1. CASSIE PETERSEN LAUREN KROUSE MICHELE DORSZYNSKI Chapter 4 Well Read: Promoting Comprehension Through Read Alouds and Shared Readings

2. Guidelines for Successful Implementation Choose appropriate text  Health Class: Proper bike safety Make the purpose of reading explicit  Bike riding is a popular activity and is often unsafely practiced Decide how text will be accessible to all students  Students will have access during school to internet-universal information portal (teachers wiki) Scaffold, Scaffold, Scaffold  Teacher will reinforce information presented by asking essential questions for students after each presentation Make sure students are aware of what they are supposed to do with the new knowledge  Students should use this information while bike riding and share with those who are unfamiliar with the practices

3. Read Alouds Read alouds date back to the beginning of written language Reading alouds have developed into technology with use of audio books and iPods Here are some examples of how we’re incorporating technology in read alouds

4. Typical Sequence of Instruction for Directed Reading-Thinking Activity (DR-TA) Health Unit: Bike Safety

5. 1. Activate Background Knowledge Students gather further information of background knowledge through PowerPoint

6. 2. Develop Vocabulary Cut-able bike vocabulary handouts

7. 3. Identifying significant patterns of text organization Identifying text organization through the Power Point and introduction video

8. 4. Ask Springboard Questions Questions are asked to students throughout the students technology work Bicycle riding is a common activity, what are some errors you have done riding or have seen others do? What can you do to share your information you have learned with other riders?

9. 5. Read the Selection Read the text about bike safety  Practice text rehearsal  Create online Fotobabble

10. 6. Review, reinforce, and evaluate Review and reinforce content through peers fotobabble’s presentation to the class Evaluate students performance by pre-made rubrics

11. Planning tips Select readings appropriate for content  Ex) Bike Safety=Health Practice the selection  Students can individually rehearse the text they are reading Model fluent oral reading  Hearing fluent reading so students can learn from it Engage students to hook them into listening  Creatively pairing the reading with visuals, etc. Stop periodically to ask questions  Check that students are understanding Engage students into discussions  After viewing peer creations, discuss with the classroom for the causes and effects of the topics Make connections  Make connections how the students can use this while bike riding with their families