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READING ALOUD TO CHILDREN
No matter how the school day goes, time for reading aloud should be sacrosanct. I have lost count of the number of times that, having read a book to the class, reluctant readers have approached me and asked for a copy. Re-reading a book where the plot is understood and the characters have already been brought to life by a teacher can be a great first step into independent reading for reluctant readers. In addition, adding extra reading time as a treat sends a powerful message about the enjoyment that can be derived from books.
(The Art & Science of Teaching Primary Reading, Christopher Such)
...too often we think of reading aloud as something done in early childhood classrooms... every classroom - all grades and all subjects - could benefit from a healthy dose of reading aloud. It should be an integral part of any successful reading program in order to:
expose students to text (and ideas!)...
model fluent reading for students
instill a love of reading and a love of literature in our students
(Reading Reconsidered, Doug Lemov)
Modeled Read Aloud - YouTube.webmREAD TO SEQUENCE
READ TO SEQUENCE
Read To/Aloud Sequence
Select an appropriate text. The text will complement a unit that you are focusing on for the term. Your 'read to' should add to your students' background knowledge of the topic.
Introduce the text to students, discuss the title, the content, the author and illustrator, concepts of print, and connections to the unit.
Provide an enjoyable reading experience for students. As you are reading think about modeling all aspects of fluency, discussing vocabulary, and building background knowledge.
Invite students to respond to the text. Discuss what students have heard, providing an opportunity for students to consider vocabulary, extend understandings and link their prior knowledge to new concepts and information presented in the text.
When reading to students the responsibility for reading is with the teacher. The teacher should consider:
Fluency, phrasing, and intonation. Model these to maintain interest and add to the meaning of the text.
Are the students being active listeners? No talking!
Encouraging students to immerse themselves in the storyline or content of a challenging text.
When reading to students the teacher might:
Model strategies used by efficient readers and demonstrate adapting reading strategies to gain meaning from different text types.
'Think aloud' about the text, making predictions and links with prior knowledge and experiences.
Ask questions of the text, commenting when answers become apparent and when predictions are confirmed or need to be modified.
Use self-correction strategies
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