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Interactive Read-Aloud Shared Reading

Read, Read, Read!. Fountas and Pinnell on Reading.

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Interactive Read-Aloud Shared Reading

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    1. Interactive Read-Aloud & Shared Reading Janice Such Grade 4

    3. Fountas and Pinnell on Reading Reading to children is the most effective literacy demonstration you can provide. As you read aloud, you demonstrate how to think and act like a reader; you also provide insights into writing because you are sharing a coherent, meaningful piece of written language that an author has constructed --Matching Books to Readers, page 9

    4. The Continuum of Literacy Learning for Grades 3-8

    5. Structure of Continuum Reader Thinking --Within --Beyond --About a Text

    6. Framework of the Continuum of Learning Provides information arranged by grade. Describes characteristics of texts that are helpful in choosing read aloud texts. Includes curriculum goals to notice and support as students think within, beyond, and about the text.

    7. How to Use the Continuum Fountas and Pinnell do not use specific texts, discussion topics, or content areas in their continuum. Teachers can use the continuum to --connect your curriculum with the state and district requirements. --set goals for your grade level. --plan your interactive read-aloud.

    8. Interactive Readaloud

    9. What is Interactive Read-Aloud? According to Fountas and Pinnell, Interactive Read-Aloud is A teaching context in which students are actively listening and responding to an oral reading of a text. --The Continuum of Literacy Learning, Grades 3-8. A Guide to Teaching, page 247.

    10. Student Involvement during Interactive Read-Aloud

    11. Interactive Read-aloud and Vocabulary Interactive Read-Alouds and Literature Discussions help students to expand vocabulary because children hear words that are not ordinarily used. Since the teacher says the words the length, number of syllables, inflectional endings, etc. are not major factors in choosing a text.

    12. Within the Text Students do not have to decode. Children hear fluent phrasing. Students can self-monitor their understanding. Children can remember information in summary form. Children can adjust their thinking to understand different fiction and nonfiction genres.

    13. Beyond the Text The teacher can Help children to make predictions and connections to previous knowledge and their own lives. Support student thinking beyond the literal meaning. Demonstrate how to think beyond the text. Stop at selected intervals to discuss text elements that expand thinking.

    14. About the Text The teacher can direct students attention to: Authors craft Use of language Characterization Organization Text Structure

    15. Special Benefits for ELL Students For ELLs, Interactive Read-Alouds provide Opportunities to hear the syntax and vocabulary of the language in text. Modeling and engagement in oral language opportunities. Exposure to meaningful, high-quality texts. Scaffolding through the literacy process for students.

    16. Informational Text and Nonfiction for Read-Alouds

    17. A Clarification What is the difference between informational genres and nonfiction? According to Fountas and Pinnell, Informational genres are a category of texts in which the purpose is to inform or give facts about a topic. Nonfiction feature articles and essays are examples of informational text (page 247). Nonfiction is a text based on fact (page 248).

    18. Advice for Teachers

    19. Advice to Teachers about Using Informational Text Browse through nonfiction titles to find works with student appeal. Gather nonfiction books on the same topic. Find nonfiction books that can support your curriculum. Share nonfiction and text sets with students.

    20. Why Use Informational Text for Read-Aloud? Provides interesting subject matter Inspires curiosity in students Offers interesting topics, different formats, and attractive illustrations Helps children to learn about linguistic features that differ from fiction Supports comprehension Promotes interaction with the text as readers seek meaning

    21. Choose a Starting Point Fiction Teachers may want to read from beginning to end. Nonfiction The teacher may begin at an appropriate section. Students may use the index to find a topic that interests them.

    22. Capture Student Interest Investigate high interest short reads such as those found in Scholastics Read-Aloud Anthology.

    23. Teach How to Read Nonfiction When students understand how to read nonfiction and use text features, they are better able to comprehend it.

    24. Benefits for Teachers, Too! Teachers can increase their own background knowledge by reading nonfiction in the content areas!

    25. Use Read-Aloud Logs Keep a log of Read-Alouds shared with the class. List the date, author, title, and type of book. Include subcategories for informational books and fiction.

    26. Balance Your Read-Alouds 50% 50%

    27. Include Content Area Read-Alouds Teachers may select read-alouds based on their science, math, and social studies curricula. Informational texts have these benefits: --boost childrens knowledge --motivate students --ignite childrens curiosity --encourage research and inquiry --build background for fiction reading

    28. Pair Fiction and Informational Read-Alouds Consider pairing fiction with informational books. Pairs help teachers feel more comfortable with informational read-alouds.

