Why Read Aloud to Students? Paige Hauser and Tiffany Moore Spring 2012 RE 5710 Our Interest Research to support the importance of read aloud Information about read aloud to foster student interest in reading Benefits of using multi-cultural literature Effective methods for read aloud instruction Optimizing the Read Aloud Experience Hoffman, J. L. (2011). Co-constructing Meaning: Interactive Literary Discussions in Kindergarten ReadAlouds. Reading Teacher, 65(3), 183-194. Identified 4 instructional supports for helping students achieve higher order interpretations of text: Encourage Student Talk Strategically help students recapture meaning when misconceptions arise Help students interpret text without imposing their ideas Shift focus from literal to interpretive Repeated Read Aloud 1st Read Aloud-Children are listeners and contribute very little. 2nd Read Aloud-Read the story and delve deeper, going beyond story elements. 3rd Read Aloud-Review vocabulary words. Students are able to use analytic talk when discussing the story, instead of simply retelling the events. Non-fiction Read Aloud Know your objectives Use a variety of non-fiction subgenres Ask open-ended questions Follow-up with writing activities Teach listening skills Help students identify genre before reading K-W-L charts Model non-fiction retells and then shift to Supporting Vocabulary Growth Rich instruction is the best method when teaching vocabulary Scaffold from previously learned vocabulary Students apply learned vocabulary to support comprehension and speak expressively Critical Literacy Understanding the benefits of multi-cultural literacy Benefits of Critical Literacy Develop a deeper understanding of the world around, particularly social topics Develop a voice on important social issues Make critical connections to read aloud texts, which sharpens their thinking and reasoning skills Provides exposure to many types of literature, while teaching them to think critically about stories read Critical Literacy and MultiCultural Texts Student awareness increased about “values, beliefs and social practices of cultures other than their own” (Evans, 97). Developed a deeper understanding and appreciation of their own culture Developed a deeper understanding of issues related to prejudice, bias, and tolerance References Evans, S. (2010). The Role of Multicultural Literature Interactive Read-Alouds on Student Perspectives Toward Diversity. Journal Of Research In Innovative Teaching, 3(1), 92-104. Hoffman, J. L. (2011). Coconstructing Meaning: Interactive Literary Discussions in Kindergarten Read-Alouds. Reading Teacher, 65(3), 183-194. References, Continued Maynard, K. L., Pullen, P. C., and Coyne, M. D. (2010). Teaching vocabulary to first-grade students through repeated shared storybook reading: A comparison of rich and basic instruction to incidental exposure. Literacy, Research and Instruction, 49, 209-242. McGee, L. M., & Schickedanz, J. A. (2007). Repeated interactive read-alouds in preschool and kindergarten. Reading Teacher, 60(8), 742-751. Meller W, Richardson D, Hatch J. Using Read-Alouds with Critical Literacy Literature in K-3 Classrooms. YC: Young Children [serial online]. November 2009;64(6):76-78. Available from: Education Research Complete, Ipswich, MA. Accessed February 19, 2012. References Continued Press, M., Henenbers, E., & Getman, D. (2011). Nonfiction Read Alouds: The Why of and How To. California Reader, 45(1), 36-43. Santoro, L., Chard, D. J., Howard, L., & Baker, S. K. (2008). Making the Very Most of Classroom ReadAlouds to Promote Comprehension and Vocabulary. Reading Teacher, 61(5), 396-408. Shedd M, Duke N. The Power of Planning Developing Effective Read-Alouds. YC: Young Children [serial online]. November 2008;63(6):2227. Available from: Education Research Complete, Ipswich, MA. Accessed March 1, 2012.