An interactive read aloud should do many things. What are a few things read alouds should do?
Read alouds help each person in the read aloud to develop a fuller understanding while benefiting from the interpretations of others
Read alouds look like a group of people sharing their thinking about a book together
As people talk during read alouds their understanding and the way they look at a text deepens and become more analytical
You as the teacher of read alouds do many things. What are a few things you should do?
be the "more expert" and guide and shape the conversation
help students learn more about the strategic actions readers use
offer situations to enhance vocabulary development
11 actions that happen in intentional conversations
Keep in mind the systems of strategic actions that readers must use
Know the text thoroughly and understand its demands and the opportunities it provides to promote learning
Provide conversational leads to focus students' attention
Model and demonstrate behaviors that help students achieve better understanding
Ask students to share their thinking in a focused way
Prompt students to listen to and respond to one another rather than always being the center of the conversation
Keep the conversation grounded in the text
Turn the conversation back to students, asking for deeper thinking
Require students to be accountable for their comments, asking for more than opinion and asking them to provide evidence from the text or from personal experience
Give feedback to students on what they are learning and kinds of thinking they are doing
Ask students to evaluate their conversations about the text
T or F
Teachers should develop a shared language with their students in the context of read alouds.
True
What are the 11 shared terms in developing language for talking about fiction?
Setting
Characters
Plot
Narrator and Perspective
Mood
Theme
Genre
Style (use of language)
Simile
Metaphor
Personification
What are the shared terms in developing language for talking about biography?
Setting
Subject
Themes
Accuracy of Information
Stucture
Illustrations, Graphics Freatures
What are the shared terms in developing language for talking about factual texts?
Accuracy of Information
Style
Organization
Features
Patterns
What are the 8 goals of independent reading?
Learn to exercise choice as readers, selecting from a wide variety of texts.
Develop favorite books, types of books, genres, topics, writing styles and authors
Develop the habit of spending a significan amount of time reading.
Build a "reading agenda" that includes books, authors and types of books they want to read in the future.
Gain "mileage" as readers by processing a large number of texts on a regular basis.
Engage in fluent reading daily (including well-paced silent reading in which they are processing sntactic structures).
Learn about themselves as readers.
Become part of a community of readers.
T or F
Classroom libraries are essential.
True
What are the sections of a Reader's Notebook?
Reading Requirements
Books to Read
Reading List
Reading Interests
(Can include Letters)
In developing competent readers what matters? (In order)
Quantity matters
Time matters
Variety matters
Choice matters
Fluency matters
Conversation matters
T or F
Having students write about their independent reading is a powerful way for children to expand their powers of comprehension.
True
What are the ways of presenting Dialogue in Fiction Texts?
Simple dialogue
Simple dialogue using pronouns
Split dialogue
Direct dialogue (first person narrator)
Unassigned dialogue
What are the special types of fiction?
Mysteries and thrillers
Adventure Stories
Survival stories
Animal Realism
Animal Fantasy
Sports Stories
Formula Fiction and series books
Short stories
General demands of all fiction texts
Readers think within the text to:
Gather information about the characters, setting and plot.
Gather information across the events of the story.
Remember important parts of the story.
General demands of all fiction texts
Readers think beyond the text to:
Understand setting and relate it to characters and events.
Understand characters by noticing and interpreting how they are described, how they act, what they say or think, and what others say or think about them.
Indetify the imporatnt characters and secondary characters.
Identify the conflict or problem of the story.
Follow the events of the plot and make predictions as to resolution of the problem.
General demands of all fiction texts
Readers think about the text to:
Evaluate the importance of the setting and the plot.
Notice how the writer has made characters seem real.
Notice the plot structure and connect it to other texts.
Notice the writer's use of language and connect it to other texts.
T or F
In historical fiction the setting is all important.
True
Specific demands of Contemporary Realistic Fiction
Readers think beyond the text to:
Understand the characters in the light of current issues and problems.
Understand characters from the perspective of the characters' problems, issues and settings
Understand different cultures
Specific demands of Contemporary Realistic Fiction
Readers think about the text to:
Take a critical stance toward decisions characters make.
Discuss alternative events and endings
Notice how the writer has revealed the complexities of characters
Critically evaluate the authenticity of the text in the light of current issues
Make hypotheses about the writer's perspectives and attitudes
Specific demands of Historical Fiction
Readers think beyond the text to:
Understand archaic language that is authentic to place and time
Understand the problem in the light of historical events and problems.
Sort out imanginary characters from authentic historical characters
Understand characters in the light of the culture, time in history, and physical setting.
Specific demands of Historical Fiction
Readers think about the text to:
Make judgments as to the authenticity of the language and described setting
Make hypotheses about why the author has selected the time in history and the setting in order to tell the story
Realize how the writer has made historical characters seem real to readers of today.
Critically evaluate the text in terms of perspective on historical events.
