Reading Aloud

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Reading Aloud
EDPT 200 Nora Donohue Erin Cooperberg
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What is it?

• The teacher reads a section aloud to a group of
  students
• The teacher demonstrates fluent reading and the
  process of comprehension
• Different types of literature that can be read
  aloud to students are poems, novels, morning
  messages, weather charts, articles, students
  work, etc.

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Why it is used

• Instils curiosity and excitement towards reading,
  and provides motivation for learning to read
• Involves children in a variety of critical
  thinking processes
• Develops a sense of story
• Introduces students to a variety of genres
• Teaches comprehension and builds vocabulary by
  immersing children in rich book language

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Strategies

• Before reading
• Choose piece of literature that is above the
  students independent reading levels and at their
  listening levels
• Pre-read selection
• Consider reading goals
• Determine places to pause, ask questions, make
  predictions, and use voice intonations

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• During reading
• Use expression and gestures
• Ask questions and allow students to make
  predictions and connections
• Share pictures
• Monitor students attention levels

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• After reading
• Have students summarize the main points
• Clarify any difficult vocabulary and add to
  weekly vocabulary chart
• Make links to other stories
• Engage students in post-reading activities
• Leave book in accessible location

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Which technique

• Engages students?
• Promotes comprehension?
• Is easier to follow?
• Is more effective?

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A Successful Read Aloud