Welcome to Read Aloud, Accountable Talkead oud, ccou tab e a

And Writing About Reading

Presented by:

Valerie VacchioLiteracy Coach at Vernon (grades 3-6)Phone extension: 3225Phone extension: 3225 Email: vvachio@obenschools.org

Gina FaustLiteracy Coach at T. Roosevelt (grades K-2)Phone extension: 5201Email: gfaust@obenschools.org

The BestThe BestThe best part

f th d of the day is when I hearthe teacher say,“Sit by my chairy ywhile I read.”We sprawlon the rug.It’s like listening It s like listening to a hug,while the story magicpours over me.

~Author Unknown

Goals for the Course

• Support your work in the classroom

• Share what you learn and spread the work among colleaguescolleagues

• Deepen children’s comprehension and left the level of work they do in partnerships through read aloud

• Learn from each other and be a support for each otherLearn from each other and be a support for each other

Reading Aloud Matters•Course overview•Why is reading aloud so important?•The purposes of read aloud

11/13/2006Session 1

TopicDate

Planning for Read AloudsWhat are the q alities of a good read alo d?

11/20/2006S i 2

•The purposes of read aloud•Building reading identities•Creating a community of readers•Opportunities for reading aloud across the day•Read aloud professional resources

Accountable Talki i i

12/04/2006

•What are the qualities of a good read aloud?•Choosing read alouds•Teacher/student roles during read aloud•Planning effective and purposeful read alouds•Planning read aloud prompts

Session 2

Partnerships•What are partners reading?•What are partners doing? What are the routines?

12/11/2006Session 4

•Teaching kids to have conversations about texts•Characteristics of good conversations•Good talk lies in good listening

Session 3

Writing About Reading•Communicating about reading•Teaching kids to think, talk and write about books•Readers’ notebooks: purpose and practice•Early, easy entries

12/18/2006Session 5

•Read aloud and partnerships

Reading Celebrations1/29/2007

Reading and Writing Go Hand in Hand•Using read aloud to support the Units of Study in reading and writing•Matching skills to read alouds

1/22/2007Session 6

y, y•Other tools for tracking reading

•Reading celebrations? How might you celebrate reading in your classroom?•Additional resources to support reading aloud•Sharing successes and challenges•Literacy gifts/celebration

Session 7

New and Old FavoritesNew and Old Favorites

Write down a few old and a few new favorite books.Write down a few old and a few new favorite books.

Share with a new friend.

R di l d hildReading aloud to our children will change their lives forever.

~Mem Fox

So What’s the Big Deal About Read Aloud?So at s t e g ea bout ead oud

When we read aloud to children, we fill the air and their ears with the sound of language.

Reading aloud to students (of all ages) invites them to make meaning,create images, and linger with language and to become infatuated withwords and simply fall into a storywords and simply fall into a story.

~ Lester Laminack

Learning Under the Influence of Language and LiteratureLearning Under the Influence of Language and Literature

We read to children for all the same reasons we talk with children: to reassure, to entertain, to bond, to inform or explain, to arouse curiosity, to inspire.

But in reading aloud we also:

• Condition the child’s brain to associate reading with pleasure• Create background knowledge• Build vocabulary• Nurture a child’s listening comprehension• Provide a reading role model

~Jim Trelease

The Read-Aloud Handbook

Reading is like riding a bicycle, sewing, or creating a power point presentation…

In order to get better at it you must do it!In order to get better at it you must do it!

Children who haven’t been read to don’t expect print to make sense.

And if children don’t expect print to make sense they’ll find learning to read verydifficult. Children who haven’t been read to haven’t experienced:

– the sense in written languageg g– the sense of rhyming– the sense of stories– the sense of songs

the sounds of unusual words– the sounds of unusual words– the unfamiliar formal grammar of written sentences– the way sentences work.

Children who have been read aloud to regularly do expect to make sense from print.

They know about rhyme and rhythm and repetition. They know how stories work, which makes ity y y p y ,easier for them to read real stories. They can predict that certain words, patterns and plots willoccur.

