The first post was to familiarize the components of Balanced Literacy. Each post will give information concerning the components. The first is Read Aloud.
In a "Read Aloud" someone reads a story, book of fiction, news article, picture book, essay, poem, or trade book to another person. Usually this is a practice of parents who want to develop the enjoyment of reading in their young children who want to develop the vocabulary knowledge, focused listening skills, or critical thinking skills of children. Since children usually ask questions about the Read Aloud selection. These questions lead to explanations, making connections and questions by the reader, informal discussion skills are indirectly developed through Read Aloud activities.
In Interactive Read Aloud teachers verbally interact with students before, during and after reading to help them understand and make a variety of connections with the read-aloud selection. The selection can be a non-fiction or fiction narrative, a poem or picture book.
During an interactive read-aloud the teacher engages in a series of activities, including: pre-viewing the book; asking students to make predictions and connections to prior knowledge; stopping at purposeful moments to emphasize story elements, ask guiding questions or focus questions; and using oral or written responses to bring closure to the selection.
I welcome comments, questions, concerns and discussions.
2 comments:
A growing body of research report that teachers who want to have successful read-aloud programs with involved children should keep some principles in mind. Appropriate choices for books are very importand. Books chosen should be ones the teacher genuinely enjoys and is eager to share. After the books are chosen to read, teachers should repeat the story if necessary.
Repeated Read-Alouds increase understanding and enjoyment of story with each reading. Retellings are also very helpful in developing a vocabulary, sense of story structure, and a motivation to read. Additionally, A follow-up of a short discussion of a story events can also assist children with comprehension skills.
In conclusion, repeated read-alouds benefit all students. It provides repeated exposure ot the same book.
Thanks,
Jacqueline
Many teachers have started to leave read aloud out of the reading time block. Read alouds are so great for all students even those in high school. Teachers may think students have out grown read alouds and are too old for them. However, modeling is the best way to help students with voice and fluency. I am a fourth grade teacher and am often shocked at the way my students respond to read alouds. They look forward to it daily. They really enjoy it.
Jacqueline,
I agree, there are priciples teachers need to think about before sharing a read aloud. Read alouds should be meaning for both the teacher and students.
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