Ask Students To Read Aloud

Give each student a copy of Student Close Reading Text – Copy 1. Read it aloud to students as students follow along. Read it fluently, not stopping to

It is important to use rapid pace, explicit and concise questions, and to use enthusiastic praise immediately after a child responds because the students who are struggling are falling behind their peers, using a fast paced can lead them to catch up within a short time frame. By using a fast pace approach students have less time of being distracted, it keeps them focus on the material. To be explicit and concise the teacher fist needs to model the activity he/she wants the students to do, for struggling readers they need to be taught first of what they need to do to learn the material (Richards & Leafstedt 2009). By demonstrating to the students what the teacher is asking for they get an idea of what is expected from them. Once the teacher demonstrates the correct way to do it,

Pacing: steady reading with pauses – all pages are written the same, but pauses will be taken to absorb the information and reflect.

The client will increase use of meaning-based strategies during shared reading. Meaning-based strategies such as think alouds, incorporating background knowledge and making predictions, as well as re-reading, and making meaningful substitutions in order to improve

I would pull the student aside to discuss their behavior in private; hear youth’s point of view. Likely I would then say I understand reading can be frustrating but by standing up and walking away I can no longer help you and the reading won’t go away. If you would like we can talk about what parts you don’t understand.

During our field observations this semester we were given the opportunity to lead a read aloud in the pre-k classroom we were in. It was challenging and exciting chance to be interactive with the students and they be interactive with me. My impressions of my read aloud is that I did a “good enough” job to keep the children engaged, and feel as if they were learning, not just listening. I feel that I could have done a better job with many things, but with the setting, and limitations that felt I was in, I believe I did a well enough job to have a successful read aloud in a real classroom setting. One key however, to my success was the worksheet we were given, planning for an interactive read aloud. I was able to use this to my advantage, and be prepared for what needs to be introduced prior to reading, what needs to be done to make sure I along with the students were being active readers, and being ready with a closing to wrap-up what was taught during the reading.

While taking this class I have been able to learn about the importance of read alouds no matter the age of the group. This read aloud was read in a whole group and was followed by a discussion with everyone. Many of the articles and lectures we talk about the importance of the book that is being read. When it comes to read alouds you have a little bit more room in what has to be read. It can be lower than a student’s level or it can be higher than the student’s level. If the book is lower than the level they can read on activities are important, it takes it another step and pushes them to think. When it comes to the book being higher than a student’s reading level, it is the teachers job to help the student understand and talk them through it. The interactive read aloud is import for kids, especially for younger students, to keep their attention throughout the read aloud. With the students getting to stop and draw, discuss, or acting out keeps the students engaged and excited to learn. Reading aloud leads to motivation, curiosity, and memory in students. Through these read alouds I have seen the motivation and the curiosity that the students have about what is being read to them and the activities they are working through.

After the first few pages your child should be encouraged to participate in reading aloud.

The article title “Interactive Read Alouds: Is There a Common Set of Implementation Practices?” is a beneficial tool for teachers. The article encourage teacher to learn different ways to improve their students comprehension through the text which is being read aloud. There are 7 components of an effective interactive Read-Aloud. The following components will help make a strong impact on language and literacy for all students learning new material.

Fountas and Pinnell suggest leveling books based on the students guided reading levels. A student’s guided reading level is based on their word-knowledge, comprehension, and fluency which is assessed during small-group instruction, also known as guided reading groups. Using the F&P (Fountas and Pinnell) Text Level Gradient, books should be sorted into labeled baskets with the covers facing forward. The authors refer to these baskets as browsing boxes. Each of the books in the separate browsing boxes should be marked with a colored sticker, reminding students which box the book belongs in. Browsing boxes guide each student to the most appropriate independent reading text. This leveling ensures that students are not selecting and reading books that are too easy or too hard, but rather a text they can successfully read with at least ninety-five percent accuracy. Browsing boxes provides students with

Setting aside time to read everyday, in class, is a great way to show students how speech and print go together to tell a story. Reading books to the students and showing them which direction the words flow and spaces between words helps contribute to their understanding of speech and print. Our textbook talks about many different strategies including the use of big books for reading aloud. For example, it states, “The big book allows all children to see the text, enabling them to participate in the reading of the story” (Vacca, et al., 2015, p. 117). When reading a story that the students can also see; they then are able to read the words along with me. As a teacher I am able to point to the words as I read giving them the opportunity to see

Reading processes, just like daily rituals, vary from person to person. Each unique task included in the process makes reading much more fulfilling, or in some cases significantly more stressful. After I get over my own stubborn way of thinking of “why must this teacher torture us and make us read,” I begin my process of reading. My process consist of rigorous context research of the text before jumping in, strenuous yet focused reading of the text, and a rough cool down when the text comes to an end.

Throughout the Interactive Read Aloud Lesson, the most significant strength would be guiding the students’ focus for the day. Before reading the story, I asked the students specific questions, which related to the topic of relationships. Additionally, the lesson allowed the students to remain interested and engaged throughout the story. The students were reading along with me, which shows me that the students were following along and paying attention. I find it significant that the students have a fun time while learning and I think that altogether, the students truly enjoyed the lesson. Overall, I believe that I did a decent job multi-tasking with reading the story, keeping the students on task and thinking of questions to ask the students.

Fluency is another key component of reading, because fluency has often been referred to as the “bridge” between phonics (decoding) and comprehension. According to Hudson, Lane and Pullen (2005) fluency is “one of the defining characteristics of good readers, and lack of fluency is a common characteristic of poor readers” (Hudson, Lane & Pullen, 2005, p. 702). Fluency is made up three different components accuracy, rate and prosody. Rate refers to the speed or pace at which a student reads. Students should be reading at “just right pace” not too fast or too slow. This helps students free “processing space” for students to determine the meaning of a text. If student spends the whole time reading struggling to decode the text, their brain does not have enough “processing space” for comprehension. If students read too fast or too slow they are concentrating more on the words than the actual meaning of the text. Accuracy is reading the passage with little to no errors in text or meaning, this one reason why students must be able to decode words accurately. Lastly, prosody refers to the student’s ability to read with expression. Students must pay attention to punctuation in a text and taking pauses, and influcation when appropriate (Hudson, Lane & Pullen, 2005 & Rasinski, 2004). According to Rasinski (2004) fluency is an important factor contributing to student’s reading success.

If reading teachers can utilise instructional activities which relate to real world reading purposes then they will be successful in capturing the interest of their learners. Teachers who are using assigned textbooks, should also ensure that purposes for reading are clearly defined. If reasons for reading are missing from textbook task, then teachers should create the purpose that will motivate learners to read. Motivation to read is enhanced when learners can see the relationship between reading tasks done in the classroom with