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Module 6 Interactive Read Alouds

Explore the importance of choosing the right text for read alouds and discover the various ways interactive read alouds can enhance children's language development and interest in books. Learn how to engage children with literature and informational text through listening, speaking, reading, and writing activities.

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Module 6 Interactive Read Alouds

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  1. Module 6Interactive Read Alouds Early Literacy Matters 8-1-2017 launch

  2. Module 6 ataglance • InModule5,youlearnedtheimportanceofmodelingwriting,preparingfor writingalongtheway,andcreatingopportunitiesforchildrentowrite. • Inthismodule,youwill: • Discoverwhy choosingtherighttextmattersfor readalouds. • Exploretherichways interactivereadaloudsenhancechildren’slanguage developmentandtheirinterestinbooks. • Examinethedifferentwayschildrencanengagewithliteratureand • informationaltext.

  3. Learner Outcomes: • LO1:Learnerswilldescribewhyreading aloud andselectingthe right booksetsmatter. • LO2: Learnerswillexplorethe waysinteractiveread aloudscan supportlanguagedevelopmentand learningforchildrenbirthto five. • LO3:Learnerswillbuilda unitofstudyincludinga textsetand listening,speaking,reading, and writingopportunitiesto engage childrenwithtextand to helpbuildknowledge arounda bigidea concept.

  4. ThismodulealignstothecurrentReadtobeReadyCampaign’sfollowingkeyThismodulealignstothecurrentReadtobeReadyCampaign’sfollowingkey • beliefs: • EarlyLiteracyMatters:earlylanguageandliteracydevelopmentmustbegin at birthbecauseofitsdirectimpactonlatersuccessinreadingandinlife. • Readingismore thansoundingoutwords:readingisthinkingdeeply • abouta textsmeaningandhowitbuildsknowledgeoftheworldaroundus. • Teacherknowledgeandpracticearecritical:educatorsmusthaveadeep understandingoftheart andscienceofliteracyinstructioninorderto developlifelonglearners. • Ittakesacommunity:weeachholda pieceofthepuzzle,andwemustdo ourparttoimproveliteracyinTennessee. • Videolinkto“EarlyLiteracyMatters”fromReadtobeReadyWebsite: https://www.youtube.com/watch?v=60J8qRjRPkE

  5. Overview: Module6 willconsistof 3 instructionalpresentations.These presentationswillhelpyoureflectonReadAlouds. • In Presentation1,you willlearnmore about choosingtherightliterature texttoreadtochildrenforoptimallanguageandliteracydevelopment. • In Presentation2,you willfocus on read-aloudstrategiesand supports • for informationaltexts. • In Presentation3,youwillexaminethestepsforbuildingunitsof studyandhow touseareadaloud tointroducechildrentotheunit ofstudy. • Followingeachpresentation, youwillhavetheopportunitytoapply yourlearningthrough ApplicationActivitiesincludedintheLearningGuide.

  6. Modules contain 4 short presentations that are designed to be completed during relaxed ratios or other times as set by your school or agency. Your director or program coordinator may suggest or establish a timeline for each presentation to be completed within the module. Please take a moment to confirm your site’s requirements while noting the submission deadline for the final Learning Application Assignment that you will submit electronically to your literacy coach for feedback and support. All other completed activities will remain in your participation guide and available for your coaches review. • Section1:Startat beginningof moduleand completePresentation1and • PracticeActivity1. • Section2: CompletePresentation2and PracticeActivity2. • Section3:CompletePresentation3and PracticeActivity3. • Section4:CompleteLearningApplicationAssignmentforModule6and submititelectronically to yourliteracycoachforfeedbackand support.

  7. Beforewe dive intoourModule6Presentations,let’sstartbyhaving you lookagainthroughthe booksyoureceived inyourEarlyLiteracyMatters start-upbag. Thistime,youarelookingforbookstoreadaloudto childrenwhichcontainrichvocabularywordsandnew conceptstobuildchildren’sknowledgearound. • After lookingthroughthe bookset,selectonebookthatyouthinkwould be agoodchoice toreadaloudtoyourchildren.Readthe storyaloudtoyourselfandbrieflyrespondtothesequestionsinthe LearningGuide: • Whichbookdid youselect? • Whywouldthisbookbe afit forareadaloud? • Howdoesthe textinspire lively questionsandobservations? • What new wordsandconceptschildrenwouldbe introducedto? • Howwouldyou introducechildrentonew wordsandconceptswhenreading the bookaloud?

  8. MarkTwainwasquotedsaying, “Themanwhodoesnotreadgoodbookshas noadvantageovertheman whocan’treadbooks.” • Thisquotealignswiththe workofTDOEReadtobeReadyinitiativeaimedat “BuildingThinkers”andhelpingkidstoknowtruth forthemselves,tobestrongthinkers,andtobeabletosynthesizeand analyzeinformationreadabout.

