Read Aloud

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

• Identifies reading skill most urgent to teach students and then selects a text that includes rich opportunities for readers to use this skill.
• Engages students in regular opportunity to hear quality texts read aloud
• Reads text through and identifies stopping points for questions, modeling, think alouds, and discussions
• Models fluency and other behaviors of a proficient reader
• Asks students to share their thinking in a focused way
• Keeps the conversation grounded in the text
• Gives feedback to students on what they are learning and the kinds of thinking they are doing

Student Actions

• Actively listens to read aloud text
• Makes connections between text being read aloud and other information and knowledge
• Takes notes, when appropriate, while listening to the read aloud
• Collaborates with shoulder partner to discuss questions or teaching points
• Being accountable for their comments, self-evaluating their conversations

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)