Common Definition: The teacher reads and thinks aloud from a specifically selected above grade level text. The purpose is to introduce and demonstrate a skill that students will apply independently. The teacher models fluency and sophisticated reading behaviors while familiarizing students with complex language patterns, text structures, vocabulary, concepts from books, and word-solving and comprehension strategies.
Benefits: Language is built and a love for reading is fostered. Students are exposed to topics and texts they might not otherwise read, building listening comprehension. Read alouds give equal access and experiences to all students.
When: Read aloud is a part of the literacy block, but can occur several times a day. Mini-lessons will be woven around the read aloud texts that students are read. Although texts may be read aloud throughout the day for multiple purposes, there is one time, several days a week, that children refer to as read-aloud time, and this is an instructional interactive read aloud. It is often at the beginning of the reading workshop but does not have to be as long as the strategy is revisited before the students are sent to work independently or in guided instruction.
Assessment: If a specific strategy has been modeled, it may be assessed through student verbal responses, independent reading, or in other student work.
Teacher Actions
Student Actions
Professional Resources
Learning Under the Influence of Language and Literature, Lester L. Laminack & Reba M. Wadsworth
Read Aloud Project - Achieve the Core- K-2
http://achievethecore.org/author/86/read-aloud-project
Great Habits, Great Readers, Paul Bambrick-Santayo, Aja Settles, & Juliana Worrell
(Chapter 4: Read Aloud Lessons)
The Reading Strategies Book: Your Everything Guide To Developing Skilled Readers, Jennifer Serravallo
The Fountas & Pinnell Literacy Continuum: A Tool for Assessment, Planning, and Teaching, Fountas & Pinnell Literacy
(Section: Interactive Read Aloud and Literature Discussion)