Power point engaging children in read alouds and shared reading
1. Engaging Children in Read
Alouds and Shared Reading
with Informational Textswith Informational Texts
Created and compiled by
Alyson Mitchell M.Ed.
Texas Tech University
2. Types of Nonfiction Texts
In Module 2, we learned about the importance of using nonfiction texts with children in the classroom.
When teaching in any content area (social studies, science, math, etc), it is beneficial for us to encourage
children to read and write. As teachers, we need to encourage this by making many types of informational
texts available. Chapter 2 of your textbook, discusses many of the types of nonfiction texts available to
teachers.
One type of text that is easily available to all teachers are textbooks. Pages 21-24 of your textbook discusses the
advantages and disadvantages of using these books with children.
Let’s take a look at a textbook and the tradebook you bought for this class
(Rainforest). Before moving to the next slide, you will need to go to the Try It section of
this module and complete Try It #1. After completing this first TRY IT activity, return to
the next slide of this PowerPoint presentation to continue.
3. Textbooks
•Questions provided
•Various topics
•Topics appropriate for
Both Tradebooks
Access features Enjoyable to read
Interesting topics One subject vs. many
Flexible age range
Your Venn Diagram that you created in the Try It section of the module might
look something like this…
•Topics appropriate for
grade level/state
standards
•Summary provided
•Free to teachers
•Updated frequently
•Saves time for teacher
Flexible age range
Teacher has to
locate/buy
Appealing formats
Expert authors
Varied structures
4. “The advantage of using tradebooks is that
there are many titles available on any topic, so
teachers can personalize their content area
curriculums to match the standards, objectivescurriculums to match the standards, objectives
and desired activities.”
Pike and Mumper, pg. 24
5. As you can see, textbooks have benefits and should be used as a resource for teachers and children
but should be supplemented with the many excellent tradebooks (or other print materials
discussed in chapter 2) available to children.
In Module 2, we learned about the many access features available to
readers of nonfiction texts. We discussed the importance of teaching
children how to use these to access the information provided.
Expository texts (informational texts) also have various writing patterns that
the reader should be able to recognize. We call these patterns Textthe reader should be able to recognize. We call these patterns Text
Structures.
“Knowledge of text structure can improve learning from content area texts
yet many students are unaware of expository text structures.”
Pike and Mumper, pg 33
6. What are common text structures?
Question and Answer:
In this type of book, the author introduces a topic by asking a question.
Signal words: what, how, why, if, what, would, when, where?
Example of this text structure:
This text, Those Outrageous OwlsThis text, Those Outrageous Owls
by Laura Wyatt, might say
something like, “What do owls
eat?” and then continue to
answer the question.
7. Description:
In this type of book, the author describes a topic. They present
information about a subject or give characteristics
Signal Words: The author often gives lists and uses words like: the
features are…some characteristics are…for example…
Example of this text structure:
Whales by Seymour
Simon
This text might say
something like, “Whales
are mammals. Their
babies are born alive yet
they live in the ocean
with fish…”Pumpkin Circle by George
Levenson and Shmuel Thaler
8. Sequence or Time Order:
This type of book has information presented in sequential order. Biographies can
be included here because they are often written in chronological time.
Signal words: first, second, next, on (date), now, after, etc…
Example of text structure:
How To Draw Insects by
Barbara Soloff Levy
Barack Obama by
Sam Chekwas
Remember this book? We
listed it as a descriptive style,
but it can also be labeled as
sequential because of the life
cycle story.
9. Cause/Effect and Problem/Solution:
These two types of texts are very similar. Cause and effect explain
how actions or events cause something to happen.
With problem and solution texts the author presents a problem or
question followed by an answer.
Signal words of cause/effect: because, as a result of, therefore..
Signal words of problem/solution: question, answer, problem,Signal words of problem/solution: question, answer, problem,
solution
Examples of this text structure:
Nights of the Pufflings by Bruce McMillan is a
good combination of these two structures. The
book describes a problem, the baby pufflings get
stuck in town. It continue to describe a solution,
the children of the town save them. It also is
cause/effect in that it explains that if the pufflings
are not saved, they will die.
10. Comparison/ Contrast:
This type of text is used when an author wishes to discuss the similarities and
differences with topics.
Signal Words: alike, differences, similarities…
Examples of Text Structure:
Frogs by Gail Gibbons compares
frogs and toads and uses diagrams
to show these comparisons.
11. Often authors use a combination of structures rather than a single structure. (Just like we saw with Pumpkin Circle.)
Sometimes there is a dominant structure, but it is important to remember that
there may be a mix of structures.
Why is it important to be familiar with text
structures?
Remember the ultimate goal of reading is COMPREHENSION. When we
discuss text structure with children, we are teaching them to think about thediscuss text structure with children, we are teaching them to think about the
author’s purpose of writing the information. Talking with children and
teaching them these signal words will help their understanding.
“Students who are knowledgeable about text structure
have better understanding, recall and retention of what
they are learning.”
Pike and Mumper, pg 40.
12. Now we know what informational books look like and what we should teach
children to look for, lets think about reading an informational text to children.
What do you remember about reading aloud to children from EDLL 3351/3352?
-the key to remember is the goal is for the children to comprehend. That means
before reading the book, while reading the book and after reading the book, the
teacher’s focus should be on helping the children comprehend.
-we can do this by our talk and our questions…activate schema, help children to-we can do this by our talk and our questions…activate schema, help children to
make connections, ask and talk as reading the text.
