“Read-aloud is much-treasured in
most elementary classrooms. This is a time when teachers open windows into the
world of mystery, magic, and enormous possibility that resides within the
covers of our favorite books.” - Linda
Hoyt
What is Read Aloud Think
Together?
o
Text is below, on, or above grade
level.
o
Read
aloud is built on the gradual release model -- particularly the idea that
instruction should begin with explicit modelling.
o
Lessons
are carefully constructed so that teachers both read the text and actively
support the learning.
o
The teacher reads aloud from a
variety of genres and guides the students through the key points of the book as
well as higher-level questions.
o
First
and foremost, we have to accept that read aloud think together is an
instructional setting. Quality storytelling is important, but it should not
hinder instruction.
o
Therefore,
we identify “key points of the book” not necessarily in terms of the story, but
based on our instructional focus on that day.
o
Our
TEKS are organized into genre strands.
o
Our
curriculum is organized into genre-centered units.
o
As
Linda Hoyt says, “While fiction is, of course, wonderful … it isn’t enough.”
Through rich text selection “learners begin to understand the distinguishing
features of various genres and learn what to expect from each.”
o
Lessons are carefully constructed
so that teachers both read the text and actively support the learning.
o
It
engages children in the joy of reading and provides them with a model for how
to read with expression, intonation and phrasing.
o
Read
aloud is built on the gradual release model -- particularly the idea that
instruction should begin with explicit modelling.
When do we do read aloud think
together?
o
Daily.
o
Notice
that in first grade, read aloud think together is a stand-alone instructional
component.
o
-It
is done in addition to shared reading
How much time should we spend on
a read aloud?
o
Read
aloud think together typically lasts around 15 minutes.
o
However,
consider the additional instructional components in your classroom.
o
Above
all, consider the requirements of that day’s lesson and monitor your students.
How do I know which lesson to do
and when?
o
Start
with the scope and sequence. The TEKS will guide your selection of a target
standard.
o
Use
read alouds to immerse students in a genre.
o
Later
in a unit, use read alouds to address the particular concepts or genre
characteristics with which students struggled.
How do I choose the right book
for the right lesson?
o
Above
all, remember that the book you select must support ...
o
the
instructional focus for that day’s lesson
o
moments
to stop, think aloud and model
o
higher
level questioning
o
invitations
for students to share their thinking with partners
Create a Unique Space for your
Read Alouds
o
Students
typically gather on the floor where it is easy to see the illustrations, listen
to the reader and turn and talk to neighbors.
o
The
teacher typically sits in a chair and showcases the illustrations so that
students can pick up on visual clues.
o
Unlike
shared reading, where students need to see the words, enlarged text is not
necessary in a read aloud lesson.
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