read aloud p-12 loddon mallee region
DESCRIPTION
READ ALOUD P-12 Loddon Mallee Region. Session Outline. Literacy Frameworks Research Teachers’ Reading Behaviours In the Content Areas Thinking Through the Text Home/school Partnerships. LITERACY ELEMENTS. SPEAKING & LISTENING OBSERVATION & ASSESSMENT. Read Aloud Shared Reading - PowerPoint PPT PresentationTRANSCRIPT
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READ ALOUDP-12Loddon Mallee Region
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Session Outline• Literacy Frameworks
• Research
• Teachers’ Reading Behaviours
• In the Content Areas
• Thinking Through the Text
• Home/school Partnerships
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LITERACY ELEMENTS
• Read Aloud
• Shared Reading
• Guided Reading
• Independent Reading
SPEAKING & LISTENING
OBSERVATION&
ASSESSMENT
• Write Aloud
• Shared Writing
• Guided Writing
• Independent Writing
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4
GRADUAL RELEASE OF RESPONSIBILITY
MODELLINGThe teacher
demonstrates and explains the literacy focus being taught. This is achieved by thinking aloud the
mental processes and modelling the
reading, writing, speaking and
listening
The student participates by
actively attending to the demonstrations
SHARINGThe teacher continues
to demonstrate the literacy focus,
encouraging students to contribute ideas
and information
Students contribute ideas and begin to
practise the use of the literacy focus in
whole class situations
GUIDINGThe teacher provides scaffolds for students
to use the literacy focus. Teacher
provides feedback
Students work with help from the teacher and peers to practise the use of the literacy
focus
APPLYINGThe teacher offers
support and encouragement when
necessary
The student works independently to apply the use of
literacy focus
Role of the teacher
Role of the student
Pearson & Gallagher
DEG
REE
OF
CO
NTR
OL
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Activity - Anticipation Guide
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An Agreed Understanding of Read AloudBirth 4mths School 8yrs 16yrs
Read Aloud as a reading instruction element
Child associates reading as a pleasurable experience
Development of language, vocabulary, enjoyment, appreciation of books, background knowledge, model effective reading behaviours
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As seen in Jim Trelease seminar/ The Read-Aloud Handbook(Penguin Books, 2006)
Child's total words heard by age 4
0 5 10 15 20 25 30 35 40 45 50
high
medium
low
fam
ily in
com
e
words in millions
Meaningful differences by Hart & Risley
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READ ALOUD Description
Reading quality literature and text to students isreferred to as “Read Aloud”. Read Aloud must occur several times daily for a variety of instructional purposes.
A Read Aloud is a planned activity.
It should involve the whole class, small groups and individual students.
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READ ALOUD Classroom Indicators- Instruction
• Student engagement is evident during text reading. For example: wondering, imagining, identifying, laughing, spontaneous comment, non verbal responses
• Teachers demonstrate reading as a valuable and enjoyable activity
• Teachers use a variety of carefully selected texts to expose students to language structures, how texts ‘work’ and how to gain meaning from text
• Teachers demonstrate reading strategies by sharing the reading process with students
• Instructional focus may be problem solving, fact finding, text types, analysing, inferring, author
study. 11
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READ ALOUD Classroom Indicators- Resources
• Many quality texts, diverse in style, topic and level of difficulty, well displayed and easily accessible
• Examples of text should come from fiction and factual texts, including multi modal texts
• Well resourced, inviting classroom and central libraries
• Blocks of time scheduled for reading
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Read Aloud as an Instructional Element• Read Aloud is powerful teaching when the skills or
strategies of a proficient reader are modelled intentionally and authentically
• We take what metacognitive readers do implicitly and make it explicit
• We show students how skilled readers construct meaning from text
• The term Read Aloud is used in a way that also embraces Interactive Read Aloud; your students should always have opportunities to interact with the text that is being read to them, by commenting, questioning, giving opinions and sharing ideas.
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Research
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Why Read Aloud?• Builds community• Models fluent reading• Models a language that successful readers use• Models metacognition• Fosters critical thinking• Exposes to new vocabulary and language patterns• Helps activate prior and build new knowledge• Models the reading process• Models strategies: eg. predicting, visualising,
connecting,fix-up strategies • Reviews text structure.
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Interactive Read Alouds: Is there a common set of implementation
practices?• In 2004 Douglas Fisher and his colleagues from San
Diego State University examined the Read Aloud practices of 25 expert teachers to identify common factors.
