Read Aloud-Modeled Reading (I)
"When teachers, librarians, and parents concentrate on plans to foster a love of reading in each child, communities become caring, literate places to live." CHARLOTTE HUCK
Read aloud is the foundation of early literacy framework. It allows me, as a teacher to use a variety of well-chosen, multicultural text that kids love. It allows me to model enthusiasm in reading, reinforce content area curriculum, and practice reading strategies. Read aloud not only promotes students' oral language and vocabulary development, but it is an excellent way to model and to promote students' written language, especially for ELL Students. Third graders will be submerged into different genres, which include high-quality selections of poetry, nonfiction, and fiction. Before selecting texts for interactive read-aloud, I should identify the goals I have for my students and the strategies I wish to incorporate, model, scaffold, and reinforce. During read aloud, I use the stopping points to make a personal connection with the text, or to engage the students in a dialog using questions or comments. I will draw upon their students’ interests to provoke engagement and conversations. It allows me to compare books that children use for interactions in literature circles. Through read aloud and discussions, students will be able to make text-to-text, text-to-self, and text-to-world connections. Read aloud creates a foundation for other forms of reading and writing activities.
"When teachers, librarians, and parents concentrate on plans to foster a love of reading in each child, communities become caring, literate places to live." CHARLOTTE HUCK
Read aloud is the foundation of early literacy framework. It allows me, as a teacher to use a variety of well-chosen, multicultural text that kids love. It allows me to model enthusiasm in reading, reinforce content area curriculum, and practice reading strategies. Read aloud not only promotes students' oral language and vocabulary development, but it is an excellent way to model and to promote students' written language, especially for ELL Students. Third graders will be submerged into different genres, which include high-quality selections of poetry, nonfiction, and fiction. Before selecting texts for interactive read-aloud, I should identify the goals I have for my students and the strategies I wish to incorporate, model, scaffold, and reinforce. During read aloud, I use the stopping points to make a personal connection with the text, or to engage the students in a dialog using questions or comments. I will draw upon their students’ interests to provoke engagement and conversations. It allows me to compare books that children use for interactions in literature circles. Through read aloud and discussions, students will be able to make text-to-text, text-to-self, and text-to-world connections. Read aloud creates a foundation for other forms of reading and writing activities.
Elements:
Teacher selected texts - Whole class or small group instruction - Active participation by all - Text is read several times - Attention focus toward words - Interesting, enjoyable texts - Challenging vocabulary for students |
Benefits:
- Provides teachers opportunities to submerge students into different genres - Makes text-to-text, text-to-self, and text-to-world connections - Increases students’ passion for reading books - Involves students in reading for fun - Models reading for a purpose - Models fluent reading - Expands vocabulary and promotes oral language - Develops a sense of story - Models comprehension strategies Creates a community of readers |