WinstonSalem Forsyth County Schools Interactive Read Alouds Time

Winston-Salem / Forsyth County Schools Interactive Read Alouds

Time Spent Reading Each Day Exposed to 8, 000 words per year < 1 minute 4. 6 minutes 20 minutes Exposed to 282, 000 words per year Exposed to 1, 800, 000 words per year Statistics derived from Shaywitz, S. (2003)

Independent Level Grade Level Instructional Level Grade Level

What is a Read Aloud? Read Aloud is a strategy in which a teacher sets aside time to read orally to students on a consistent basis from texts above their independent reading level but at their listening level. From: The Components of Effective Read Alouds Adapted by Laura Beltchenko

What is a Read Aloud? n Today’s read-aloud is a vibrant, deliberate part of good teaching. It is an essential and effective strategy for delivering sophisticated literacy ideas to learners and consumers of language. Laminanck and B. Wadsoworth, Learning Under the Influence of Language and Literature.

The Importance of a Read Aloud We can enhance children’s language, vocabulary, comprehension, and cognitive development through the process of a teacher reading text aloud to students. As a result, this gives students exposure to rich vocabulary and concepts that they may not be able to read and comprehend independently.

Why Read Aloud? n Increases vocabulary n Scaffolds comprehension n Provides knowledge of the world (content) n Develops speaking and listening skills n Models reading fluency– Students can, “See it in action!” n Encourages a love of reading!

Why Are We Not Seeing Results With Traditional Read Alouds? n Teacher reads just once n Students sit and JUST listen n Time filler at the end of the day n No connection to classroom learning

Rich Read Alouds n Are purposeful n Are worth re-reading n Connect and integrate across disciplines n Maintain a balance between informational and literary text n Actively involve students in the learning

Choosing a Text • Layers of meaning • Purpose • Concept complexity • Vocabulary • Sentence length and structure • Figurative language • Regional/historical usage (dialects) • Text features • Genre • Organization Meaning Structure Language Knowledge • Background • Experiences From Student Achievement Partners

I’ve Chosen My Text, Now What? n Pre-read and re-read the text n Anticipate where background knowledge needs to be built n Identify the strategy and/or process at work in the text n Identify vocabulary to pre-teach or teach within context to model vocabulary strategies n Highlight places to refer back to for talking points

My Teacher is a MONSTER! (No I am Not) by Peter Brown 2016 North Carolina Children’s Book Award Nominee

My Teacher is a MONSTER! (No I am Not) n Meaning- moderately complex. Students have to understand that the teacher is not really a monster (her transformation occurs throughout the illustrations. n Structure- Narrative. Level H-I n Language- Language is not complex. Dialogue is within speech bubbles. n Knowledge- school age students would have the necessary background knowledge.

Gravity by Jason Chin

The Cart That Carried Martin by Eve Bunting

Ivan: The Remarkable True Story of the Shopping Mall Gorilla by Katherine Applegate

Gaston by Kelly Di. Pucchio