• They then observed 120 additional teachers to see if the procedures were used widely
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Essential components of an Interactive Read Aloud
• Books chosen are appropriate to students’ interests and matched to their developmental, emotional and social level
• Selections have been previewed and practiced by the teacher• A clear purpose for the read-aloud was established• The teachers model fluent oral reading when they read the text• Teachers are animated and use expression• Teachers stop periodically and thoughtfully question the
students to focus them on specifics of the text• Connections are made to independent reading and writing
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How well is Interactive Read – Aloud done in our classrooms?
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• Books chosen are appropriate to students’ interests and matched to their developmental, emotional and social level
• Selections have been previewed and practiced by the teacher
• A clear purpose for the Read Aloud was established• The teachers model fluent oral reading when they read the text
• Teachers are animated and use expression
• Teachers stop periodically and thoughtfully question the students to focus them on specifics of the text
• Connections are made to independent reading and writing
How would you rate yourself on a scale 1-10?
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What they found out
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What does the teacher do to engage and support student
thinking?
Randy reading “Short Cut” by Donald Crews
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Read Alouds in Content Areas.Why Read Aloud in Science?
• Modelling reading and thinking strategies that foster critical thinking
• Introduce a lesson, focus on a science concept, the author’s craft or a particular literary feature
• Increase science vocabulary• Lower the abstract nature of science textbook
explanations• Improve comprehension of science text• Model curiosity and question posing, generate
questions for discussion and investigations
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VIDEO
Science lesson Year 8 “The Digestive System”
What does the teacher do to engage and support student understanding?
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Read Alouds in Content Areas.Why Read Aloud in Maths? • Model thinking and talking mathematically• Model strategies• Increase math vocabulary• Improve comprehension of maths text• Highlight maths concepts• When reading aloud, you can stop from time to time and orally
complete sentences like these:
I wonder why...I was confused by...
So far, I've learned...
I just thought of...
That is interesting because...I think the most important part was...This made me think of...
I reread that part because...
I think ___ will happen next.That didn't make sense.
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Some stems to support our thoughts
Thinking aloud
Monitoring comprehension
Making connections
Previewing text
Predicting
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Previewing Text• “The title/author/pictures/captions/book design makes
me think of…”• “The title makes me think that this is going to be about
a ________”• “The comments on the back cover lead me to believe
that…”• “The photographs/headings/subheadings make me
think that…”
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Predicting• “I’m guessing that _______ will happen next.”• “I bet that …”• “I wonder if…”• “I imagine the author believes…”• “This reminds me of…”• “This could help me with…”• “Since this happened _____, then, I bet the next thing
that is going to happen is…”• “This is like…”
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Monitoring Comprehension• “This is not making sense because…”• “This connects to what I already know because…”• “Now I understand ______”• “This makes sense now because…”• “No, I think it means….”• “This part is really saying”• “At first I thought ______, but now I think…”
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Making Connections• “This reminds me of…”• “This part is like…”• “This character is like _______ because…”• “This is similar to …”• “This character makes me think of…”• “The setting reminds me of…”• “This is helping me with/to think about…”• “Something like this happened to me.”
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Thinking Aloud• “This is powerful because…”• “This is hard because…”• “This is confusing…”• “This is contrary to my understanding of…..”• “I like the part where…”• “This reinforces …..…”• “My favourite part is…”• “I think that…”• “When the author said…. I felt…..”
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Parents / Community
• The power of reading to childrenRef Risdon Prison
How does your school link with parents and the community???
Share
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Resources and References• The Elementary Science Integration Projects (ESIP) promote connections between
language arts instruction and inquiry-based science in grades K-8. Project activities http://www.esiponline.org/classroom/foundations/reading/readalouds.html
TeacherVision® is dedicated to helping teachers save time. Find 20,000 pages of classroom-ready lesson plans, printables, and resources. This section is on read aloud:
• http://www.teachervision.fen.com/skill-builder/problem-solving/48546.html• The Screen Actors Guild hosts Storyline Online, chock-full of video read alouds.
Well-known actors read children's books, and the videos are optimized to play at almost any bandwidth (even dial-up). - there are many current and diverse new titles here:
http://www.storylineonline.net/• Jim Trelease shares advice on how to read a book you don't want to read in this nine-
minute video for reluctant readers of any age. This link also includes a summary of the video for dial-up users:
http://www.trelease-on-reading.com/tree-book-video.html • Irene C. Fountas & Gay Su Pinnell Teaching for Comprehending and fluency • Harvey Stephanie & Goudvis Anne, 2007, Strategies That Work: Teaching comprehension
for understanding
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Planning for Read Aloud
• What do you need to ensure that powerful Read Aloud happens in all classrooms?
• Share at tables