Teacher Read Aloud That Models Reading For Deep Understanding

Teacher read-alouds demonstrate the power of stories. By showing students the ways that involvement with text engages us, we give them energy for learning how reading works. By showing them how to search for meaning, we introduce strategies of understanding we can reinforce in shared, guided, and independent reading. Marie Clay (1991) writes that when teachers read aloud to students “meanings can be negotiated in discussion before, during, and after the story reading” (p.171). Reading aloud to students should include think-aloud or interactive elements and focus intentionally on the meaning “within the text,” “about the text,” and “beyond the text” (Fountas & Pinnell, 2006, p.33). Read aloud, as part of the gradual release of responsibility, feeds naturally into shared, guided, and independent reading as teachers demonstrate for students the ways the reading process works (Burkins & Croft, 2010).

Among the many benefits of read aloud, Rog (2001) lists the following: Part 2: During & After Reading (four parts) For further reading:Anderson, N.P. (2007). What should I read aloud? A guide to 200 best-selling picture books.

Newark, DE: International Reading Association.Burkins, J.M., & Croft, M.M. (2010). Preventing misguided reading: New strategies for guided reading teachers. Newark, DE: International Reading Association.Hickman, P., & Pollard-Durodola, S.D. (2009). Dynamic read-aloud strategies for English learners: Building language and literacy in the primary grades.

Newark, DE: International Reading Association. Besides building children’s love of listening to stories, teachers can improve students’ reading skill by transforming teacher read-alouds into an instructional tool and thinking aloud to make visible what good middle grades readers do... Traditionally used to open a reading block, teacher read-alouds build a community of learners who enjoy listening to stories and viewing illustrations and photographs (Bellingham, 2019; Laminack & Kelly, 2019; Layne, 2015; Laminack, 2016). They can be adapted to many teaching situations across subjects in the intermediate and middle school grades. Daily teacher read-alouds are also an invitation into the reading life because they develop students’ imagination, tune their ears to literary language, introduce them to a variety of genres, and enlarge their background knowledge. <img title="Group,Of,Students,Listening,To,The,Teacher,In,The,Classroom | MiddleWeb" fetchpriority="high" decoding="async" data-attachment-id="47352" data-permalink="https://www.middleweb.com/47331/building-relationships-with-kids-from-day-one/groupofstudentslisteningtotheteacherintheclassroom-3/" data-orig-file="https://www.middleweb.com/wp-content/uploads/2022/07/teacher-boy-laughing-relationships.jpg" data-orig-size="550,367" data-comments-opened="1" data-image-meta="{&quot;aperture&quot;:&quot;0&quot;,&quot;credit&quot;:&quot;Shutterstock&quot;,&quot;camera&quot;:&quot;&quot;,&quot;caption&quot;:&quot;group of students listening to the teacher in the classroom at school&quot;,&quot;created_timestamp&quot;:&quot;1597795200&quot;,&quot;copyright&quot;:&quot;Copyright (c) 2020 YanLev\/Shutterstock.

No use without permission.&quot;,&quot;focal_length&quot;:&quot;0&quot;,&quot;iso&quot;:&quot;0&quot;,&quot;shutter_speed&quot;:&quot;0&quot;,&quot;title&quot;:&quot;Group,Of,Students,Listening,To,The,Teacher,In,The,Classroom&quot;,&quot;orientation&quot;:&quot;1&quot;}" data-image-title="Group,Of,Students,Listening,To,The,Teacher,In,The,Classroom" data-image-description="" data-image-caption="&lt;p&gt;group of students listening to the teacher in the classroom at school&lt;/p&gt; " data-medium-file="https://www.middleweb.com/wp-content/uploads/2022/07/teacher-boy-laughing-relationships-300x200.jpg" data-large-file="https://www.middleweb.com/wp-content/uploads/2022/07/teacher-boy-laughing-relationships-510x340.jpg" class="aligncenter wp-image-47352 size-full" src="https://www.middleweb.com/wp-content/uploads/2022/07/teacher-boy-laughing-relationships.jpg" alt="" width="550" height="367" srcset="https://www.middleweb.com/wp-content/uploads/2022/07/teacher-boy-laughing-relationships.jpg 550w, https://www.middleweb.com/wp-content/uploads/2022/07/teacher-boy-laughing-relationships-300x200.jpg 300w, https://www.middleweb.com/wp-content/uploads/2022/07/teacher-boy-laughing-relationships-510x340.jpg 510w,... With your read-aloud, you can “think aloud” and show students how you apply a reading strategy or literary elements such as protagonist, setting, antagonists, etc. before, during, and after reading. In addition, think-alouds help students understand how you discover themes and big ideas, identify characters’ personality traits, explore why characters change, and use context clues to figure out a word’s meaning. The Interactive Read Aloud-Think Aloud is a whole group, active instructional strategy for modeling fluency, building reading comprehension, and developing language acquisition skills. Students will hear a challenging, interesting, and/or varied content text read aloud by a fluent reader.