Mem FoxMem FoxReading Magic

Experts tell us that children need to hearExperts tell us that children need to hear

a thousand stories read aloud

before they can begin to learn to read themselves.

(That’s only three stories a day in one year!)(That’s only three stories a day in one year!)

~Mem Fox, Reading Magic

Read, Read and Read Still MoreKindergarten: Read or re-read independently or with another student or adult

two to four familiar books each day. Listen to one or two books read aloud each day at school and at home.

Fist Grade: Read independently or with assistance four or more books a day. Hear two to four books or other texts read aloud each day.

Second Grade: Read one or two short books or long chapters every day. Listen to and discuss every day one test that is longer and more difficult that what can be read independently.ff p y

Third Grade: Read 30 chapter books a year. Listen to and discuss at least one chapter book read aloud every day.p y y

New Standards is a joint project of the Learning Research and Development Center at the University of Pittsburgh and the National Center on Education and the Economy. New Standards has led the nation in standards based reform efforts It has the support Standards has led the nation in standards based reform efforts. It has the support of the US Department of Education.

Children can hear and understand on aChildren can hear and understand on ahigher level than that on which they cane d They c n he nd unde st ndread. They can hear and understand

stories that are more complicated andmore interesting that anything theycould read on their own. could read on their own.

How nice for first graders!!

Rare WordsThere are about ten thousand words that we use in conversation.

Beyond the 10,000 words there are rare words.Regular conversations will take care of basic vocabulary, but when you read to ahild l i t th d th t h l t hild h it’ ti f h lchild, you leap into the rare words that help most children when it’s time for school

and formal learning.

These rare words play a critical role in reading. The eventual strength of ourThese rare words play a critical role in reading. The eventual strength of ourvocabulary is determined not by the ten thousand common words but byhow many rare words we understand.

Number of rare words met per thousandAn adult speaking to a 10 year old child 11.7 An adult speaking to an adult 17.3A hild ’ b k 30 9A children’s book 30.9Newspaper 68.3Scientific Paper 128

Jim Trelease

The Read-Aloud Handbook

What are we doing when we are just reading aloud?When we read aloud we:

• Provide models of language in use

• Build interest in language

• Increase awareness of words

• Build vocabulary

• Aid in the development of new insights and understandings

• Extend and layer on existing knowledge

• Aid in overall comprehension

• Create a risk free zone in which all listeners have more equal access to knowledge• Create a risk-free zone in which all listeners have more equal access to knowledge

• Have the potential to spark a love of reading

• Can have a positive influence on reading attitudes

• Provide models of fluent reading

• Provide a living demonstration of the act of reading

• Can model how readers think in the process of reading

• Demonstrate the nature and purpose of reading

• Show the range of topic, styles, and genres available in written language

• Help develop tastes in reading and in selecting literature

• Improve listening skillsp g

• Aid in the development of imagery

• Offer multiple perspectives

• Broaden a listener’s worldview

• Make the rhythms of written language familiar

P id d t ti f th i t i b d l d• Provide demonstrations of the various ways stories can be developed

Lester Laminack

Learning Under the Influence of Language and Literature

“Parents sometimes feel it is cheating to read aloud tohild h bl d i d d l T h dchildren who are able to read independently. Teachers and

librarians should remind parents that reading aloud to theirchildren continues to be an essential part of helping themchildren continues to be an essential part of helping themto become good independent readers.

By listening to adults read aloud, children expand theirvocabulary, encounter new ideas, and enjoy language on amore complex level than would be possible in independentmore complex level than would be possible in independentreading. Most importantly, reading aloud can be a greatsource of pleasure for adults and children to share.”

Constance VidorBook Links, May 1994

“Easy to Read Strategies and Selections”Easy to Read, Strategies and Selections

Purposes of Read Aloud

• Read aloud is the easiest way to demonstrate using reading y g gstrategies.

• Read aloud and accountable talk supports reading as a social ti itactivity.

• Conversation supports fundamental and deep comprehension.