Specific Demands of Fantasy
Thinking beyond the text
Enter into imaginary worlds
Use imagination to understand plots, settings and characters
Understand different types of fantasy
Recognize the basic human quality of characters in fantasies
Make connections between the events and lessons of fantasy and their own lives
Specific Demand of Fantasy
Thinking about the text
Recognize frequently occurring themes and motifs and their relationship to traditional literature
Recognize and reflect on the writer's use of symbolism
Speculate on the author's goals in writing the fantasy
Notice the details the writer used to make the imaginary world seem plausible
Specific Demands of Poetry
Thinking within the text
Gather important information and language
Solve unusual or figurative language
Use punctuation and text layout
Specific Demands of Poetry
Thinking beyond the text
Infer the deeper meaning of the poem
Create sensory images in response to the language
Make connections between the ideas in the poem and their own lives
Generate feelings and emotions in response to the poem
Specific Demands of Poetry
Thinking about the text
Appreciate aspects of the poem like rhythm and rhyme
Notice the poet's use of language to create sensory images
Notice how the poet uses language to create emotion
Infer the poet's feelings and emotions
T or F
The talk before and after students read a text does not always include a discussion of the meaning.
False
Traditional Literature contains:
simple stories
recurring themes
moral lesson
predictable
Sometimes a quest
10 Principle for Improving the Reading Comprehension of Children
1. Requires purposeful and explicit teaching - clear purposes, scaffolded teaching, use strategies (predicting, think aloud, attend to text structure, visual representations, questions and summarizing)
2. Requires classroom interactions that support the understanding of specific texts - use varied techniques (discussion, writing in response to reading, multiple encounters with complex text)
3. Starts before children read conventionally
4. Teaches children the skills and strategies used by expert readers - text to self connections, prior knowledge (schema), reading within, about & beyond the text
5. Requires careful analysis of text to determine its appropriateness for particular students and strategies - purposeful choice of text
6. Builds on and results in knowledge, vocabulary and advanced language development - making text to self connections, using prior knowledge, focuses on vocabulary and teaching about words (morphology)
7. Pervades all genres and school subjects
8. Actively engages children in text and motivates them to use strategies and skills
9. Requires assessments that inform instruction and monitor student progress
10. Requires continuous teacher learning - teachers never stop learning from others and themselves
What processes and strategies are required to be an active constructor of meaning as a reader?
Activate prior knowledge and connect to the text
Set Purposes
Predict
Decode Text
Summarize
Visualize
Question
Monitor understanding
Use Clarifying and Corrective strategies where needed
Reflect on and Apply the meaning
Reading comprehension
techniques for improving students' success in extracting useful knowledge from text
understanding a text that is read, or the process of "constructing meaning" from a text.
the act of understanding and constructing meaning from written words.
The Process of Understanding the Meaning of Text
4 different types of QAR questions
1. Right There - The answer is in the text and usually easy to find.
2. Think and Search - The answer is in the selection, but you need to put together different pieces of information to find it.
3. Author and You - The answer is not in the story. You need to think about what you already know, what the author tells you in the text and how it fits together.
4. On My Own - The answer is not in the selection. You can even answer the question without reading the selection. You need to use your own experience. This question brings our their prior knowledge.
Strategy for Teaching Comprehension - SQ3R
Survey - quickly look at the title, headings and any subheadings
Question - ask questions about the topics you have scanned
Read - chapter book, you would read the majority of the words; textbook, just read quickly for the key words
Recite - recite what you have read out loud
Review - writing down key facts from the chapter and reviewing it
Mrs. Dell's Page shares Links about Reading Comprehension. What are 5 of them?
Author's purpose
Cause and Effect
Character's traits
Chronological Order
Inferences - drawing a conclusion or making a judgment
What are some of the graphic organizers on the graphic organizer web page?
Cluster/Word web
Clock
Garden Gate
Sandwich
Spider
T Chart
KWS Chart
Observation Chart
5 W's Chart
Reading Comprehension Activities
1. Make a picture of the 2-3 characters in the story. Cut them out, on the back list the traits, students can them play a character guessing game.
2. Make a time-line of events either in pictorial or in written form.
3. Pretend you're a news reporter and provide an oral broadcast of the story.
4. Make a trivia game about the story.
5. Make a jeopardy game about the story.
6. Use puppets to help you re-tell the story.
7. Make a comic strip of the story.
8. Use a Venn to compare two characters in the story.
9. Prepare a commercial to sell this book to somebody who hasn't yet read it.
10. Design a new cover for this book.
Cloze Format Assessment
present sentences or passages with blanks in them
Question-answering Format Assessment
the child reads passages and answers questions about them
the questions may involve multiple-choice or open-ended items and may be answered orally or in writing
Retellings
require a child to read a text and then orally tell an examiner about what was just read
Suggestions for assessment of reading comprehension
Look for and use tests that are technically adequate.
If possible, use more than one test to assess reading comprehension performance.
Assess key component skills, and use the results of those assessments to interpret reading comprehension performance and plan instruction.
Take everyday classroom performance into account
Consider both current and upcoming grade expectations.
Assesment . . .
drives instruction!
