Interactive ReadAloud

1
Interactive Read-Aloud Shared Reading

• Janice Such
• Kindergarten

2
A Definition

• According to Fountas and Pinnell, Interactive
  Read-Aloud is A teaching context in which
  students are actively listening and responding to
  an oral reading of a text.
• --The Continuum of Literacy Learning,
  Grades K-2. A Guide to Teaching,
• page 163.

3
Fountas and Pinnellon Reading

• Reading to children is the most effective
  literacy demonstration you can provide. As you
  read aloud, you demonstrate how to think and act
  like a reader you also provide insights into
  writing because you are sharing a coherent,
  meaningful piece of written language that an
  author has constructed
• --Matching Books to Readers,
  page 9

4
How to Support Reader Thinking Within,
Beyond, and About a Text
5
Why Use The Continuum of Literacy Learning?

• The Continuum offers a guide for helping you
  to set goals and instructional plans for
  interactive read-aloud and literature discussion.

6
Kid Watching

• From the teachers vantage point
• Look for evidence of students literal
  understanding before, during, and after listening
  to a text read aloud.
• --Did they pick up important information?
• --Could they follow the plot?
• --Could they remember important
• details?

7
Types of Questions

• What do you think will happen next?
• What are you thinking about the story right now?
• This story reminds me of What does it remind
  you of?
• What picture do you see in your mind right now?
• What does this story make you wonder about?
• How is this story like other stories we have read
  in class or you have read on your own?

8
Benefits of Interactive Read-Aloud

• In Interactive Read-Aloud, the listener is freed
  from decoding and is supported by
• the oral readers expression
• --fluency
• --phrasing
• --stress

9
Which Level to Choose?

• The teacher does not need to select a specific
  level, but the text characteristics as well as
  the age and grade of listeners should be
  considered.

10
Vocabulary

• Interactive Read-Alouds and Literature
  Discussions help students to expand vocabulary
  because children hear words that are not
  ordinarily used.
• Since the teacher says the words the length,
  number of syllables, inflectional endings, etc.
  are not major factors in choosing a text.
• For literature discussion, students who cannot
  read the words can be given a taped reading.

11
Within the Text

• Benefits
• Students do not have to decode.
• Children hear fluent phrasing.
• Students can self-monitor their understanding.
• Children can remember information in summary
  form.
• Children can adjust their thinking to understand
  different fiction and nonfiction genres.

12
Beyond the Text

• The teacher can
• Help children to make predictions and connections
  to previous knowledge and their own lives.
• Support student thinking beyond the literal
  meaning.
• Demonstrate how to think beyond the text.
• Stop at selected intervals to discuss text
  elements that expand thinking.

13
About the Text

• The teacher can direct students attention to
• Authors craft
• Use of language
• Characterization
• Organization
• Text Structure

14
Special Benefits for ELL Students

• For ELLs, Interactive Read-Alouds provide
• Opportunities to hear the syntax and vocabulary
  of the language in text.
• Modeling and engagement in oral language
  opportunities.
• Exposure to meaningful, high-quality texts.
• Scaffolding through the literacy process for
  students.

15
Now for a Read-Aloud

• I Want to be a Vet
• By Dan Liebman

16
Turn and Talk

• Please share your tips and ideas about
  Interactive Read-Aloud.

17
Great PartnersThe Continuum of Literacy
Learning and Making Meaning
18
Extend Students Learning

• Veterinarian Dr. Fay Vittotoe
• http//teacher.scholastic.com/commclub/vet/index.h
  tm

19
The Continuum of Literacy Learning AndMaking
Meaning Go Hand-in-Hand
20
Strategies in Making Meaning

• Using schema/
• connection
• Visualizing
• Wondering/
• questioning
• Wow! I use the same strategies in
  Interactive Read-Aloud!

• Making inferences
• Determining important ideas
• Understand text structure
• Summarize/
• synthesize

21
Cooperative Structures in Making Meaning

• Turn to partner
• Think/pair/share
• Group brainstorming
• Heads together
• Think/pair/write
• Dont I use the same cooperative structures
  in Interactive Read-Aloud?

22
Types of Class Meetings

• Turn to partner
• Think/pair/share
• Group brainstorming
• Heads together
• Think/pair/write
• My class uses these same learning activities
  for Interactive Read-Aloud!

23
Read Aloud Pedagogy

• Making Meaning Read-Alouds include
• Biographies, expository text, articles, essays
• Nonfiction, poetry, fantasy, folklore
• Inclusion of a wide range of cultures
• Vocabulary highlighted for all students as well
  as for ELLs
• These are the kinds of texts I choose for
  Interactive Read-Aloud, too!

24
Types of Performance Reading
25
Shared Reading

• The Next Step

26
Shared and Performance Reading Continuum

• Students listen actively and answer questions in
  Interactive Read-Aloud in Shared Reading, they
  are actual participants.
• Shared Reading allows students to participate in
  the kind of storybook reading that takes place in
  the home.

27
Through Shared Reading Children Learn

• To read with their eyes.
• To read with expression.
• To read punctuation.
• To use the structure of a text.

28
Thinking Within the Text for Shared Reading

• The goal is to produce a fluent, expressive oral
  reading of a text.
• Independently, readers must solve the words and
  interpret information that they will reflect in
  their oral reading.

29
Thinking Beyond the Textfor Shared Reading

• Students bring their background knowledge to
  shared reading.
• They create connections with the text and make
  inferences.
• To take on the role of a character, they
• have to understand how the character
• feels and acts.

30
Thinking About the Text for Shared Reading

• Students learn to understand the writers
• craft
• Characterization
• Organization
• Structure

31
Readers Theatre

• Students enact a text.
• Students do not usually memorize lines.
• Props and costumes are optional.
• Emphasis is on how each actor or actress
  interprets a role vocally.
• Almost any story can be transformed into a
  Readers Theatre script. Check out
  http//www.aaronshep.com/rt for ideas!

32
Choral Reading

• A group or several members read a text together.
• The text may appear on a chart or projector or in
  individual student books.
• Group members try to interpret the text with
  their voices.

33
Get Ready to Perform!

• Now Featuring--
• A Readers Theatre Script based on
• I Want to Be a Vet.

34
Turn and Talk

• Please share your tips and ideas about Shared
  Reading.

35
A Step Further

• Writing About
• Reading Continuum

36
Student Writing

• Through writingand drawing as wellreaders can
  express and expand their thinking and improve
  their ability to reflect on a text.
• --The Continuum of Literacy Learning, Grades K-2,
  p. 19.

37
Learning to WriteAbout Texts

• Interactive Writing
• This approach is very similar to Shared Writing.
• The only difference from Shared Writing is that
  the teacher sometimes invites students to write a
  few letters or a word during the composition.
  process

• Shared Writing
• Students, along with the teacher, compose a text.
• The teacher usually works with a chart displayed
  on an easel.
• After creating the writing, students reread it
  many times. The text becomes a model.

38
Grade K Forms of Writing
39
Wrap It Up!Comments?Questions?
40
Thank You for Sharing!
41
Acknowledgements

• Fountas, Irene and Pinnell, Gay Su. Matching
  Books to Readers. Portsmouth, NH 1999.
• Fountas, Irene and Pinnell, Gay Su The Continuum
  of Literacy Learning, Grades K-2. A Guide to
  Teaching. Portsmouth, NH 2007.

42
Mentor Text

• Lieb, Dan. I Want to Be a Vet. New York
• Firefly Books, 2000.