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Growing Readers & Writers At Home

Growing Readers & Writers At Home. Instructor: Megan Conroy . Module 4. Rereading Prior Read Aloud Stories. Module 4: Rereading Prior Read Aloud Stories . ~Research has shown the activities of: - retelling and dramatizing stories, - reading a book repeatedly, and

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Growing Readers & Writers At Home

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  1. Growing Readers & Writers At Home Instructor: Megan Conroy

  2. Module 4 Rereading Prior Read Aloud Stories

  3. Module 4: Rereading Prior Read Aloud Stories ~Research has shown the activities of: -retelling and dramatizing stories, -reading a book repeatedly, and -inserting short definitions for words have increased comprehension and language development. (McGee & Schickedanz, 2007) Why reread a story?

  4. Module 4: Rereading Prior Read Aloud Stories ~ McGee & Schickedanz (2007) provide a technique to make adjustments to the -book introduction, -the interactive reading of the text, and -the after reading discussions for the 1st, 2nd, and 3rd readings of the same story. ~Let’s take a look at those adjustments! How can you read it differently?

  5. Module 4: Rereading Prior Read Aloud Stories ~Book Introductions (McGee & Schickedanz, 2007) How can you read it differently?

  6. Module 4: Rereading Prior Read Aloud Stories ~Interactive Reading of the Text (McGee & Schickedanz, 2007) How can you read it differently?

  7. Module 4: Rereading Prior Read Aloud Stories ~After Reading of the Text Discussions (McGee & Schickedanz, 2007) How can you read it differently?

  8. Module 4: Rereading Prior Read Aloud Stories “During a first read, teachers take a more active role by reading the text and making comments; children are actively listening and sometimes comment or answer questions. During a second read, children participate more verbally by answering questions and commenting more frequently. In the third read- aloud, children take a highly active role as they re- construct the story with teacher guidance.” (McGee & Schickedanz, 2007, p. 747) Parents please remember, you are teachers too! How can you read it differently?

  9. Module 4: Rereading Prior Read Aloud Stories “The repeated interactive read-aloud approach requires that teachers study closely each book they read. They must craft effective comments and questions and be able to respond on the spot to children’s answers, which often indicate misinterpretations and misunderstandings.” (McGee & Schickedanz, 2007, p. 747) Parents please remember, you are teachers too! How can you read it differently?

  10. Now you are ready to trythis workon your own! • Choose a story you have not read at home before to your child/children and plan read it repeatedly this week. • Identify the words you will teach for vocabulary • Study the text, craft your comments and questions. • Read and enjoy! Read and enjoy! Read and enjoy! • Reflect on this work of repeatedly reading a text.

  11. Assignments • Maintain your log of literacy activities (formal/informal). • Choose a book to use to plan for vocabulary instruction and repeated readings. Plan and deliver your repeated readings over the course of this week. • Blog Post- What are your thoughts/reflections on purposefully rereading stories at home? Did this differ from previous times you reread a story at home? Was this more effective?

  12. Thank You! • For viewing this presentation • For your continued desire to take this course • For your invested time and interest in Growing Readers & Writers at Home

  13. Contact Me As always, don’t hesitate to contact me at any time for support during and after our work together in this course! My Email: mconroy@shorecrest.org

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