“Teachers can think aloud as they read pointing out both access and visual
features in the text and encourage students to discuss what they notice in the
reading.” (Pike and Mumper, pg 46)
14. BEFORE THE READING:
1. Choose a book that would be appropriate for the class. When considering a
topic, think about what the children are learning in content areas (math, science,
social studies) OR think about what the children are interested in or asking
questions about.
2. Before choosing a book, consider the accuracy of the text (did the author explain
himself?). Consider the focus (will you read the entire book or just a small
portion?)
Many informational books (like Rain Forest) can be read in small portions.
With this book you probably, don’t want to read the entire book in one timeWith this book you probably, don’t want to read the entire book in one time
frame.
What about the visual appeal? Are the photos or pictures interesting for the
students?
3. After choosing the book, look at the text structure. What is the authors purpose
for writing and style? How will you help guide children through the reading?
4. What access features are there that you want to address the children’s attention
towards?
15. DURING THE READING
1. Begin the reading, by introducing the text (just like you would with a fiction
text)
2. Be sure to give the children a purpose for listening. For example, “Let’ s read to
find out what whales eat to survive.”
3. As you read, talk with the children. Ask questions and help the children to
make connections. Point out access features and “think aloud”.
4. Encourage talk from the children. This shows you whether they are achieving4. Encourage talk from the children. This shows you whether they are achieving
the goal…comprehension.
AFTER THE READING
1. Revisit the goal, “What did we find out about…”
2. Allow time for talk about the topic.
3. Occasionally, extend the reading by leading into a writing activity, experiment
or content (math, science, social studies) lesson.
16. When asking questions during your read aloud, try to ask question that are
THICK versus THIN. We want to encourage thought so ask children questions
that encourage talk and thought, not simple yes or no answers. This teacher has
a nice bulletin board in her room that encourages children to ask each other
THICK questions.
THICK QUESTIONS are those that make the reader think
and search. Some examples might be:
“Why do you think?”“Why do you think?”
“What if..?”
“How would you feel?”
“What might…?”
This picture was taken from the website listed below.
To view a clearer picture and for some great ideas got to
http://hill.troy.k12.mi.us/staff/bnewingham/myweb3/index.htm
17. Before going to the next slide, go to the TRY IT
section to complete Try It # 2. This activity will
help you practice asking THICK questions. After
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next slide in this PowerPoint presentation to
continue.
18. Shared Reading of Informational Texts
In addition to reading aloud informational texts, children also need to engage in
shared reading. As you have learned in other reading classes, shared reading is a great
way to scaffold children with their literacy learning. Shared reading is different than
read alouds because the children read with the teacher and share the text. Therefore,
the text must be large enough for the children to see. It might be that the teacher
uses a copy of Rain Forest on a projector so that all the class can see the texts or the
words. It might be that each child has a copy of the song, poem or book that is being
read. In order to be shared reading, they must see the text.
Shared Reading works well with informational texts and fiction texts. It is a great wayShared Reading works well with informational texts and fiction texts. It is a great way
to show children how to use access features and navigate through the text. With
shared reading, they can participate and practice the skill you are trying to teach
versus just watching you!
Shared Reading is a great way to scaffold comprehension. Strategies that can be
taught easily through shared reading might include:
inferencing, summarizing, monitoring, text structures, text features,
and/or interpreting graphs or other visuals (Frey and Fisher, 2007).
19. Before engaging in read alouds or shared reading, here are some good reminders.
This is key as you are just
beginning. Read to a
spouse, child, roommate,
or to the mirror before
reading in front of
Frey and Fisher (2007) pg. 128
reading in front of
children. It is important
you are comfortable
reading aloud to a group
and are a good example of
phrased, fluent reading!
20. What might be read during a
shared reading lesson?
Think first about your grade level and the type of children you will be teaching. The possibilities
are endless but here are a few ideas:
• Newspaper article
• Song lyrics
• Weekly magazines (Time for Kids, Weekly Readers, etc)
• Poem
• Big Book• Big Book
• Book on projector
• Website
• Recipe
• Reading passage (Yes, even TAKS passages work well here!)
• Textbook
Remember, every child needs to be able to see the words so that they can
read along with the teacher and share the text!
21. “Informational books serve numerous purposes in primary
grade classrooms. They provide children with exposure to
a variety of text structures and features, helping to mitigate
the fourth grade slump when reading materials and
requirements shift. Informational books expose children torequirements shift. Informational books expose children to
concepts and specialized vocabulary, building background
knowledge and language that students can draw upon
when reading more complex books later.”
Yopp and Yopp, page 195
22. Resources
Alvermann, Donna, Swafford, Jeanne, and Montero, M.Kristina (2004). Content Area
Literacy Instruction for the Elementary Grades. Boston, MA: Pearson.
Frey, Nancy and Fisher, Douglas (2007). Reading for Information in Elementary School:
Content Literacy Strategies to Build Comprehension. Columbus, OH: Pearson.
Pike, Kathy and Mumper, Jean (2004). Making Nonfiction and Other Informational Texts
Come Alive. Boston, MA: Pearson.
Yopp, Ruth Helen and Yopp, Hallie Kay (2000). Sharing informational text with youngYopp, Ruth Helen and Yopp, Hallie Kay (2000). Sharing informational text with young
children. The Reading Teacher, 53, 410-423.
Tradebooks Shown:
Chekwas, S. (2009) Barack Obama.
Gibbons,G (1994). Frogs.
Levenson, G. and Thaler, S. (2004). Pumpkin Circle.
Levy, B (1999) How To Draw Insects.
McMillan, B (1995) Night of the Pufflings.
Simon, S. (2006) Whales.
Wyatt, L. and Weaver, S. (2006). Those Outrageous Owls.
