Read Aloud

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Read Aloud Shared Reading
execute
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Setting the Stage
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Cycle of a Reading Lesson
(Prompting Give Guided Practice)
(Assess)
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CMA Session 1
You return to the Delta as a CMA in 2012! During
one of your CMA sessions, you must describe to
your new Corps Members the difference between a
math and reading lesson plan cycle. You have 3
minutes.
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The Wine Shop

• As I model, keep in mind This is from a high
  level text. What keys to comprehension strategy
  instruction I am using and how I am using them
  How the comprehension strategy instruction helps
  your own comprehension

6
The Wine Shop

• BACKGROUND INFORMATION
• Outskirts of Paris in 1775
• People were starving to death
• The government was almost broke
• King Louis XVI and Marie Antoinette were living
  in luxury
• The French Revolution (1789) was imminent.

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The Wine Shop

• VISUALIZE IT!
• Make a mental image - like a movie
• Understand sensory details
• Comprehend the authors description of France in
  1775

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Visualizing
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Strategy Lesson Design
AActivate prior knowledge
BBuild background
CConcentrate on vocabulary
DDescribe the strategy
EExplain how it helps readers
MModel strategy
PPrompt students to use strategy
GGive guided practice time
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• You will model the reading strategy you are
  focusing on so that your students know what it
  will look and sound like to do so on their own.
• You will also make frequent references to the
  literary element that you are focusing on for the
  lesson.

Read Aloud Before Reading Intro to New Material (Modeling)
Read Aloud During Reading Intro to New Material (Modeling)
Read Aloud During Reading Guided Practice
Read Aloud After Reading Guided Practice
Shared Reading Before Reading Guided Practice
Shared Reading During Reading Guided Practice
Shared Reading During Reading Independent Practice
Shared Reading After Reading Independent Practice
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• What did you

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• Modeling Musts

• When you come to your first pre-determined
  stopping point, stop and share your thinking
  what are you thinking/concluding how/why did
  you reach that conclusion?
• Ask your students What did you notice me doing
  to understand the text?
• Ask your students How did that help me?
  deepen my understanding?
• You may (and should) repeat your modeling at
  least one more time.

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And a few more

• The teacher is reading to the students.
• Students are likely gathered on carpet.
• The teacher holds the text students do not
  usually have their own copy.
• Text is at or above general reading level.

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• Transition from your Read Aloud to Shared
  Reading

FINISH THIS SLIDE
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• Pink Eye a Substitute!

• FLOW

• ENGAGE KIDS

• STRATEGY USE

2 minutes
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• Assessing a Strategy Lesson

Graphic Organizer
Sticky Notes
Reading Response Log
Note to a Friend or Teacher
Outcome sentences Today I wondered Today I
learned Something interesting is
Conference Checklist
Rubrics (DRA)
Ticket to Leave
EVIDENCE EXPLANATION
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• Assessing a Strategy Lesson

Graphic Organizer
EVIDENCE EXPLANATION
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• Assessing a Strategy Lesson

Graphic Organizer
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Grading a Reading Assessment
3
2
0
1
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Grading a Reading Assessment
3
2
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• A fun interactive way to motivate both
  struggling proficient readers
• Read rehearse at independent reading levels
• Readers experiment with expression, pacing,
  tone, inflection, meaning interpretation

STUDENTS WHO ARE HAVING TROUBLE WITH
COMPREHENSION MAY NOT BE PUTTING WORDS TOGETHER
IN MEANINGFUL PHRASES OR CHUNKS AS THEY READ, BUT
MAY BE CHARACTERIZED BY CHOPPY, WORD BY WORD
DELIVERY THAT IMPEDED COMPREHENSION BLEVINS,
2001

• Readers Theatre

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• The Bottom Line