Interactive Read-Aloud

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Interactive Read-Aloud Shared Reading

• Janice Such
• Grade 2

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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.

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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

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How to Support Reader Thinking Within,
Beyond, and About a Text
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The Continuum of Literacy Learning

• Curriculum goals of Interactive
• Read-Aloud
• To promote new learning from the selected text.
• To expose students to a variety of genres and
  increasingly complex texts.

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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?

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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?

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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

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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.

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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.

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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.

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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.

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About the Text

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

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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.

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Now for a Read-Aloud

• The Art Lesson by Tomie dePaolo

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http//www.tomie.com/about_tomie/index.html
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Turn and Talk

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

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Great PartnersThe Continuum of Literacy
Learning and Making Meaning
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The Continuum of Literacy Learning AndMaking
Meaning Go Hand-in-Hand
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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

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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?

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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!

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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!

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Types of Performance Reading
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Shared Reading

• The Next Step

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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.

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Through Shared Reading Children Learn

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

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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.

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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.

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Thinking About the Text for Shared Reading

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

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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!

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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.

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Get Ready to Perform!

• Now Featuring--
• A Readers Theatre Script based on
• The Art Lesson.

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Turn and Talk

• Please share your tips and ideas about Shared
  Reading.

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A Step Further

• Writing About
• Reading Continuum

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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.

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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.

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Grade 2 Forms of Writing
Functional Writing Narrative Writing Informational Writing
Sketches or drawings Sequence of events Facts
Short writes Simple Summaries Headings
Lists and notes Innovations to known texts Sentences about text
Graphic Organizers Stories Label for drawings
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Wrap It Up!Comments?Questions?
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Thank You for Sharing!
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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.