Why Students Should Be Read Aloud

Read and think aloud: Ask if someone would like to read the first page aloud. Discuss the 3 parts to notice in a story – the setting, the characters, and the plot. Read pp. 2-5 and think about Matt’s problem and how he might solve it. Discuss and encourage students to begin by saying, “I noticed____. This helped me understand____.” Read pp. 6-14 and think aloud about what happens

Within my school literacy lesson will be planed by the teachers, the teacher will go over the

It is one of the most important strategy teachers can do with a child. Interactively reading aloud to children has them actively involved in the process. A teacher has the children asking questions and making a prediction. Shared reading helps the students build a framework to draw attention to vocabulary. This read aloud strategy should have carefully thought-out questions. For example, a shared reading activity for Chicka Chicka Boom Boom: First, point out the cover of the book. One should point to the words as you read the title, the authors, and the illustrator. According to the Resource in Early Learning, Chicka Chicka Boom Boom has a lively musical rhythm. As you read, emphasize the beat and rhythm of the words. Have the children join in the lines that repeat. It is also important to point to each letter as you read. After reading the book ask questions such as, “What happens when all the letter get to the top of the tree” or “Let’s count the

The literacy block should consist of a balance of whole-group, small-group, and independent practice. Tyner states, “The challenge in orchestrating the literacy block can be best described as putting together a literacy jigsaw puzzle.” (Tyner,2009). The components of a balanced literacy block should include modeled reading such as a read-aloud which should include texts above the students’ reading level, modeled writing so that teachers have the opportunity to demonstrate how a writer thinks while writing about a text, shared reading which includes the teacher reading most of the text but also allows the students to engage in choral reading with grade-level appropriate texts, shared writing to be used to focus on comprehension but may include the writing process as long as it is used together, small-group differentiated reading and writing, and independent reading and writing so that students can use the skills learned previously to produce a final product.

Jones tells me that she has always loved Literature and wants to share that love with her students. She says that she has developed her literacy instruction style from trial and error. She says that the most important thing is to know your students. She says that every class is different. They have different likes, different behavior styles, and different learning capabilities. What works well with one class may not be the best option for another class. She says that while one class may need the story read to them as they follow along, her last class can read by themselves and still develop the same skills as the other.

Literacy is a vital part of all later learning. Because of this, the children will engage in hands on activities that relates to what they have read and give them opportunities to make up their own versions, as well as make up their own stories. They will have a large group story time and a partner reading time. An ample variety of books will be available at all times. Signs with words and pictures will be posted around the classroom showing, daily activities, objects that are used daily, and the placement of toys and

Students will demonstrate their reading skills by reading through the reading material with reason and comprehension

“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

They should do this by creating read-aloud with narrative and informational books. These books should be challenging enough that students would not be able to read them independently with many unrecognizable words. Tier 2 words should be selected after the book has been read by saying the word, describing how it was used in the book, the definition, and two uses for the word. ELL storybook intervention pays more attention is focused on comprehending the story. Strategies are similar for Tier 2 word instruction, teachers should pick books and group them by theme, and divide book into segments, review vocabulary, and comprehension.

The artifact that demonstrates the type of reading program I want in my future classroom is the book “Don’t Laugh At Me” by Steve Seskin, Allen Shamblin and Glin Dibley, and the song that goes with it. This book is a great resource to create an inclusive learning environment in the classroom which is essential for any program to be successful. Our classrooms are very diversified, with students belonging to different cultures, traditions, beliefs and backgrounds, as well as having different abilities, learning styles and needs. This book emphasizes on the fact that we all are different and have different strengths and weaknesses. When developing a reading program in the class, teachers should understand that students have varying needs, and hence they should adapt the instruction to meet those specific needs.

I am from Alabama, so I learned to read with the Sally, Dick, and Jane reading books. Oh of course, I can’t forget about Spot the dog. I think back then the teachers did a lot to get us reading. I have been reading about all of the new ways to teach kids phonics awareness, but when I was a child, the teachers taught phonics just like they do now. We all learned our letter sounds associations then we started to put sounds together to make words then we did the word lists and spelling words etc. We broke words down in syllables. We did rhyming, poems, and songs and all kinds of phonics activities just like how reading is taught today. Back then the only difference I notice is that, we did the group lessons where we had to do a lot of repeating which of course everyone today knows as “rote,” but let me tell you “rote” worked pretty well for us.

For younger aged children I would only chose one book that fit the page and would read it two or three times throughout the week. The first and second reading, the students would answer comprehension question but on the third read we would speculate on why the characters are making those choices. Also, we would analyze what would happen if the character did something different.

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.

Reading aloud is a common practice in primary classrooms and is viewed as an important vehicle for vocabulary development. Read aloud are complex instructional interactions in which teachers choose texts, identify words for instruction, and select the appropriate strategies to facilitate word learning. Reading aloud to children provides a powerful context for word learning. During read aloud interactions, word learning occurs both incidentally and as I stop and elaborates on particular words to provide an explanation, demonstration, or example.

My experiences with children in educational institutions and pursuit of becoming an elementary education teacher have enlightened me in discovering effective ways to read to and with children. When I work with kids, I review and select a book that is developmentally and cognitively appropriate for their age. Before I read the book to the kids, I read it to myself and see the message of the author and I generate potential questions to ask the students. Often, I ask students if they are familiar with a certain vocabulary word or if they have experienced an event that occurred in the story. I like to relate the content in the story to the students, so that they can comprehend better and learn from the story skills that will benefit them in the