Teacher Read Aloud That Models Reading For Deep Understanding Read

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. Interested in learning more about read alouds? Check out the "We Are All Readers and Writers" book talks! As a teacher, I have always loved reading aloud to my students, no matter what grade level I was teaching. I have done read alouds for second graders, middle schoolers, undergraduates, graduate students, and even principals. Storytelling is a fundamental aspect of our community and humanity.

Christ, our greatest teacher, knew well the power of story to instruct. The act of reading aloud makes text come alive and produces its own kind of magic. As a mom, I couldn't wait to read aloud to our daughter. I started reading aloud as soon as I found out as I was pregnant. Now that our daughter is three, every night she chooses the book she wants us to read to her from her bookshelf and if it's one that we've read a lot, she can "read"... Goldilocks and the Three Bears and Mixed: A Colorful Story are current favorites that she can recite by heart.

Teachers have been reading aloud to students for years and the research base on the power of read alouds is extensive and well documented. Research has shown that read alouds improve comprehension (Duke & Pearson, 2008), vocabulary (Massaro, 2017), and fluency (Trelease, 2001). Read alouds allow the teacher to model expert, fluent reading of the text. This liberates the students from having to do the work of decoding and allows them to focus on comprehension, acquisition of new vocabulary, phonemic awareness, etc. For this reason, teachers can select books that are above students' independent reading level but at their listening level. According to Massaro, "children listening to a reading aloud of a picture book are roughly three times more likely to experience a new word type that is not among the most frequent words in...

64). This is particularly important in early elementary classrooms to ensure that children become familiar with a wider range of words earlier in life, knowing that children come to school with varying levels of exposure... Read alouds also give children experience with decontextualized language–requiring students to make sense of ideas beyond the classroom and the here and now (see Beck & McKeown, 2001). A key aspect of this sense-making is the role of dialogue. Students need to engage in discussion with their teacher and classmates to make sense of the text. This emphasis on talk highlights the importance of careful planning of think alouds and questions.

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 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. 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:

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