The reader has read the text prior to the whole group reading and has prepared questions to pause and ask students during the read aloud. The reader should also consider which skills to develop as part of the read aloud such as summarizing, predicting, inferring, and making text-to-self connections. The reader should also embed opportunities to model a Think Aloud so that students hear how proficient readers monitor their own understanding as they read. To model how context clues can help determine the meaning of unknown words, the reader brings attention to context clues relevant to the unknown word during a read-aloud-think-aloud. Students then apply their understanding of using context clues to help determine the meaning of unfamiliar words. The teacher conducts a read-aloud-think-aloud of the thought process used when solving algebraic problems.

Students then work with a partner doing think alouds with algebraic problems to show their thought process for solving the problem while the teacher listens in. A French teacher reads aloud from the novella The Little Prince by Antoine de Saint-Exupéry in French. The listeners will sketch in their reading notebooks the images that are generated as a result of listening to the descriptive language from the text. The teacher conducts a read-aloud-think-aloud with a historical document to model how to use context clues to help understand the meaning of the text. Students then apply their learning as they read historical documents on their own. 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: Calderón, M. & Soto, I. (2017). Academic Language Mastery: Vocabulary in Context. In Academic Language Mastery: Vocabulary in Context.

Corwin. Retrieved from https://doi.org/10.4135/9781506338293 Christ, T., & Cho, H. (2021). Sharing Power in Read-Alouds with Emergent Bilingual Students. The Reading Teacher.

Retrieved from https://doi.org/10.1002/trtr.2021 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. Retrieved from https://doi.org/10.1598/RT.58.1.1

Johnston, V. (2016). Successful Read-Alouds in Today’s Classroom. Kappa Delta Pi Record, 52(1), 39–42. Retrieved from https://doi.org/10.1080/00228958.2016.1123051 Kaefer, T.

(2020). When Did You Learn It? How Background Knowledge Impacts Attention and Comprehension in Read‐Aloud Activities. Reading Research Quarterly, 55(S1), S173–S183. Retrieved from https://doi.org/10.1002/rrq.344 Reading teachers chat with Dr.

Molly Ness about her new book Read Alouds for All Learners. Molly shares how teachers should intentionally plan their read alouds, with thought put into the vocabulary instruction, the purpose for reading, the think aloud process, and engagement and extension activities for students after reading. Listen to this episode for TONS of ideas from our guest about how to get the most learning out of your read aloud experiences. Good readers demonstrate comprehension of text using a wide variety of strategies. Making personal connections to stories is one way to develop deeper understanding of both character and theme. This teacher read-aloud of Thank You, Mr.

Falker and follow-up whole-group instruction provide a basis for improved higher-level reading comprehension. The teacher works with the whole class to model making predictions and personal connections, envisioning character change, and understanding the themes of the book. Response journals can also be used to further student connections to the characters and themes in the book. This resource has been aligned to the Common Core State Standards for states in which they have been adopted. If a state does not appear in the drop-down, CCSS alignments are forthcoming. This lesson has been aligned to standards in the following states.

If a state does not appear in the drop-down, standard alignments are not currently available for that state.

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