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Read Aloud to Support Vocabulary

Read Aloud to Support Vocabulary. Definition of Read Aloud. In Becoming a Nation of Readers , the report of the National Commission on Reading states that the single most important activity for building the knowledge required for eventual success is reading aloud to children.

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Read Aloud to Support Vocabulary

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  1. Read Aloud to Support Vocabulary

  2. Definition of Read Aloud • In Becoming a Nation of Readers, the report of the National Commission on Reading states that the single most important activity for building the knowledge required for eventual success is reading aloud to children. -Anderson, R.C., Hiebert, E.H., Scott, J.A., & Wilkinson, I.A.G. (1985). Becoming a nation of readers: The report of the Commission on Reading. Washington, DC: National Academy of Education, Commission on Education and Public Policy. • Read Aloud is a strategy in which a teacher sets aside time to read orally to students on a consistent basis from texts above their independent reading level but at their listening level.

  3. We read aloud to: • Start the day. • Support reading and writing mini lessons. • Support social studies and science curriculum. • Support whole class book studies. • Help students talk and think about texts. • Introduce a new novel. • Introduce a theme. • Open up new worlds. • Mentor students in the thinking processes that are present during proficient reading. • Familiarize students with text structures and genres.

  4. What will teachers read aloud? • Fiction • Novels • Short stories • Poetry • Picture books • Student authored writing High interest selections with absorbing plots, lively characters, and multiple layers of meaning! • Magazine articles • Newspaper articles • Non-Fiction • Informational text • Biography • Autobiography • Speeches • Content area selections • Historical documents

  5. Reading aloud to students allows the teacher to: • Model fluent and expressive reading. • Think aloud. • Model the reading process. • Review text structure. • Facilitate comprehension to beginning (newcomer) and intermediate English Language Learners. • Provide interactions with a variety of texts. • Make connections.

  6. Getting ready for the read aloud • Choose highinterest selections that are above students’ independent reading level and at their listening level.

  7. Independent Reading Level: The level at which the student reads fluently with 90% (or higher) comprehension and 95% word recognition. -Burns. P., & Roe. B. (2002). Informal reading inventory. Boston: Houghton Mifflin. -Johns, J. (2001). Basic reading inventory. Debuque, IA: Kendall/Hunt.

  8. Read aloud strategies: Before reading • Open up conversation. • Identify author, title, setting, characters, background. • Activate prior knowledge or common knowledge. • Picture walk • Story impressions • Anticipation guide

  9. “We think” Statements • “We think . . .” • That this selection is about . . . (predicting). • That this selection is like . . . (comparing). • That this selection reminds us of. . . (connecting to what they already know). • That this selection is sad because . . . (commenting, evaluating).

  10. What Do We Read Aloud? How do we know if a book is appropriate? What resources are available to help us? What are we looking for in a read aloud? How do you use read alouds in your classroom?

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