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THE COMPONENTS OF EFFECTIVE READ ALOUDS

Read Aloud-Defined. In Becoming a Nation of Readers, the report of the National Commission on Reading states that the single most important activity for building the knowledge required for eventual success is reading aloud to children.-Anderson, R.C., Hiebert, E.H., Scott, J.A.,

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THE COMPONENTS OF EFFECTIVE READ ALOUDS

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    1. THE COMPONENTS OF EFFECTIVE READ ALOUDS INCLUDING THINKING ALOUD AND MAKING CONNECTIONS

    2. Read Aloud-Defined In Becoming a Nation of Readers, the report of the National Commission on Reading states that the single most important activity for building the knowledge required for eventual success is reading aloud to children. -Anderson, R.C., Hiebert, E.H., Scott, J.A., & Wilkinson, I.A.G. (1985). Becoming a nation of readers: The report of the Commission on Reading. Washington, DC: National Academy of Education, Commission on Education and Public Policy. 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. Note: National Commission on Reading –single most important activity for building reading knowledge—reading aloud to children---On a consistent basis—above independent rdg level—at a comfortably challenging L.LNote: National Commission on Reading –single most important activity for building reading knowledge—reading aloud to children---On a consistent basis—above independent rdg level—at a comfortably challenging L.L

    3. We read aloud to: Start the day. Support reading and writing mini lessons. Support social studies and science curriculum. Support whole class book studies. Help students talk and think about texts. Introduce a new novel. Introduce a theme. Open up new worlds. Mentor students in the thinking processes that are present during proficient reading. Familiarize students with text structures and genres. MODEL—fluent, expressive rdg—support all types of lessons—mini, units, thematic, content area text—sci, math, ss—during whole class book studies—applicable picture book, short story, poem, nonfiction that connects—introduce a theme, a new unit—end a unit—gives kids the opp. To talk/discuss/think about text—model thinking processes that occur during rdg—acquaint kids w/text structures—different genres of textMODEL—fluent, expressive rdg—support all types of lessons—mini, units, thematic, content area text—sci, math, ss—during whole class book studies—applicable picture book, short story, poem, nonfiction that connects—introduce a theme, a new unit—end a unit—gives kids the opp. To talk/discuss/think about text—model thinking processes that occur during rdg—acquaint kids w/text structures—different genres of text

    4. What will teachers read aloud? Fiction Novels Short stories Poetry Picture books Student authored writing High interest selections with absorbing plots, lively characters, and multiple layers of meaning! Magazine articles Newspaper articles Non-Fiction Informational text Biography Autobiography Speeches Content area selections Historical documents Not all magazine and newspaper articles are non-fiction—there are essays, editorials, cartoons, and even jokes . . . AND Picture books are not just for emergent/young readers---fantastic books that tell a story and connect to themes - - --show a few books . . . Non-fiction picture books connect . . . Speeches and historical documents as primary sources of study can be difficult w/o support . . .reading it aloud . . .can help students to understand . . .Not all magazine and newspaper articles are non-fiction—there are essays, editorials, cartoons, and even jokes . . . AND Picture books are not just for emergent/young readers---fantastic books that tell a story and connect to themes - - --show a few books . . . Non-fiction picture books connect . . . Speeches and historical documents as primary sources of study can be difficult w/o support . . .reading it aloud . . .can help students to understand . . .

    5. Reading aloud to students allows the teacher to: Model fluent and expressive reading. Think aloud. Model the reading process. Review text structure. Facilitate comprehension to beginning (newcomer) and intermediate English Language Learners. Provide interactions with a variety of texts. Make connections. Teacher models expressive reading Thinking aloud and the metacognitive processes like making connections etc provides students w/ interaction w/a variety of texts helps newcomers to hear the language, helps build background knowledge and est. prior know. For intermediate ELLs. Teacher models expressive reading Thinking aloud and the metacognitive processes like making connections etc provides students w/ interaction w/a variety of texts helps newcomers to hear the language, helps build background knowledge and est. prior know. For intermediate ELLs.

    6. Getting ready for the read aloud Choose high interest selections that are above students’ independent reading level and at their listening level. What is that?What is that?

    7. Independent Reading Level: The level at which the student reads fluently with 90% (or higher) comprehension and 95% word recognition. -Burns. P., & Roe. B. (2002). Informal reading inventory. Boston: Houghton Mifflin. -Johns, J. (2001). Basic reading inventory. Debuque, IA: Kendall/Hunt.

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