To provide students with rich experiential background in good children’s literature. To explore content areas through the use of good literature. To provide.

Implementing Literacy-Based Instruction

through a Read Aloud Approach

Literacy-Based Instruction•To provide students with rich experiential background in good children’s literature.

•To explore content areas through the use of good literature.

•To provide instruction in alphabet letters and sounds.

•To support learning through the components of literacy.

Our Focus for Today

1. Why should we use Read Aloud books

with children?2. What constitutes a good Read

Aloud book?3. What is the teacher’s role in Read

Aloud? 4. Components of Read Aloud.5. Read Aloud Sequence.6. Make and take prop.

Read-alouds, a systematic method of reading aloud,

•Allow teachers to scaffold children’s understanding of the book being read

•Model strategies for making predictions, inferences and explanations

•And teach vocabulary and concepts.

In Read-alouds, a storybook is read three times

in slightly different ways

in order to increase the amount and quality of children’s analytical talk

as they answer carefully crafted questions.

Research

Research has demonstrated that the most effective read-alouds are those where children are actively involved asking and answering questions and making predictions, rather than passively listening.

Assumption

Effective teachers

model the role

of ideal reader

as they read aloud.

Effective teachers….

Model what ideal readers do by explicitly talking as they read, making children aware that they are predicting, making an inference, or changing their ideas about what is happening in a story.

Reading Aloud

1. Book is slightly above their comprehension level.

2. It lends itself to multiple readings

3. It should have a refrain that children can repeat.

4. For PreK 3’s-it becomes more interesting when it contains rhyme or repetition.

5. For PreK 4’s- includes engaging characters, suspense, a problem and solution.

6. Whole group or small group.

7. Cross curricular activities.

Repeated Interactive Read Aloud

Is a systematic method of reading aloud, that allows

teachers to:

1. Scaffold children’s understanding of the book being read

2. Model strategies for making predications, inferences and explanations

3. Teach vocabulary and concepts

Repeated Interactive Read Aloud

A storybook is read three times in slightly different

ways in order to increase the amount and quality of

children’s analytical talk as they answer carefully

crafted questions.

Analytical Talk

Analytical talk involves making predications or

inferences that explain a character’s motivation or

connect events from different parts of the story.

Teachers prompt children to engage in analytic

thinking by making comments that model such

thinking and then asking thoughtful questions.

What I need to do to prepare for Read Aloud:

Teacher1. Read2. Practice3. Whole Group and

Small group.4. Modifications5. Decide on

predictions and questions.

Children1. Give the children

experiences with the new vocabulary.

2. You may do a picture walk.

1st Read Aloud

2nd Read Aloud

3rd Read Aloud

Book IntroductionVocabularyQuestions & CommentsAfter Reading Questions



Struct

ure &

Com

ponentsCelebrate Literacy

Components of Read-Aloud

1. Book Introduction2. Vocabulary3. Comments & Questions4. After reading questions.

Components of read-aloud1. Book Introduction

Components of read-aloud2. Vocabulary

Components of read-aloud3. Analytic Comments & Questions

“I wonder why the Gingerbread Man is being chased by the people and animals?”

Components of read-aloud4. After reading questions.

•Why? •What if? •What’s another way to end the story? •What would you do?•How would you….?•I am thinking…..

1st Read Aloud

2nd Read Aloud

3rd Read Aloud

Book IntroductionVocabularyCommentsAfter Reading Questions



Struct

ure &

Com

ponentsCelebrate Literacy

Sequence of Read- Aloud

First read-aloud: Focus on the main character’s thoughts and actions.

“ Why do you think the Gingerbread Man ran away from the little old man and the little old woman?”

Second read-aloud: Comment on and ask follow-up questions about the other characters.

“How do you think the animals felt when they couldn’t catch the Gingerbread Man?Or What would you have done to catch the Gingerbread Man?”

Third read-aloud: Reconstruct the story.Retelling Question:

“What happens next?”

Reconstruction Question:“I wonder what would have happened if the fox did not eat the Gingerbread Man?”

Acting out the Story Using Props

My Gingerbread Manby B.Sarah Froehlich

My gingerbread manWhere have you gone?Out of the ovenBefore you were done.With two little legs youran and you ran.Please come back to melittle gingerbread man.

Gingerbread Man websites

Online Story: Gingerbread Man

http://storynory.com/2006/05/06/the-gingerbread-man/

http://www.woodlands-junior.kent.sch.uk/interactive/onlinestory.htm

http://www.topmarks.co.uk/stories/gingerbread.htm







To provide students with rich experiential background in good children’s literature. To explore content areas through the use of good literature. To provide.

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