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Intentional Read Aloud Instruction During Learn Children S

Leo Migdal
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intentional read aloud instruction during learn children s

After you’ve introduced your book and set a purpose for listening, you are ready to get to the good stuff – reading, sharing, and discussing the text with the children. As you read aloud, model fluent reading to support children’s comprehension. Stop during selected parts to think aloud, ask questions, and reinforce your primary literacy objective. Have children participate in the lesson by giving them opportunities to think about, respond to, and join in the reading. We read with children for many different reasons. We read to learn something new, to build a sense of community, to connect our own experiences to others, to explore ideas different from our own, and to understand how other people live, feel,...

The list could go on and on. But at the heart of all these things is understanding – making sense of what we read. Comprehension is at the center of what we do as readers, listeners, and thinkers. In fact, it is the sole purpose for reading. Every reading skill, strategy, and behavior we teach children, from accuracy and fluency to building vocabulary and background knowledge, is in service of comprehension. Teaching comprehension through an Intentional Read Aloud is a natural fit.

Intentional Read Alouds provide you with the time, opportunity, and community to discuss how effective readers make meaning from books. Here are some ways to build children’s comprehension during Intentional Read Aloud: Teachers can use these strategies to entertain and engage early learners with reading and foster social and emotional skills. Storybooks and vivid illustrations can spark so much imagination and creativity. Reading is a treasured pastime of many and a vital skill for all. It is a big part of many classrooms, too.

One way to spark an interest in reading with young learners is with read-alouds. Aside from the soothing, calming effects of being read to, research on the importance of reading aloud to children from an early age finds that read-aloud experiences not only expand children’s vocabulary but also... Choosing meaningful texts, sometimes referred to as mentor texts, and being intentional with read-aloud selections can help create these rich, engaging, skill- building experiences, as I found with kindergarten students. When selecting a read-aloud, it’s helpful to think about the learning objectives that you need to teach and see where there may be overlap with the story. It’s also a good idea to find interdisciplinary connections in picture books to see how those can be used in nonliteracy subject areas. This KnowledgeBase archive includes content and external links that were accurate and relevant as of September 30, 2019.

The Early Language and Literacy KnowledgeBase is an online resource supporting language and literacy development in early learners from birth through age eight. Its focus is to support parents and caregivers in helping early learners with their language and literacy development, and teachers in enhancing their instruction for early learners from pre-Kindergarten through Grade 3. Guideline: Reading, thinking and talking aloud provide opportunities for teachers to enhance their reading instruction with early learners. Likewise, these techniques enable early learners learn to like stories and learn about written language. This task provides resources on reading, thinking and talking aloud as ways to enhance literacy development for pre-school age learners. Read-Aloud An Important Component of Balanced Literacy

This brief prepared by the Western Region (North Carolina) Education Service Alliance explores how read and think alouds are used to enhance literacy development among early learners. Anderson, R., Hiebert, E. H., Scott, J., & Wilkinson, I. (1995). Becoming a nation of readers. National Academy of Education.

Fisher, D., Flood, J., Lapp, D., & Frey, N. (2004). Interactive read-alouds: Is there a common set of implementation practices? The Reading Teacher, 58(1), 8–17. Zucker, T. A., Ward, A.

E., & Justice, L. (2009). Print ­referencing during read-alouds: A technique for increasing emergent readers’ print knowledge. The Reading Teacher, 63, 62–72. Douglas Fisher is a professor of educational leadership at San Diego State University and a teacher leader at Health Sciences High in San Diego, California. Formerly an intervention teacher and elementary school educator, he was inducted into the Reading Hall of Fame in 2022.

Doug has authored numerous articles on leadership, reading and literacy, and curriculum design along with books such as Microlearning in the K–12 Classroom, Better Learning Through Structured Teaching, and All Learning Is Social and... Nancy Frey is a professor of educational leadership at San Diego State University and a teacher leader at Health Sciences High in San Diego, California. She is a credentialed special educator, reading specialist, and administrator in California. Nancy has authored numerous articles on leadership, reading and literacy, and curriculum design as well as books such as Microlearning in the K–12 Classroom, Student Learning Communities, and Your Students, My Students, Our Students. The example of the IRA for grade 2 is excellent; while I have not read the mentor text, the plan for using it to teach descriptive informational text structure is great. I typically use low level, high interest articles which can still be too complex.

This text seems very accessible! Thank you! “I am sure you have never done this, but I used to grab my read aloud selections on my way past the bookshelf as I walked to the read aloud area. I was convinced that any read aloud was good and I still think it is. However, why would we settle for just good when we can have great?” Think back to your childhood, what was the book that you asked everyone to read to you?

For Dr. Porath it was The Tale of Peter Rabbit by Beatrix Potter. She checked it out from the public library for almost a year before her parents bought her a copy. Dr. Levin’s favorite book to listen to as a child was The Monster at the End of This Book. For Kerri Anderson, her current favorite is The Day You Begin by Jacqueline Woodson and illustrated by Rafael Lopez.

Sean MacKenzie, it was The Runaway Bunny by Margaret Wise Brown. Through personal experience, people feel the joy of reading aloud together – the intimacy of an important person telling a story just for us; the excitement of the story; and the comfort of a... But research shows that reading aloud offers a lot more for students of all ages. Current research and practice re-affirms that “the single most important activity for building the knowledge required for eventual success in reading is reading aloud to children” (Anderson, Hiebert, Scot, & Wilkinson, 1985, p. 23). However, reading aloud is not only for young children.

Studies have shown that reading aloud across grade levels and content area increases motivation, comprehension, background building, vocabulary, and enjoyment of text (Allen, 2000; Rasinski, 2003).

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After you’ve introduced your book and set a purpose for listening, you are ready to get to the good stuff – reading, sharing, and discussing the text with the children. As you read aloud, model fluent reading to support children’s comprehension. Stop during selected parts to think aloud, ask questions, and reinforce your primary literacy objective. Have children participate in the lesson by giving...

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The list could go on and on. But at the heart of all these things is understanding – making sense of what we read. Comprehension is at the center of what we do as readers, listeners, and thinkers. In fact, it is the sole purpose for reading. Every reading skill, strategy, and behavior we teach children, from accuracy and fluency to building vocabulary and background knowledge, is in service of com...

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Intentional Read Alouds provide you with the time, opportunity, and community to discuss how effective readers make meaning from books. Here are some ways to build children’s comprehension during Intentional Read Aloud: Teachers can use these strategies to entertain and engage early learners with reading and foster social and emotional skills. Storybooks and vivid illustrations can spark so much i...

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One way to spark an interest in reading with young learners is with read-alouds. Aside from the soothing, calming effects of being read to, research on the importance of reading aloud to children from an early age finds that read-aloud experiences not only expand children’s vocabulary but also... Choosing meaningful texts, sometimes referred to as mentor texts, and being intentional with read-alou...

The Early Language And Literacy KnowledgeBase Is An Online Resource

The Early Language and Literacy KnowledgeBase is an online resource supporting language and literacy development in early learners from birth through age eight. Its focus is to support parents and caregivers in helping early learners with their language and literacy development, and teachers in enhancing their instruction for early learners from pre-Kindergarten through Grade 3. Guideline: Reading...