Read+Alouds

Read Alouds:

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LAE3414 UCF Read Aloud by Kari Schiff

** Engaging Students in Strategic **** (And Fun) Read Alouds ** ** Why Should Teachers Read-Aloud to Students? ** To…
 * help students enjoy reading
 * build content area knowledge
 * expose students to a variety of genre
 * develop interests for independent reading
 * assess comprehension, use of reading strategies, growth as listeners and thinkers, and interest and attention span
 * improve observational and listening skills
 * promote discussion
 * develop higher-level thinking skills
 * model effective reading behaviors and respect for reading and response...
 * share a love of books
 * help students connect/engage with books
 * provide models of writing
 * create a community of learners

Suggested Procedures to Follow for Read-Alouds:


 * Pre read the book! Have knowledge of the book.
 * Be enthusiastic! Move, gesture.
 * Use expression and inflection! Volume and pacing matter. YOU are their example of a fluent reader!
 * Know the author!
 * Identify & highlight places to stop and clarify words, concepts, etc…!
 * Have a consistent time for read-aloud!
 * Practice, practice, practice- read smoothly, be clear, and accurate!
 * Establish clear goals and expectations! Set a purpose for listening!
 * Make books available after the reading!
 * Select books from a variety of literary genres!
 * Engage them! Find ways to help students stay focused.
 * Encourage discussion!
 * Use read-alouds as springboards (discussion, writing and further reading)!
 * Use props or music to create mood!



Read aloud to all students every day!

Readers… || ==DURING READING== Readers… || ==AFTER READING== Readers… || Think about what they already know about the topic Think about what ideas and words might appear in the text Relate text to their world knowledge, text knowledge and personal experience.
 * ==BEFORE READING==
 * Activate prior knowledge and experiences

Determine what is important in text
Set a purpose for reading Make decisions based on the genre of the text
 * Is it a story? How should I read it?
 * Is it a science text? How should I read it?
 * Is it an article? How should I read it?
 * Is it directions? How should I read them?

Draw inferences
Make initial predication using title, cover, illustrations, knowledge of topic, or preview of the text and illustrations Anticipate what the story might be about Form an initial hypothesis or an opinion about the text || Activate prior knowledge and experiences Combine information from the text with schema and make changes based on the new information Use schema to enhance understanding and to store text information in long-term memory Identify main ideas or theme Utilize text features to determine importance (bold or italicized print, figures, photographs, heading, insets) Utilize text structure to determine importance Make, confirm and alter predictions Form and support opinions Create personal interpretations Ask questions to clarify meaning of words Ask questions to understand the author Ask questions to understand key theme Ask rhetorical questions Create or use images from all senses Visualize information from text, illustrations and diagrams, etc… || === Synthesize information === Connect ideas from several different sources Sequence ideas and story events Summarize information Draw logical conclusions based on text and other knowledge Make generalizations Form and support opinions Classify and categorize information Sort and prioritize information in long-term memory Retell story events or key facts Consider author’s viewpoint, purpose, style Create personal interpretations ||
 * Determine what is important in text**
 * Recognize cause and effect, problem/solution
 * Compare and contrast information
 * Recognize story structure, chronological order
 * Draw inferences**
 * Ask questions to confirm understandings**
 * Use sensory images**
 * Text-to-text
 * Text-to-self
 * Text-to-world