The Importance Of Read Aloud

Teacher will model for students how to think about what is being read, as they read aloud. Teacher will make predictions and summarize while reading. Students can practice by looking at pictures in the text, studying vocabulary words and looking at context clues, then sharing what they have discovered.

The significance of learning to read and write is the ability for a person to express themselves to others by communicating vocally or through writing. The communication needs to be of substance in order for it to mean anything. Reading induces the ability to learn information one did not previously know. With ability of new words and their meaning within your arsenal, gives you the ability to attack or defend your point of view. With these supporting capabilities it enables you to take and stand for what you believe and want to express.

If you couldn’t read or write, how would you tackle your daily life? Being literate is a crucial part of everyone’s life; reading and writing are essential for a person’s success. Every single day, it’s used, whether it’s for an Advanced Placement Language class or reading a billboard as you’re driving past. As a child, I grew up reading on a daily basis and I believe that I am as successful as I am on behalf of it. Countless memories have been created, thanks to the multiple books that have been read and the umpteen amount of papers that I’ve written. Throughout the numerous years of my education, my teachers and parents left a long lasting impact on my reading and writing skills.

Overall, the read aloud lesson was a great experience in which I learned many aspects about myself. I believe that conducting more read aloud lessons would help me improve in tone and fluency for reading. Also, in my opinion, an interactive read aloud is a great way to assess students’ knowledge of the central message of a book. I will use the interactive read aloud lesson in my future classroom ever change I get to help my students be

We included whisper reading as the during-reading activity, to give students a chance to read independently but without the pressure of having an audience. As they read to themselves, students will pause at words they are struggling to pronounce and break them apart, at this point we will continue guiding students through this process, in order ensure that motivation is not lost when students feel challenged. To gauge the learnings of the students, we will have each student chose one word that they struggle with and create a master list, the students will practice pronouncing their individual words and receive clarifying definitions if necessary. The students will then create their own sentence using this word, practice it through whisper readings, and then share it aloud with the group. This process creates a learning experience where students are able to practice not only their phonics skills but also work on comprehension.

“Anderson, what’s the DOW stock valued at today?” inquires a wealthy businessman, with a hint of concern. In the world of wealth management, this is not an uncommon question, considering that stock holders obsess about their return on investment. Similarly, in the world of academia and educational research, authorities obsess about effective instruction and frequently ask, “what is the current value of literacy?” Educator Jim Trelease uses his book to answer this (The Read-Aloud Handbook, 2013). Academically, Trelease gives readers a synopsis of why classrooms need reading aloud time and how they can capitalize it; in addition to the facts, Jim uses a personal tone to remind readers that literacy education is an investment in everyone’s future.

“A Read Aloud Curriculum integrates intentional direct comprehension and explicit vocabulary instruction into read alouds while maintaining the integrity of an authentic read aloud experience that would be highly engaging for students (Fien, et al., 2011).” The Read Aloud program is structures as to “(a) set a purpose for reading, (b) building vocabulary knowledge, (c) making text-to-text and text-to-life connections, and (d) having students retell stories or information on a regular basis (Fien, et al., 2011).” The problem is that Read Alouds by themselves do not help close the gap between children who enter school with strong vocabularies and children who enter school with weak vocabularies, accordingly the gap between students with strong and weak vocabularies only grows as the children progress through school. Another setback for students with weak vocabularies is that there is a direct link between word knowledge and comprehension, consequently the children with weak vocabularies will struggle with comprehension. Small-group instruction shows promise in improving student’s vocabularies thus improving their comprehension. By spending more time with the text and receiving instruction in a group of 2-5 students, those with weak vocabularies have shown improvement in their word knowledge and

Learning how to read and write was a challenging task for me as a kid. I believe I couldn’t read until the second grade and that was embarrassing. Being a slow learner made me insecure, which hindered me from building the confidence I needed to succeed and get pass identifying with having a disability. Instead, I was enrolled into a special ed class that I had to leave my regular class to attend. During my special ed class all I could think about was how I couldn’t wait to get back to my regular class so I didn’t have to tell any of my classmate where I was. Therefore, my focus unfortunately wasn’t on learning, like it should have been!

For a read aloud the teacher is in control, so the teacher will be reading the book while the students will be listening to the story. The level of the book should be at or above the students level. The stories that are read to the students should include a wide variety of genres for the students to enjoy. The teacher should be modeling what good readers do. Students should be able to see the pictures/text.

Reading aloud can be used to provide motivation and enjoyment, build background and develop academic vocabulary, teach specific strategies and skills for comprehension, and model fluent reading. Along with these purposes there are two different kinds of read-alouds: general and instruction. A general read aloud is used to great enjoyment in reading for the students and also create a motivation for students to read independently. Instructional read-aloud builds background knowledge for the students and introduces new concepts they may have not heard or learned

Hannah is 9.5 and she a fourth grade student at Martin Elementary. She is on a third grade instructional reading level. Looking collectively at the data from assessments, Hannah has various strengths and weaknesses. She is very polite and overall has a very positive attitude when it comes to school. Hannah is able to recognize many words on a 3rd or 4th grade text, but she has difficulty comprehending the text at these levels. Hannah is capable of comprehending at the fourth grade level if certain intervention are put in place for her. She has trouble giving important story details and struggles with the theme. On the Graded Word Lists, Hannah was assessed on three different sets: second, third, and fourth. According to the results, her third grade is her instruction level. According to her performance on the Graded Word Lists, she was given various reading passages to read. Hannah read the passages out loud while teacher listens and makes note of any miscues. She struggled with expository comprehension when given a third grade passage. Additionally, she struggled with the fourth grade narrative passage. Overall, for oral reading and comprehension she is on a third grade instructional level, second grade independent level.

Read alouds are important component of the Elementary Language Arts classroom because it helps students with new vocabulary words, comprehension skills and encourages them to like and participate in the reading. Read alouds allow students to ask questions about the story so they can get a better understanding of what they are reading. When a teacher chooses a specific strategy to share with the class, she is asking them to play close attention and explore the strategy with him/her. It allows students to use their listening skills and pay close attention to listen for the words that rhyme or to make connections to their own life.

Accompanying these text, should be writing task that will reinforce skills taught in the previous week’s lessons. Reading texts are the most important tool in a literacy lesson plan and more than one should be introduce in each unit. These introductory texts can be used to teach children how to pronounce phonics and how to read fluently. Literary texts will introduce students to different authors, different cultures, different ways of written (I once read a book with absolutely no punctuation) and also teach them how to read punctuation. Substantial, reading out loud not only models fluent reading but also helps students’ imaginations because they listen more.

Frequently asking student to read aloud but manage the process so that it is expressive, accountable, and engaging.

Reading and writing are both important; you can’t have one without the other. They are skills that are increased constantly due to little things that most times are not noticed. Whether it is from a book to a poem, there will always be a way that it helps out your school performance. Reading and writing in general only helps absorb information, and enhance leisure or school related writing tasks. It has also made life itself so much easier because reading and writing are so beneficial for school and for life. How much you read and write today, will somehow affect your future job, family, position, or even your salary.