Read Aloud with Accountable Talk

Norms Courtesy  Be on time  Cell phones on silent, vibrate, or off  Be mindful of side- bar conversations  Focus on the task at hand Collaborative  Promote a sense of inquiry  Frame meaningful questions  Pay attention of self and others  Assume positive intentions  Be reflective

Today’s Outcomes Participants will:  Examine how the instructional practice of read-aloud with accountable talk can facilitate the implementation of the Common Core State Standards.  Define and learn the steps in planning, facilitating, and monitoring a read-aloud with accountable talk.  Participate in a read-aloud and analyze the engagement and high-yield instructional strategies taking place during this type of work.  Intentionally plan a read aloud to align with a specific reading unit.

Considering the CCSS  “Understand the close, attentive reading that is the heart of understanding and enjoying complex works of literature”  “Students are engaged and open-minded-but discerning- readers and listeners. They work diligently to understand precisely what an author or speaker is saying, but they also question the author’s assumptions and premises...”  “Students cite specific evidence when offering an oral or written interpretation of a text. They use relevant evidence when supporting their own points...”  “At the end of the year, they comprehend text at the high end of the text complexity band independently and proficiently (2-3, 4-5, 6-8).”  “Students must have ample opportunities to take part in a variety of rich, structured conversations-as part of whole class, in small groups, and with a partner.”

Matching Instruction to CCSS  Balanced Literacy  Scaffolded Instruction  Gradual Release of Instruction

What is it?  A teaching context in which students are actively listening and responding to an oral reading of a text (Fountas and Pinnell, 2011)

What does it look like?  Whole-class work  Students on carpet or at desks  Sitting beside their reading partner  Teacher reading text, pausing at pre-determined places in text to model thinking or engage students in the work of higher level comprehension  Students accountable to text (turn and talk, stop and jot, discussion)  Daily in a K-5 classroom (15 to 20 minutes)

Why do it?  Reading aloud is an influential factor in young children’s success  Opportunity to extend and synthesize their understandings through speaking and listening  Utilizes many of Marzano’s research-based strategies for increasing students’ achievement  The model supports many SIOP principles

Participate in the Read Aloud Henry’s Freedom Box: A True Story from the Underground Railroad by Ellen Levine

How do I plan it? 1. Look at the reading unit Stage 1 2. Read the story and record your own thinking. 3. Categorize your thinking by various metacognitive strategies. 4. Map out the focus of your questions and think alouds 5. Mark places in the text.

Follow up to the Read-Aloud  Whole Class Discussion  Tied to mini-lessons

How do I monitor it?  Listen in to turn and talk  Collect stop and jots  Analyze thinking

Try it out  Planning Activities