Read Aloud
Definition: Planned oral reading of a variety of materials for a clearly defined purpose by the teacher
Purpose:
Build a rich vocabulary/language, improve listening skills and develop a positive attitude towards reading
Key Elements - The teacher:
*reads aloud to students to model appropriate reading behavior (i.e. thinking, vocabulary, expression, fluency)
*has specific purpose for choosing each read aloud text (i.e. enjoyment, genre, think aloud)
Read texts aloud
*Selects a variety of books and other materials (i.e. articles, digital text)
*Leads discussions about the reading material encouraging children to think and talk about it (plan for intentional thinking points
Definition: Planned oral reading of a variety of materials for a clearly defined purpose by the teacher
Purpose:
Build a rich vocabulary/language, improve listening skills and develop a positive attitude towards reading
Key Elements - The teacher:
*reads aloud to students to model appropriate reading behavior (i.e. thinking, vocabulary, expression, fluency)
*has specific purpose for choosing each read aloud text (i.e. enjoyment, genre, think aloud)
Read texts aloud
*Selects a variety of books and other materials (i.e. articles, digital text)
*Leads discussions about the reading material encouraging children to think and talk about it (plan for intentional thinking points
Definition:
*When a text is too difficult for the student(s) to read without help, the teacher reads aloud at rate that allows the students to join in, although usually slightly behind the teacher.
*Shared reading allows students to work with a challenging text with very little risk.
Purpose:
*The teacher explains cognitive processes and metacognitive thinking to students(Fisher/Frey)
Key Elements - The Teacher:
- models the three cueing systems of reading: phonics, grammar, and meaning by making his/her thinking transparent as he/she asks: Does this make sense (meaning)? Does this sound right (phonics)? Does this look right (grammar)?
- and the students read together
- reads aloud and the students join in (i.e. choral reading, echo reading)
- selects a specific text that focuses on or highlights a specific reading strategy
- All students can see the enlarged text or a copy of the text
- This is not round robin reading or popcorn reading (For more information/alternatives see Goodbye Round-Robin Reading Notes from Opitz & Rasinski)
Guided Reading (small group; approximately 15-20 minutes per group)
Definition: Teachers work with a small group of students designing learning experiences built on the needs of each child targeting instruction on developing skills and knowledge in developing reading proficiency.
Purpose: The teacher works with small groups to support and encourage the development of strategies and/or skills for independent reading.
When do I use Guided Reading?
When students require supports and scaffolds to access and understand a particular text.
Key Elements:
Definition: Teachers work with a small group of students designing learning experiences built on the needs of each child targeting instruction on developing skills and knowledge in developing reading proficiency.
Purpose: The teacher works with small groups to support and encourage the development of strategies and/or skills for independent reading.
When do I use Guided Reading?
When students require supports and scaffolds to access and understand a particular text.
Key Elements:
- Small groups (4-6) are created for a specific purpose
- The groups are temporary, responsive and flexible
- The teacher selects a short text for a specific purpose
- The teacher identifies specific objectives and designs the lesson to meet students’ needs through direct, explicit instruction
- A lesson framework to guide instruction is followed (emergent, early, transitional, fluent)
- The Role of the Teacher is to:
- Identify instructional needs to focus the lesson
- Give students opportunities to read at their instructional level (scaffolding complex text)
- Support the development of students' vocabularies, knowledge of words and language development
- Prompt, teach and reinforce text processing (comprehending within, beyond and about), word solving, fluency and vocabulary strategies
- Encourages students to think critically about the text and participate in comprehension conversations about text.
- Share reading strategies/thinking used by a student with group.
- Identify instructional needs to focus the lesson
- Value:
- Differentiates instruction based on student needs
- Increases the volume and variety of text read
- Provides opportunity to problem solve and use strategies while reading for meaning
- Challenges the reader and creates contexts and supports for successful processing of tex
- Differentiates instruction based on student needs
Independent Reading (daily; increasing time to build stamina)
Definition:
Students read and take responsibility for working through the challenges of the text independently
Purpose: To provide opportunities for students to apply reading strategies, develop fluency, build their confidence as readers and find enjoyment in reading
Key Elements:
“Engagement with a book means I’m so into it I can’t stop reading. Then, I’m not staring at the clock waiting for the bell to ring” -Lanie
Definition:
Students read and take responsibility for working through the challenges of the text independently
Purpose: To provide opportunities for students to apply reading strategies, develop fluency, build their confidence as readers and find enjoyment in reading
Key Elements:
- Students are given time daily to independently read their books and reflect on what they are reading
- Students choose what they read (with teacher assistance when necessary)
- Students have opportunities to communicate about what they have read, (i.e.: book talks, conversations with peers, blogging)
- The Role of the Teacher is to:
- Support and monitor students' choices of materials for independent reading
- Provide access to various reading material
- Observe and provide feedback to the student
- Set up classroom library (Book boxes are a great way to allow choice but also include some guidance)
- Make independent reading time a priority
- Set clear procedures and expectations
- Allow students to share out some of their favorite bo
- Actively read, respond and reflect on what was read
- Independently apply word solving and text processing strategies
- Promotes a lifelong love of reading
- Builds readers’ confidence and fluency
- Provides opportunity to practice reading behaviors
“Engagement with a book means I’m so into it I can’t stop reading. Then, I’m not staring at the clock waiting for the bell to ring” -Lanie