2. Objectives
Gain an understanding of the role of
the Interactive Read Aloud within the
Literacy Collaborative Framework.
Discuss ways to engage students
during Interactive Read Alouds.
Consider where the Common Core
State Standards fit within the
Interactive Read Aloud
Select a text and create an Interactive
Read Aloud to use in the coming
weeks.
3. Literacy Collaborative
Framework
Shared and Performance Reading
Interactive Read Aloud
Writing About Reading
Community Writing
Guided Reading and Managed Independent
Learning/Reading Workshop
Writing Workshop
Phonics, Spelling, and Word Study
4. Interactive Read-Aloud and
Literature Discussion
“Interactive read-aloud and literature
discussion provide the foundation for
text talk in the classroom. Besides
building community and a common
language around texts, interactive readaloud and literature discussions provide
a space for students to hear and
discuss a variety of texts that they might
not be able to access on their own.”
5. Structure of Interactive ReadAloud
Selection and Preparation
Opening
Reading Aloud
Embedded Teaching
Text Talk
Discussion and Self Evaluation
Record of Reading
Written or Artistic Response (optional)
6. What are some of the ways to
engage students during
Interactive Read-Alouds?
Set a clear objective for your reading
Provide strategic opportunities for
students to respond
Utilize “Turn and Talks” (30 seconds to a
minute)
Design tiered questioning that takes the
students within the text, to thinking about
the text, and beyond the text.
7. Engaging Students in Text
Talk
Text talk is based on evidence.
Students do not simply offer opinions
they ground their statements in
evidence from the text. Teachers can
draw students in by simply asking,
“what made you think that?” or “why?”
to draw readers in to the practice of
supporting their answers.
Examine the Social Conventions of
Text Talk from “Teaching for
Comprehending and Fluency” by
Fountas and Pinnell.
8. How do Interactive Read-Alouds
align with the Common Core
State Standards?
Examine the Heinemann Document
for your grade level.
High light the areas where you find
Interactive Read-Aloud listed.
Find someone from another grade
level discuss where the Interactive
Read-Aloud Aligns with the Common
Core State Standards. Be ready to
discuss.
10. First Grade: Miss Rumphius
Background:
In this clip a first grade teacher engages
students in a reading of “Miss
Rumphius.” The teacher models how to
infer word meanings and works with
students to create an anchor chart to
guide their thinking.
12. Revisit The Continuum of Literacy Learning Grade
PreK-8 (Fountas and Pinnell)
Identify specific bulleted behaviors
and understandings you noticed the
students demonstrating.
Identify the specific bulleted behaviors
and understandings you noticed the
teacher teaching for or supporting
throughout the lesson.
13. Selecting Texts and Planning
Interactive Read-Aloud
Choose a book you have read aloud to your
students before or want to read to your
students.
2. Using the Continuum consider the
characteristics of the text. Do they
characteristics seem to match the grade level
characteristics in the Continuum?
3. Scan the “Selecting Goals” section in the
Continuum. Pick 3 bulleted behaviors you may
want to teach for or support during the reading
of the text.
4. Discuss the following questions:
1.
1.
2.
How will you support your students in expanding
their thinking?
During the discussion of this book what will you be
looking for as evidence of understanding?
14. Closing Summary
What is the role of an Interactive Read
Aloud?
What resources can support you in
creating Interactive Read-Aloud
lessons?
Notas do Editor
For this presentation you will need to have a copy of The Continuum of Literacy Learning Grades Pre-K Through 8 OR a document that identifies the needs of readers in different grade levels.
This is one of the activities that requires the highest level of support within the framework as it engages students in discussions around a text that is usually above their
Text selection is important in this process as you consider the text characteristics to determine if they are age and grade appropriate. Also, consider whether the text has the potential to extend students’ thinking and ability to talk about texts. Consider how you will be able to use the text to extend students’ thinking about the text, within the text and beyond the text. Consider: Students interests and tastes, the quality of the text and illustrations, opportunities to teach content and writer’s craft, appropriateness of the content for the age group, maturity issues and themes, the prior experience required to understand the ideas presented, the length of the text, the vocabulary “load”, Age appropriate content.
Examples from Comp and Flu p. 231Selection and PreparationOpening- prompt for anticipation, ask students to make connections, ask to think about a common writers style or topic, prompt predictions based on the title, raise interest, rasi questions, forshadow the problem, tell the meaning of a key word.Reading AloudEmbedded TeachingText TalkDiscussion and Self Evaluation- Chapter book focus on what has happened so far and what might come next, reflect on the meaning of the whole text and compare to what they thought or another text Self Evaluation students reflect on their own participationRecord of Reading- Record all the texts you have read so far and invite students to reread them, connect common themesWritten or Artistic Response (optional)
Comp and Flue Chapters 16-20*Use hand out from the back of the Continuum that describes within, about, and beyond the text. These are where questions can be generated based on specific reading levels and planned before the reading specifically targeting the growth of individual students.
Examine student response stems and discuss how to teach and model these within the classroom setting. Comp and Flu 275-277
Need Heinemann documents for CCSS and LC Alignment and Highlighters. Note that Interactive Read Aloud provides an avenue to teach many of the CCSS. This ties in to text selection as well.
As we watch the video consider the reasons the teacher selected the text, where you see the connection to the CCSS, and any specific teaching methods that are used to engage students.
Utilize Planning Resources as well as the Continuum.
