG . . . EATING ALL THE LIMES,” Trish sang loudly.     “Cut it out, Trish!” yelled Jacob. “You are too loud, and you are not even singing it right. The words are 'crying all the time,' not 'eating all the limes.' ”     “Well, I HAVE to practice!” answered Trish. “Mom and Dad bought me this karaoke machine for my birthday, and I intend to use it.”     “Why must you punish me so?!”*2     “In a few years, I am going to try out for American Idol,” Trish responded. “I HAVE to practice! Besides, Mom and Dad told me I had a beautiful singing voice—so there!” Trish said and stuck her tongue out at her brother.*3 Then, she flipped the machine on and continued singing Elvis Presley's “Hound Dog.” Jacob tightly covered his ears.*4 Frightened by Trish's horrible singing, their cat quickly ran up the stairs.*5     

*2 I wonder why Jacob is saying that Trish is punishing him. When I get punished, it is usually my parents who punish me because I have done something wrong. Is Trish Jacob’s parent? Did Jacob do something wrong?Well, I guess not, because in the last sentence Trish said “Mom and Dad”. (Show the screen and point this out). Why do you think he said she is “punishing” him? (he doesn’t like her singing) Maybe he is overreacting. Do you ever get bothered by someone, and you make things seem worse than they really are because you are annoyed by something they are doing? I wonder if Trish and Jacob are related somehow? Can anyone guess how they are related? Can you point to it with your pointer? WB screen 1

*3 Oh, yes, we were right, they are brother and sister!

*4 I wonder why Jacob covered his ears? Maybe he doesn’t like this song she is singing? Or maybe she is too loud? Or off key?

*5 Wow, it says she was a horrible singer. But she said her parents told her she had a wonderful singing voice. (Show the screen and point to it in the passage.) I wonder why they would say that? WB screen 2.WB screen 3-how do the characters feel so far?

*1TITLE: and vocab:Let’s look at the title of this story. The Karaoke Queen. I’m not sure what that means, but if I look at the picture, it looks like there is a girl singing. I think a karaoke machine is something you sing with. So, I guess this is going to be about a singing girl.Vocab Screen

Notes

Jacob is Trish’s Dad

Jacob is Trish’s Grandfather

Trish is Jacob’s Babysitter

Jacob and Trish are brother and sister

1. Use your pointer to choose how you think Jacob and Trish are related:

2. Why do you think Trish’s parents told her she had a “wonderful singing voice”, but Jacob and the cat think she is horrible? Use the typing tool to write

your ideas on the board.

3. How do you think the characters in this story feel at the beginning of the story?

JacobTrish Parents Cat

happy

sad

happy

sad

happy

sad

happy

sad

The next day, Jacob called to Trish from the basement.     “What is up?” she asked.      “Well, I want to help you make it to the American Idol stage. I found an old crate in the garage. I turned it upside down, decorated it, and brought it down here so you could practice,” said Jacob. *6 “This soundproof basement is a great place for a practice stage. Nobody will bother you down here.” *7     “Oh, how cool! Thanks, but why are you being so nice all of sudden?” asked Trish.     “Well, if you do make it big, I do not want you to forget about me when you are rich and famous.” *8     Jacob sighed in relief as Trish pranced around on her stage. Jacob climbed upstairs to the living room. With the peace and quiet that the stage provided, he took a nap with the cat on the sofa. *9

*6 This is odd…I wonder why Jacob is acting different? Did his mood change?

*7 What was it about the basement that made it a good place for Trish to practice? (it was soundproof) Why did this make Jacob happy? (he didn’t like listening to her sing so he couldn’t hear her)

*8 Hmmm, that is odd. Now it sounds like Jacob is saying that Trish will be a famous singer someday. Do you think he believes this? Why did he say it? Maybe he said this just to be nice, just like her parents were being nice by saying she had a beautiful singing voice.

*9 Trish “pranced”…can you picture in your mind what she is doing? I am picturing her strutting back and forth because she is proud of her great singing and nice new stage.

I wonder how the characters are feeling now. WB 4

Notes

4. How do you think the characters in this story feel at the end of the story?

JacobTrish Parents Cat

happy

sad

happy

sad

happy

sad

happy

sad

Do you think it was right for Trish’s parents and brother to make her think she was a good singer, even if she wasn’t? Why or why not?

• We will dive deeper into Interactive Read Alouds next Monday!

Up and Coming:

• Building “Partner Talk”

http://www.writingwithrebecca.com/Interactive-Read-Aloud.html

Additional Resources

• http://www.readwritethink.org/classroom-resources/lesson-plans/catching-reading-through-interactive-241.html

• http://it.pinellas.k12.fl.us/Teachers3/gurianb/readaloud.html

• http://www.interactivereadalouds.com/ChildrensLit.aspx

• http://www.fcrta.net/PAGES/resources.html book list

• http://www.effectiveteachingsolutions.com/readingworkshop.htm book list

• http://readingrecovery.org/images/pdfs/Conferences/NC11/Handouts/Miller_Cathy.pdf plans for how to read aloud

• http://www.evenstartnetwork.net/irtp/asset/class1/docs/Engaging%20with%20reading%20through%20interactive%20read%20alouds.pdf Article on IRAs

Resources