2. “A teaching context in
which students are actively
listening and responding to
an oral reading of a text”
Fountas & Pinnell, 2007, p. 163
3. “Because children's listening comprehension outpaces their reading
comprehension in the early grades, it's important that your students
build knowledge through being read to as well as through independent
reading, with the balance gradually shifting to silent, independent
reading” (Boyles, 2012).
Through Interactive Read Alouds, you will guide students through a close
reading, model what good readers do, engage them in conversation
about the text, and assist them in acquiring the strategies and
confidence that will help them during independent reading, guided
reading, and writing (Deford, 2003).
4. LOOK LIKE
Students sitting in a group
Teacher reading aloud to the group
Teacher modeling what good readers do
Teacher asking questions about the text
Students actively participating and
engaged with text
Teacher monitoring and responding to
student responses
SOUND LIKE
Teacher reading aloud to students
Teacher thinking aloud about the text
Teacher asking carefully crafted and pre-
planned questions about the text
Students asking questions about the text
Students responding to questions,
reporting, conversing, and/or expressing
ideas and understandings about the text
An Interactive Read Aloud typically lasts about 15 minutes.
5. Determine
the
purpose, st
andard(s), a
nd
objectives
for the read
aloud.
Select an
engaging,
complex
text.
Pre-
read
the
text.
Plan out
natural
stopping
points
and
mark
them.
Determine
key under-
standings to
be
addressed,
and text-
dependent
questions
and
vocabulary
to be taught.
Model
analytic
thinking,
fluency,
and
expression
as you
read.
Guide
discussion
and support
students in
participating
using
evidence
from the
text.
6. Determine the purpose, standard(s), and
objectives for the read aloud.
Select complex texts
Pre-read text
Choose natural stopping points for discussion
Create text-dependent questions to use
Determine vocabulary to address
Determine strategies you will use to
teach/organize information such as graphic
organizers
Determine strategies you will use to engage
students
Prior
to
Interactive
Read
Aloud
7. Read aloud to the whole class or a small group
Model close reading strategies and behaviors
Use fluency, voice, and expression
Model analytic thinking aloud
Stop at points throughout the text to discuss and ask
text-dependent questions
Provide students the opportunity to share and
discuss their thinking and questions
Provide sufficient wait time for students to
respond
Promote book talk, active listening, and
engagement
Support students in using the text when
answering
Assess student learning formatively
During
Interactive
Read
Aloud
8. Listen actively
Engage in conversations with teacher and
peers about the text
Answer questions about the text
Ask questions about the text
Use evidence from the text to support ideas
and understandings
Notice important details
Identify vocabulary words where
the meaning of the word is unclear
During
Interactive
Read
Aloud
9. Boyles, N. (December 2012/January 2013). Common
core: Now what? Closing in on close reading.
Educational Leadership, 70(4), 36-41.
Deford, D. E. (2003). Interactive read aloud:
Supporting and expanding strategies for
comprehension. In G.S. Pinnell & P.L. Scharer
(Eds.), Teaching for Comprehension in Reading,
Grades K-2 (211-224). New York, NY: Scholastic.
Fountas, I., & Pinnell, G. S. (2007). The continuum of
literacy learning, grades K-2: A guide to teaching.
Portsmouth, NH: Heinemann.
Hinweis der Redaktion
“A teaching context in which students are actively listening and responding to an oral reading of a text.”Direct Quote from:Fountas, Irene and Pinnell, Gay Su: The Continuum of Literacy Learning, Grades K-2. A Guide to Teaching.page 163. Portsmouth, NH: 2007.
“Because children's listening comprehension outpaces their reading comprehension in the early grades, it's important that your students build knowledge through being read to as well as through independent reading, with the balance gradually shifting to silent, independent reading” Direct quote fromhttp://www.ascd.org Educational LeadershipDecember 2012/January 2013 | Volume 70 | Number 4 Common Core: Now What? Pages 36-41Closing in on Close ReadingNancy Boyles---------------------------------------------------------------------------------------------------------------------------------Through Interactive Read Aloud, you will guide students through a close reading, model what good readers do, engage them in conversation about the text and assist them in acquiring the strategies and confidence that will help them during independent reading, guided reading and writing. Paraphrased from:Pinnell, Gay Su and Scharer, Patricia L.: Teaching for Comprehension in Reading: Grades K-2. Chapter 11. by Diane E. Deford. page 219.