READ ALOUD Beyond Bedtime Stories. From Katherine Paterson’s The Spying Heart And, of course, the...
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Transcript of READ ALOUD Beyond Bedtime Stories. From Katherine Paterson’s The Spying Heart And, of course, the...
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 scoresIntroduces new genres and text structuresProvides opportunities for extended discussionsFacilitates language growth for ELL studentsTeachers demonstrate that content topics have connections to pleasure readingDemonstrates 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 topicPoetryContent area/information text or storybookMagazine articlesTeachers own writingPicture books50% 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 textCreating voicesUse your eyes – widen, narrow, think, shockMake the author or illustrator part of the read aloudUse your minds eye to read the detailsEnd the store akin to living happily ever afterAnticipating 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/informationPlace where kids can see the pictures or use of technology to enhance the visualHave a place for the consistent/formal times you have chosen to establish ritualSymbolic 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
QuestionsCompare and ContrastConversation CreationStories from headlinesTime Line MappingSketch 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 understandingRequires stamina so build on read aloud strategies that facilitate concentrating on details and conceptsInformational read alouds are excellent for ELL students due to realiaBuild 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 motivationStudents can re read to music for their own fluency
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