1. Why Read Aloud to Students? Paige Hauser and Tiffany Moore Spring 2012 RE 5710

2. Our Interest  Research to support the importance of read aloud  Information about read aloud to foster student interest in reading  Benefits of using multi-cultural literature  Effective methods for read aloud instruction

3. Optimizing the Read Aloud Experience

4. Hoffman, J. L. (2011). Co-constructing Meaning: Interactive Literary Discussions in Kindergarten Read- Alouds. Reading Teacher, 65(3), 183-194.  Identified 4 instructional supports for helping students achieve higher order interpretations of text:  Encourage Student Talk  Strategically help students recapture meaning when misconceptions arise  Help students interpret text without imposing their ideas  Shift focus from literal to interpretive

5. Repeated Read Aloud  1 st Read Aloud-Children are listeners and contribute very little.  2 nd Read Aloud-Read the story and delve deeper, going beyond story elements.  3 rd Read Aloud-Review vocabulary words. Students are able to use analytic talk when discussing the story, instead of simply retelling the events.

6. Non-fiction Read Aloud  Know your objectives  Use a variety of non-fiction subgenres  Ask open-ended questions  Follow-up with writing activities  Teach listening skills  Help students identify genre before reading  K-W-L charts  Model non-fiction retells and then shift to

7. Supporting Vocabulary Growth  Rich instruction is the best method when teaching vocabulary  Scaffold from previously learned vocabulary  Students apply learned vocabulary to support comprehension and speak expressively

8. Critical Literacy Understanding the benefits of multi-cultural literacy

9. Benefits of Critical Literacy  Develop a deeper understanding of the world around, particularly social topics  Develop a voice on important social issues  Make critical connections to read aloud texts, which sharpens their thinking and reasoning skills  Provides exposure to many types of literature, while teaching them to think critically about stories read

10. Critical Literacy and Multi- Cultural Texts  Student awareness increased about “values, beliefs and social practices of cultures other than their own” (Evans, 97).  Developed a deeper understanding and appreciation of their own culture  Developed a deeper understanding of issues related to prejudice, bias, and tolerance

11. References  Evans, S. (2010). The Role of Multicultural Literature Interactive Read-Alouds on Student Perspectives Toward Diversity. Journal Of Research In Innovative Teaching, 3(1), 92-104.  Hoffman, J. L. (2011). Coconstructing Meaning: Interactive Literary Discussions in Kindergarten Read-Alouds. Reading Teacher, 65(3), 183-194.

12. References, Continued  Maynard, K. L., Pullen, P. C., and Coyne, M. D. (2010). Teaching vocabulary to first-grade students through repeated shared storybook reading: A comparison of rich and basic instruction to incidental exposure. Literacy, Research and Instruction, 49, 209-242.  McGee, L. M., & Schickedanz, J. A. (2007). Repeated interactive read-alouds in preschool and kindergarten. Reading Teacher, 60(8), 742-751.  Meller W, Richardson D, Hatch J. Using Read-Alouds with Critical Literacy Literature in K-3 Classrooms. YC: Young Children [serial online]. November 2009;64(6):76-78. Available from: Education Research Complete, Ipswich, MA. Accessed February 19, 2012.

13. References Continued  Press, M., Henenbers, E., & Getman, D. (2011). Nonfiction Read Alouds: The Why of and How To. California Reader, 45(1), 36-43.  Santoro, L., Chard, D. J., Howard, L., & Baker, S. K. (2008). Making the Very Most of Classroom Read- Alouds to Promote Comprehension and Vocabulary. Reading Teacher, 61(5), 396-408.  Shedd M, Duke N. The Power of Planning Developing Effective Read-Alouds. YC: Young Children [serial online]. November 2008;63(6):22- 27. Available from: Education Research Complete, Ipswich, MA. Accessed March 1, 2012.