• A partner and/or a whole class conversation after read aloud is the easiest way to model and teach talk strategies.

• Shared experience– To be moved– To savor language/love of word

To build common historyRead Aloud

as a Teaching Tool

– To build common history

• Model reading habits that feed independence– How readers choose books– How readers plan for their reading– Valuing reading

• Model the sound of strong reading– Phrasing and fluency– Expression/voiceExpression/voice

• Develop stamina to listen to and read books

• Develop skills to talk back to booksThi k l d• Think aloud prompts

– Turn & talk prompts– Conversational prompts

• Learning to think more deeply about textsg p y– Ask questions, wonder– Make personal connections– Compare texts– Grow ideas or theories

Comment on someone’s idea– Comment on someone’s idea– Think about what the book is really about– Critique

Fall in love with authors, characters and most of all…Reading!!

Building Reading IdentitiesBuilding Reading Identities

• Students should have a special reader’s notebook, similar to a writer’s notebook. Students are encouraged to decorate their notebook. (Use photographs of reading Students are encouraged to decorate their notebook. (Use photographs of reading heroes, pictures of favorite authors, pictures of favorite books, quotes about reading, etc.) Students should ”fall in love with their notebook!”

• Have partners discuss times in their lives when reading really worked for them. Students could discuss the following…g

– “What was it about this one reading experience that made it work for you?” – “How can we be sure that all of the reading we do together this year can be just

as magical?”

Responses students may complete inResponses students may complete nReader’s Notebook:

• Students can “sketch” a picture of one time or one book which really mattered to them, or perhaps they’ll bring a book to school that has been important.

• Create a timeline of your reading life…list books that mattered to you & why they tt d l d t th ti li th d d d k t tb M k mattered…place a dot on the timeline, then drop down and make a textbox. Make your

timeline beautiful.

• List three books that you’ve read that really mattered to you and write why they mattered.

• Write about where you do your best reading work and then write what it says about you as a reader.

• Record your reading goals for the school year.

• Write about a person who is your reading hero. How has this person influenced you?

• Create a bulletin board with pictures of kids doing their best reading work.

h k h h d ifThe Book That Changed My Life….

Reading is not just a skill, it i lif t lit is a lifestyle.

C t A C it f R d bCreate A Community of Readers by Reading Aloud the First Thing Every Day

• Establishes a ceremony a ritual a routine• Establishes a ceremony, a ritual, a routine• Sets the tone for the day• Places value on the read aloudaces a ue o e ead a oud• Provides an opportunity to celebrate and appreciate

differences and each otherI it ti• Ignites conversation

• Addresses challenges, joys, fears and worries that children may facey

Book Stacks for Building Community

• Celebrating Ourselves and OthersBelieving in Yourself• Believing in Yourself

• Providing a Lens to View the World• Learning to Value Special People with Special Waysg p p p y• Today I feel…• Overcoming Obstacles and Facing Life’s Challenges

M tin N i hb s nd M kin F i nds• Meeting Neighbors and Making Friends• Coping with Taunting, Teasing and Bullying• It Happened at Schoolpp• A Family Is…• Learning to Say Good - Bye

Opportunities for Read Aloud Across the Day

• Start the day with a read aloud.

• During the first big transition.

• Right before lunch.

Ri ht ft l h• Right after lunch.

• Build connections across the curriculum• Build connections across the curriculum

• Close the day. y

Lester Laminack

“Wearing your love of reading on your sleeve is the best way to

get your students to love get your students to love reading as much as you do!!”

~Lucy Calkins~Lucy Calkins

Sh t f thShoot for the moon.

Even if you miss it you will land among the stars.

~Lester Louis Brown

Professional Resources

Reflections

For Next Class…..N b 20 2006November 20, 2006

Please bring a few Read Aloud Booksyou will use in your classrooms.you will use in your classrooms.

If you’d like decorate your notebookIf you d like, decorate your notebook.

Tha k f a ti i ati !Thanks for your participation!Valerie and Gina