    29. Nonfiction Designs and Features

    30. Nontraditional Book Designs Information may be arranged across the page in ways that the students are not used to seeing. Topics may be accompanied by different sizes of photographs along with captions and lists of facts, sidebars, and bullets. Teach students explicitly about how to interpret these features.

    31. Lets Try It! Select a text feature that is important for your students to know. Please share it with the group!

    32. Reading Aloud Books with Nontraditional Designs Teachers should seat children so that they can see the details of the text. Teachers may choose to use big books or an overhead projector or LCD projector that lets them zoom in and out on a targeted book feature.

    33. Call Attention to Nonfiction Text Features

    34. Nonfiction Text Features Display blown-up examples of important text features. Teach the importance of each text feature. Call student attention to important text features during read-alouds and guided reading groups. Send students on a scavenger hunt to locate different text features. Encourage students to work in small groups to find nonfiction text features. Provide students with the opportunity to work with nonfiction. For ideas, see http://www.readinglady.com/mosaic/tools/Nonfiction%20Conventions%20Notebook.doc for ideas.

    35. Turn and Talk Please share your tips and ideas about Interactive Read-Aloud

    36. Types of Performance Reading

    37. Thinking Within the Text for Shared Reading The goal is to produce a fluent, expressive oral reading of a text. Independently, readers must solve the words and interpret information that they will reflect in their oral reading.

    38. Thinking Beyond the Text for Shared Reading Students bring their background knowledge to shared reading. They create connections with the text and make inferences. To take on the role of a character, they have to understand how the character feels and acts.

    39. Thinking About the Text for Shared Reading Through Shared Reading, students learn to understand the writers craft: Characterization Organization Structure

    40. Readers Theatre Students enact a text. Students do not usually memorize lines. Props and costumes are optional. Emphasis is on how each actor or actress interprets a role vocally. Almost any story can be transformed into a Readers Theatre script. For ideas, check out http://www.teachingheart.net/readerstheater.htm http://www.aaronshep.com/rt for ideas!

    41. Choral Reading A group or several members read a text together. The text may appear on a chart or projector or in individual student books. Group members try to interpret the text with their voices.

    42. Get Ready to Perform! Readers Theatre Scripts based on Flight, the story of Charles Lindbergh and A Picture Book of Amelia Earhart

    43. Flight Resources http://teacher.scholastic.com/earhart/ http://www.charleslindbergh.com/history/paris.asp http://www.nasm.si.edu/exhibitions/gal100/stlouis.html

    44. Amelia Earhart Resources http://teacher.scholastic.com/earhart/timeline/timeline.htm http://teacher.scholastic.com/earhart/index.htm http://teacher.scholastic.com/earhart/remember.htm http://teacher.scholastic.com/earhart/gazette/index.htm Be sure to enjoy Amelia and Eleanor Go for a Ride by Pam Munoz Ryan. Illustrated by Brian Selznick.

    45. Interactive Internet Activities http://readwritethink.org/student_mat/student_material.asp?id=25 http://www.readwritethink.org/materials/flipbook/ http://www.readwritethink.org/materials/venn/index.html

    46. Sources for Building Background National Geographic Kids http://animals.nationalgeographic.com/ Teacher Scholastic http://www2.scholastic.com/browse/teach.jsp United Streaming http://streaming.discoveryeducation.com/index.cfm?location=gpb

    47. Turn and Talk Please share your tips and ideas about Shared & Performance Reading.

    48. Writing About Reading Continuum

    49. Student Writing Through writingand drawing as wellreaders can express and expand their thinking and improve their ability to reflect on a text. --The Continuum of Literacy Learning, Grades 3-8, p. 19.

    50. Grade 4 Writing About Reading

    51. Wrap It Up! Comments? Questions?

    52. United Streaming Writing Prompts Be sure to investigate http://streaming.discoveryeducation.com/tools/writingPrompt/searchLibrary.cfm to find ready made prompts for your grade level.

    53. Thank You for Sharing!

    54. Acknowledgements Fountas, Irene and Pinnell, Gay Su. Matching Books to Readers. Portsmouth, NH: 1999. Fountas, Irene and Pinnell, Gay Su: The Continuum of Literacy Learning, Grades K-2. A Guide to Teaching. Portsmouth, NH: 2007.

    55. Mentor Texts Flight by Robert Burleigh A Picture Book of Amelia Earhart by David A. Adler.

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