Letter Knowledge
The Ability to Associate Sounds with Letters
Assessment measures to test letter knowledge skills
Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
Early Reading Diagnostic Assessment (ERDA)
Phonemic Awareness
The Ability to Hear and Manipulate Sounds in Words
Assessment measures to test phonemic awareness skills
Comprehensive Test of Phonological Processing (CTOPP)
DIBELS
ERDA
Iowa Test of Basic Skills (ITBS)
Phonological Awareness Test (PAT)
Texas Primary Reading Inventory (TPRI)
Decoding
The Process of Using Letter-sound Correspondences to Recognize Words
Assessment measures to test decoding skills
ITBS
PAT
TPRI
Test of Word Reading Efficiency (TOWRE)
Fluency
The Automatic Ability to Read Words in Connected Text
Assessment measures to test fluency skills
Curriculum Based Measurement (CBM)
DIBELS
Gray Oral Reading Test IV (GORT – 4)
TOWRE
TPRI
Assessment measures to test reading comprehension skills:
Degrees of Reading Power (DRP)
ERDA
GORT-4
ITBS
TPRI
Dr. Howard Gardner's Multiple Intelligences
linguistic intelligence
logical-mathematical intelligence
visual-spatial intelligence
bodily-kinesthetic intelligence
musical intelligence
interpersonal intelligence
intrapersonal intelligence
naturalist intelligence
Independent Reading Activities
1. Rereading poems students have experienced in shared reading
2. Rereading books previously experienced in shared reading
3. Reading from individual book boxes - contains books that students have read in guided reading groups
4. Reading from group book boxes - teacher selected from guided reading groups
5. Reading with partners
6. Reading with a partner - single texts
7. Reading selections from the classroom library
Support lower-performing students in independent reading by:
daily guided reading instruction
Assignments at the listening center to give them exposure to higher-level texts
Individual book boxes and browsing boxes with an assortment of books that they can read - both familiar and new
Support from older children and paraprofessionals
Independent Reading
Late Grade 1 through Early Grade 2
Students are beginning to read much longer texts
Expectations and scheduling are gradually adjusted so that more time is spent on reading and writing
Students should be choosing many books directly from the classroom library, reading longer texts, doing some connected writing
Independent Reading
Grade 2 Through Grade 8
Transition to 60-min reading workshop using the following structure:
Book talks and minilesson
Reading, conferring, and writing about reading
Sharing
Evaluation
Classroom libraries are important because:
Students need to be surrounded by a variety of accessible books at all times
When students finish a book , they must be able to start another book immediately
Students need both school and classroom libraries if they are to have the necessary richness and variety of texts.
Goal for a classroom library
to make books accessible and inviting to your students
___________ is the key ingredient in independent reading.
Choice
Categories for classroom library organization:
Award-winning books
New books
Books that feature word play
Books we/ve shared
Interesting characters or a series
Books of a particular period
Book pairs for partners to choose, read and discuss
Informational topics
Authors
Series books
Important techniques to teach about book selection:
1. Think about the topic of the book or the kind of story it seems to be. Does it sound interesting?
2. Look at the illustrations if there are any. Do you like them? Do they make you want to read the book?
3. What do you already know about this book?
4. Look at the front cover. Does it look interesting? What are you going to expect based on the picture?
5. Look at the back cover.
6. Look inside the back (or front) cover. What does it say about the author?
7. Think about the author. Do you know any other books by this author?
8. Try the beginning and read a little from the middle. Do you know most of the words? Can you understand what is going on? Will it be Easy, Just Right, or Hard
Book Talks:
Get the readers interested in the topic, author or genre
Speak directly to the readers
Are very short usually, taking less than a minute
Give children important information about the genre, title, topic and author
Provide a thumbnail sketch of the plot so that readers can anticipate the text
Sometimes provide some information about how challenging the book will be
Characteristics of Effective Conferences:
They are one-on-one and have the feel of a real conversation
The student did a lot of the talking
They take place at the student's desk
The teacher and student sat side-by-side at the same eye level
The teacher listened to the student read a section of the text orally.
The student talked about the story
The teacher encouraged the reader and affirmed good thinking
The teacher sometimes helped clarify thinking about the text
The teacher gained valuable information to inform instruction
Intentional Conversation
Conversational moves directed toward a goal of instruction
The talk before and after students read a text must always include a discussion of the ____________.
Meaning
Embedded Teaching
Purposeful teaching that can occur during interactive read-aloud with intentional conversation.
Teacher's Facilitative Talk
Through commenting, demonstrating and questioning teachers:
Show readers how to express interpretations of texts
Prompt readers to consider many possible interpretations
Demonstrate making predictions and referring to evidence
Use evidence from personal experience or the text to make predictions
Prompt readers to examine texts closely
Ask for open-ended comments and responses
Share personal connections to texts
Let students in on some information that will elp them understand a text
Demonstrate connecting text in many different ways
Ask students why they think or feel something related to a text
Ask students to talk about any aspect of a text
Demonstrate and prompt for using personal experience or evidence from the text to support thinking
Routines to Facilitate Talk During Interactive Read-Alouds
Interactive Read-Aloud
then
Pair talk (Think Pair Share)
Triad talk
Circle talk (Small Group)
then
Whole Group Text Discussion
Teacher's facilitative talk engages students in using talk to share their ____________.