Interactive Read Aloud Guiding Principles Interactive Read Aloud by gdf57j

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									                                                    Interactive Read Aloud


                      Interactive Read Aloud

      Interactive Read Aloud is a time for teachers to model the use of
comprehension strategies while reading a variety of texts to an entire
class. Interactive Read Aloud is a time to employ think-aloud to
uncover what good readers do while reading to improve comprehension
of texts. It is interactive as the teacher exposes her/his thinking
while reading, then students do the same as their skill grows through
numerous attempts to employ the new strategy. The integration of new
comprehension strategy skills with those previously learned is vital to
students' reading success.

                         Guiding Principles
                      Interactive Read Aloud

   • Interactive Read Aloud is not just reading aloud.

   • Interactive Read Aloud is a time for teachers to model the use of
     comprehension strategies a variety of genre.

   • Interactive Read Aloud occurs daily for 15 minutes per session in
     a whole group setting.

   • The main instructional strategy employed during Interactive Read
     Aloud is think-aloud.

   • Interactive Read Aloud is reading with the purpose to make our
     thinking transparent to our students, to model how a good reader
     thinks during reading activities.

   • Interactive Read Aloud is a time to introduce students to the
     basic comprehension strategies of metacognition,
     schema/background knowledge, determining main idea/text


Alpine School District                                   June 2007
A Comprehensive Framework for Balanced Literacy
                                                      Interactive Read Aloud


      structures, summarizing, inference/prediction, questioning,
      synthesis, fix-up strategies, and using sensory images.

   • Interactive Read Aloud allows students to observe the use of
     graphic organizers that they will use in other reading or writing
     situations.

   • Interactive Read Aloud is a fun time for teachers to share with
     students the love of reading and learning.

                      Professional Literature
                      Interactive Read Aloud

Make It Real, Strategies for Success with Informational Texts by Linda
Hoyt

Moasic of Thought: Teaching Comprehension in a Reader's Workshop by
Ellin Oliver Keene and Susan Zimmerman.

Guided Comprehension in the Primary Grades by Maureen McLaughlin

 Guided Comprehension: A Teaching Model for Grades 3-8 by Maureen
McLaughlin and Mary Beth Allen

I Read It, But I Don't Get It by Cris Tovani

Comprehension Strategies for Middle Grade Learners by Charlotte Rose
Sadler

Reading Comprehension Strategies for Independent Learners by Camille
Blachowicz and Donna Ogle

                        Reflective Questions

Alpine School District                                     June 2007
A Comprehensive Framework for Balanced Literacy
                                                       Interactive Read Aloud


                       Interactive Read Aloud

Before

   •    What book will I read and why?
   •    How much of the book will we use for this lesson (15 minutes)?
   •    Have I read the entire book beforehand?
   •    Have the students heard this story before? Do they need to?
   •    Is the text appropriate for the identified comprehension
        strategy?
   •    How will I ensure student engagement?
   •    What will my students look like and sound like during Interactive
        Read Aloud?
   •    How will I accommodate for all students?
   •    How will I (or the students) record student contributions?
   •    Where does this lesson fall in the To/With/By continuum for
        teaching the comprehension strategy I am teaching?


During

   •    Where will I stop to employ think-aloud?
   •    How is my pacing and overall time?
   •    How am I engaging all students?
   •    How am I interacting with my students?
   •    Are we having fun?


After

   • Was the identified purpose met? If not, what will I do?
   • Was my think aloud clear for my students to understand the
     comprehension strategy?
   • Did I value partially correct attempts and scaffold them toward
     complete strategy use?
Alpine School District                                      June 2007
A Comprehensive Framework for Balanced Literacy
                                                  Interactive Read Aloud


   • Was the text appropriate for the identified purpose?
   • How was my pacing and overall time?
   • How were the students engaged?
   • How was the behavior of my students during Interactive Read
     Aloud?
  • Who participated orally? Who didn't?
Was it a quality book? Would I read it again?




Alpine School District                                 June 2007
A Comprehensive Framework for Balanced Literacy

								
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