Balanced Literacy Institute Read Aloud Checklist - Balanced

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					              Balanced Literacy Institute: Checklist for Modeled Reading (Interactive Read-Aloud)

   Area                                                       Checklist Criteria
                   Safe, comfortable space
                   Every student can see the pages
                   Community space (space that has particular purposes/routines)
                   Literature-rich environment (multiple kinds of reading materials accessible to all students)
                   Culturally-responsive and culturally diverse (all students must “see” themselves in the literature and the
Environment         environment)
                   Environment must support the peer interactions that are expected
                   Routines and classroom climate must encourage respectful sharing
                   Limited distractions
                   The reader can be clearly heard by all students(water available, microphones
                   Relevant, purposeful text with age-appropriate content
                   High-interest (engaging for students)
                   Texts should be slightly above the instructional level for students
                   Culturally-responsive materials
 Material          Material addresses the NCSCOS
                   Books that are brief enough to be done in one setting
                   Texts that are supported by graphics/pictures/illustrations
                   Often integrate texts from other content areas
                   Intentional
 Grouping          Pre-determined
                   Flexible (homogeneous/heterogeneous skill levels, experienced/inexperienced with content, etc.)
                   Students can see the teacher/text
                   Teacher can see all students
                   Students needing extra support are seated preferentially—depending on the needs for the specific activities
Management         Redirection and focusing of student responses (maximizing relevance without diminishing engagement)
                   Routines clear and transitions smooth
                   Scheduled time for read-aloud
                   Components are pre-planned and organized according to specific purpose
                   Teacher sets purpose for texts through previewing (introduces author/book, selection criterion for text,
                    selected key vocabulary for emphasis, connects the read-aloud to previous learning and future learning
                    goals, etc.)
                   Teacher makes connections (text-to-self, text-to-text, text-to-world), particularly in ways that enhance
                    emotional/personal engagement in the text
                   Teacher builds the background necessary for engaging text
                   Teacher models thinking aloud and reviews the processes readers use in comprehending texts (explicit
                    rendering of metacognitive strategies, explicating conventions/features of text, etc.)
Instruction        Specific, intentional higher-order thinking questions are pre-planned and integrated into the read-aloud
                   Teacher models fluency (including the tone of voice, the varied rhythms, volumes, and cadences of reading,
                    and emotional cues)
                   Teacher engages students personally during the read-aloud
                   Teacher demonstrates a high degree of familiarity with the text
                   Teacher explicitly and directly models the use of comprehension strategies at pre-planned points during the
                    read-aloud
                   The focus for the read-aloud is highly-focused and manageable within the time allotted.


                                 Checklist criteria that might assist with specific student populations…
                    

 3-5 students
                  
Academically/
 intellectually
gifted students

                  

    At-risk
   students

                  

 Black male
  students

                  
Economically
disadvantaged
   students

                  

 K-2 students


                  

Students with
 disabilities

                  
 Students with
limited English
  proficiency

                  

   Typical
   learners

                  

  Others???

				
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