1. THE COMPONENTS OF EFFECTIVE READ ALOUDS

3. Some children will figure these things out on their own.
Children are not born knowing how to do the things good readers do when they read.
Children cannot, for the most part, “see” good readers doing these things.
Some children will figure these things out on their own.
But many children need teachers to let them in on these secrets of good reading.
Nell K. Duke
Michigan State University
Literacy Achievement Research Center

4. 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.

5. What is a Read Aloud?
A Read Aloud is simply that—times in the school day when a teacher has planned to read orally to a group of students.
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

6. When do I Read Aloud? * At the start or close of the school day
* As a transition from one activity to
another (example: following recess)
* As part of a reading and/or writing
mini lesson
* As part of a content lesson
* As a planned part of each day

7. What do I Read Aloud?
A variety of print sources can be read. Refer to your grade level ELA standards at to see what the state is asking us to teach students to read.
Example from the kindergarten ELA standards:
Students in kindergarten will begin to read four major types of literary texts: fiction, literary nonfiction, poetry, and drama.
In the category of fiction, they read the following specific types of texts: picture books and fantasy.
In the category of literary nonfiction, autobiographical and biographical sketches are read aloud to students.
In the category of poetry, they read nursery and counting rhymes, songs, narrative poems, lyrical poems, humorous poems, and free verse.

8. Teacher Preparation for Read Aloud
Highlight places to stop, question, make predictions, or make connections.
Write discussion questions before the lesson.
Practice reading the selection using gestures and voice intonation.
Plan before, during, and after reading activities to enhance comprehension.
PINPOINT STOPPING POINTS FOR DISCUSSION, QUESTIONING, MAKING PREDICTIONS, AND CONNECTIONS
PLAN DISCUSSION QUESTIONS B4 THE LESSON/PRACTICE READING WITH DRAMA, GESTURES, AND VOICE INFLECTION BEFORE THE LESSON. A COLD READ CAN BE A BUMPY ONE IF YOU ARE NOT FAMILIAR WITH THE CONTENT
PLAN AUTHENTIC BEFORE, DURING, AND AFTER READING ACTIVITIES AROUND YOUR READ ALOUD. BEFORE, DURING AND AFTER ACTIVITIES:
-ENGAGE STUDENTS WITH THE TEXT
-ACTIVELY INVOLVE STUDENTS IN CONSTRUCTING MEANING THROUGHOUT
-GIVES KIDS A CHANCE TO OBSERVE AND PRACTICE COMPREHENSION STRATEGIES
-IS A PRODUCT AND PROCESS TRANSACTION B/W THE READER, THE TEXT, AND THE CONTENT . . .

9. Think Alouds
Think alouds are a way of making public the thinking that goes on inside your head as you read.
Use think alouds to demonstrate for children how you think as you read.
As students read, they pause occasionally at strategic points to think orally about:
& connections they are making;
& images they are creating/visualizing;
& problems with understanding what they are
encountering; and
ways they see of fixing those problems

10. Read Aloud Challenges and Solutions
The biggest challenge teachers have during Read Aloud is inattention by some children, which can interfere with other students’ listening. In order to get the most from Read Alouds you need to set up an explicit classroom routine.
Plan where and how the children are going to sit and where you will sit or stand. Be sure each child can see the book and make sure they know that everyone will get to see the pictures. The teacher should be elevated in order to monitor students, especially those sitting in the back.
Use cues to settle the children and consistently use them. Examples: “1,2,3 Eyes on me.” “I wiggle my fingers; I wiggle my toes; I wiggle my shoulders; I wiggle my nose. Now all the wiggles are out of me, and I’m as quiet as I can be. (Shhhhhh….)
Read the book ahead of time. By familiarizing yourself with the book you will know the story line, rhythm of the words, vocabulary, pronunciation, and characters. This familiarity will allow you to involve the children by having eye contact while you read.
Start every read aloud by introducing the title, author, and unknown vocabulary/concepts. If you have read other books by that author discuss that with the children.

11. Read Aloud Challenges and Solutions
Present literature to children with a planned introduction and conclusion. Use the introduction to create interest and set the mood for the story.
Choose books that are exciting enough to hold childrens’ interest and short enough to fit their attention spans. Their attention span will grow throughout the year.
Read everyday.
Use cues to give children ways to control their behavior themselves. Example: Move your finger across your mouth, tell the children that the signal means to be quiet or put on your listening ears. Use these consistently. Example: If a child isn’t listening, say their name in the story. Children love to hear their names in the book.
Encourage participation.
Let the children know that you can’t wait to read to them every day!

12. Reading aloud to students allows the teacher to:
build community.
model fluent and expressive reading.
strengthen vocabulary, language, grammar and writing.
think aloud.
model the reading process.
review text structure.
facilitate comprehension.
provide interactions with a variety of texts.
make connections.
Teacher models expressive reading
Thinking aloud and the metacognitive processes
like making connections etc
provides students w/ interaction w/a variety of texts
helps newcomers to hear the language, helps build background knowledge and est. prior know. For intermediate ELLs.

13. Connecting the Read Aloud to Writing
Analyze Author’s Craft
Encourage students to borrow from other authors.
Things Nonfiction Writers Do Use cutaways Make captions Do a lot of research Use close-ups Write about real things Use maps Use photographs Make glossaries Make borders Make a table of contents
Things Fiction Writers Do Write stories Draw pictures Say "once upon a time" Write funny stories Tell a story in order Make a table of contents Get ideas from their own lives Do some research Make up the story Make it sound true

14. REFLECTION….QUESTIONS???

15. Resources Benefits of Read Alouds:
Book Lists for Read Alouds: