Interactive Read Alouds Benefits for English Language Learners

Interactive Read. Alouds Benefits for English Language Learners

Read- Alouds VS. Interactive Read. Alouds Traditional Read-Alouds • Picture Walk • Teachers Read and Students Listen • Less thinking • Less Vocabulary and Preteaching Interactive Read-Alouds • Pre-teaching Vocabulary, picture walks. • Teacher reads the text, students listen. • Students retell text and makes inferences. • Teachers scaffold target vocabulary. • Teacher rereads text, having students listen for vocabulary and discussion. • Extends comprehension through deepening vocabulary knowledge.

Interactive Read-Alouds

What do Interactive Read Alouds do for ELL Learners? • “When learners interact in a second language, they not only create more opportunities for receiving input, but also move from meaning based knowledge to syntactic-based knowledge. ” ØThe Reading Teacher

Benefits for English Language Learners By educators doing interactive read-alouds; teaching vocabulary in context, facilitating interaction around text, and supporting cultural learning environments, these can support a model for learning and language achievement for culturally and linguistically diverse students.

Vocabulary, Vocabulary Creating meaning to students to understand use new vocabulary by pre-teaching vocabulary, building on background knowledge, and having students converse in meaningful conversations related to the text is instrumental to English Language Learners and their retention of skills taught.

Cooperative Learning Experiences after Interactive Read Alouds Creating opportunities for students to work in cooperative learning groups to converse about text, vocabulary, and previous experiences allows English Language Learners to have meaningful conversations with their peers; where all students are learning from one another. • “Pairing or grouping students can be an efficient way to enable speaking opportunities for all students while allowing ELs time to practice new language structures in a context that is less threatening than speaking to the whole class. ” -The Reading Teacher

Educators’ Approach • Teachers take a specific approach to all of the texts students encounter. They do this by making text to self connections, connections from the texts to students’ experiences and languages. They teach students to identify different views and cultural differences in texts and by holding students to high expectations for supporting their predictions, inferences, and conclusions intelligently from different types of texts.

Educator’s Approach • Teachers take a student- centered. This approach maximizes the amount of opportunities for students to use and practice new vocabulary. This allows students to simplify meaning to multiple contexts outside of the story, and prompts students to make connections to their own experiences and lives.

• Choosing to do interactive read alouds that involve pre-teaching vocabulary and other before reading activities, doing meaningful during reading activities such as having students retell, make inferences, and listen for usage of vocabulary, and after reading activities such as cooperative learning groups with open-ended prompts for discussion is instrumental in English Language Learners and their ability to become more successful in reading.

Resources • Giroir, S. , Grimaldo, L. , Vaughn, S. , Roberts, G. Interactive Read. Alouds For English Learners In The Elementary Grades. The Reading Teacher. 68(8) p. 639 -648.