Read Aloud and Shared Reading During the Literacy Block PDF
Preview Read Aloud and Shared Reading During the Literacy Block
2017 EARLY LITERACY SUMMER INSTITUTE Read Aloud and Shared Reading During the Literacy Block Today’s Agenda • Welcome/ Introductions • Agenda, Desired Outcomes, Norms • Why Read Aloud? • Intentionally Planned Read Alouds • Shared Reading • Reflection Desired Outcomes • Distinguish between Read Aloud and Shared Reading • Understand how to conduct a Read Aloud in order to focus on vocabulary development, and comprehension skills • Understand how to conduct Shared Reading in order to focus on vocabulary development, and comprehension skills • Identify texts that are appropriate for Read Alouds and texts that are appropriate for Shared Reading (including grade level anthology) • Understand how to pair literary and informational texts • Be familiar with how the PA Core Speaking and Listening Standards should inform teacher planning for Read Aloud and Shared Reading Gradual Release of Responsibility From Teacher Instructional Practice #3 Lessons characterized by knowledge of student ability and gradual release of responsibility (from teacher dependence to student independence) Danielson Correlation: 1b, 1e, 1f, 2a, 2c, 3a, 3b, 3c, 3d, 3e, 4a To Student Icebreaker • Tell the group your favorite book to read aloud • Have a pen and paper nearby to write down some new to you titles! Why Read Aloud? • Read alouds are powerful because they serve so many instructional purposes—to motivate, encourage, excite, build background, develop comprehension, assist children in making connections, and serve as a model of what fluent reading sounds like. During a read aloud, a teacher reads a text aloud, and students are enveloped in a risk- free learning environment that removes the pressure of achievement and the fear of failure, allowing the freedom to wonder, question, and enjoy material beyond their reading abilities. -Leadership Compass, Spring 2008 What are we teaching in a read aloud? The love of reading! What are we teaching in a Read Aloud? Comprehension Strategies § Making Connections (Prior Knowledge) § Questioning (The Text) § Visualizing (Creating Mental Images) § Determining Importance § Monitoring Comprehension § Inferring § Synthesizing What are we teaching in a Read Aloud? Vocabulary Vocabulary is the key to comprehension, and • must be taught in engaged, meaningful contexts. Teachers must plan to teach certain, well- • chosen words in explicit ways. Not all words are created equal – which words • will most advance children’s learning? What are we teaching in a read aloud? Fluency • Accuracy • Automaticity • Prosody (Phrasing and Expression)
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