  9. Presentation1: Reading AloudtoChildren Early and Often • The Read tobe Ready initiativealso • advocatesthat: • Childrenshouldspendalarge portionof theirdayengagedin listeningto,reading, thinking,talking, andwritingabout texts. • The amountof timechildren spendreadingandlisteningto text is amajorcontributorto improvementinstudents’ vocabularyandcomprehension. • Childrenmustdevelopskills- basedandknowledge-based competenciesat the same time.

  10. Beforewe divefurther intoourModule6 Presentations,let’sstartbyviewingaread aloudstory. • Clickon the linkstoenjoyareadaloudof the book,TheLittleEngineThatCouldbyWatty PiperreadbyDarleneAbernathy-Neely. • Part1:https://youtu.be/3MY2fS-v2Hc • Part2:https://youtu.be/P1wQ66HdXN0 • Part3:https://youtu.be/z0fPQke85IQ • Part4:https://youtu.be/VSSkjgpp55A • Part5:https://youtu.be/126AhrCC9Rs • After listeningtothestoryread,briefly describeinthe LearningGuide: • Whyreadingtochildrenisimportant. • Whyreadingaloudmatters. • How didthe teacherengagethe children with the text? • Whatconceptwasthe teacher emphasizingwiththetext reading? 10

  11. Asseeninthe videoclip,theadult playsacriticalrole • infostering children’s responsetothe book by: • Choosingtherightbook • Beingresponsiveduringaninteraction • Intentionalplanningread-aloudsessions • Let’slook at eachof thesestrategiesmore closelyso youcanreflectandonhowyoucanusethemto encourage your children’s responseswhen reading to them.

  12. Whenchoosingthe righttype of bookstoreadaloudtochildren,be surebooksselected are: • twogradelevelsorages abovethe child’sactualage.(Keepinmindthatchildrencomprehendmorethantheyareabletoverballyexpress). • balancedbetweenliterature andinformationbooks—booksthatareimaginaryor story-likeaswellasbooksthat providefactualinformationon a topic.For infantsand toddlers,thesealsoincludebut shouldnotbe limitedto conceptbooksto teachnames ofshapes,familymembers,bodyparts,animals, andsuch.

  13. Usingvoiceandbody(vary voicelevels…addsound effects,usebody toadd expression,encourage childrentomimicyourvoice andmotions.) • Proximitymatters:Canall childrenseethe book? Are they inreachto interactwith the pages? Areyousittinga theireyelevel? • Read aloud insmallergroups todecreasewaittimefor respondingto textand increasinglevelof engagement. • Planahead for partsofthe bookyouwillengagechildren in.

  14. Planahead about placesin the bookyouwould encouragechildrentointeract andrespond. Markit witha stickynoteto remindyou. • Whatconceptsor new words doyouplan toemphasizein the reading? • How might youconnectthe booktochildren’spersonal experiencesor interests? • Forthe literaturebookyou selected,what typeof informationalbookmightyou read aloudnext to encourage morelearningonthe topic?

  15. Clickontheappropriatevideolinkfor theageyouworkwithandwatcha videoofaLiteratureRead-Aloudandrespondtothequestionsthatfollowthe listedlinks: • Infant ReadAloudLink: https://www.bing.com/videos/search?q=READING+TO+BABY&&view=detail&mid=50CA4566F7F5C8A8361C50CA4566F7F5C8A8361C&&FORM=VRDGAR • ToddlerReadAloudLink: https://www.bing.com/videos/search?q=reading+aloud+to+your+2+year+old&&vi • ew=detail&mid=3FE2D8D22FA76E3F6FA63FE2D8D22FA76E3F6FA6&&FORM=VRDGA • R • Preschooler ReadAloudLink: • https://www.bing.com/videos/search?q=interactive+read+aloud+preschool&&view=detail&mid=018F5E6EA09E6299F7C1018F5E6EA09E6299F7C1&&FORM=VRDGAR • Asyouwatchthevideoconsider: • Wastheselectedbookappropriateforengagingchildrenofthisage withtext? • Howdidthe teacherencourageresponsivenessorinteraction? • Howwasthe teacherintentionalin herinteractions? Weretheseplannedinteractions? • Whatskillswerebeingsupported?

  16. Forthispracticeactivity, you willintentionallyplan and conducta literaturereadaloudwithone ofthebooks providedinyourEarlyLiteracy Mattersbookbag at the beginningofthisliteracy pilot. • Recordyour plansonthe Literature ReadAloudPlanningSheetincludedinthe LearnerGuideas well as yourreflections onhowthereadaloudactivitywent.

  17. AftercompletingtheLiteratureReadAloudPlanningSheetand carryingout the read aloud,brieflyreflectonthesequestions: • How did planning aheadhelpyouthinkabout placesin thebook youwouldencouragechildrento interactandrespond? • How didthe child(ren)respondto the placesyouselectedinthe • booktoencourageinteractions? • Werethereany conceptsor new wordsyouemphasizedin the reading? • For the literaturebookyou selected,whattype of informational book mightyouread aloud next to encouragemore learningon the topic? • Includeyour responsesin yourLearnerGuide.

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