The Interactive Read-Alouds lessons are grouped into six standards-based strands: comprehension, story elements, vocabulary/literary language, literary elements and devices, genre, and writing traits.

The trick is to target one standard per lesson so it becomes transparent for the children. Carefully constructed learning activities in "Share the Reading" provide guided practice with the teacher actively supporting the learning. I highly encourage you to go to your library and gather books by Seymour Simon, Gail Gibbons, Stephen Kramer, Michael Tunnell, and the many other amazing writers of nonfiction that are guaranteed to delight and intrigue your children. Exploring the standards in this strand, learners begin to understand the distinguishing features of various genres and learn what to expect from each. Read it again and again and again! The interactive transcript could not be loaded. I find that with some groups of learners I can ask them to find a Thinking Partner on their way to our story time area and it works beautifully. You'll notice that in the lessons I use the language of the standards when talking to the children. Story Elements. This explicit language enables children to label the cognitive processes they are using and to accurately categorize the story elements that build the rich infrastructure that holds a good story together. In this case, I would want to ensure that I do not match my highest and lowest achieving students as the higher achiever may have a tendency to take over and do all of the thinking. This will help your students in a myriad of ways. To view all of the Grade K-1 titles (Mentor Texts and Booklinks) organized by strand and standard click on Grades K-1 Lesson Matrix "I Have a Dream" by Martin Luther King, Jr. "In Response to Executive Order 9066: All Americans of Japanese Descent Must Report to Relocation Centers" by Dwight Okita, "The Star-Spangled Banner" by Francis Scott Key, "Stopping by Woods on a Snowy Evening" by Robert Frost, "Two Sunflowers Move in the Yellow Room" by William Blake. With that in mind, a mentor text must be chosen carefully to ensure that it can establish a model of quality writing that is worthy of guiding our learners. This supports the transfer of the learning and increases the likelihood that students will take personal and independent control of the thinking that is targeted in the lesson. Comprehension. It provides an opportunity for you and the children to read aloud together, building oral fluency while using strategies with a variety of texts. Genre. Turn & Talk (Float the learning on a sea of talk) "Turn & Talk," an integral part of every Interactive Read-Alouds lesson, takes the traditional whole-class literacy experience and turns that experience into interactive thinking. They deserve to see that nonfiction texts can capture their interest, pique a sense of wonder, and bring the world alive with striking visuals and colorful language. Literary Elements and Devices. The interactive read-aloud lessons you find here are built on just such a model. Standards in this strand explore ideas, organization, voice, conventions and so on, so learners can begin to emulate that writer's work and incorporate those traits into their own writing. Interactive read-aloud lessons recast this unproductive interaction and raise the level of responsibility for all learners. I believe that learners of all ages need to understand the structure and features of informational text, learn the wonder and excitement of learning something fascinating about our world, and develop a sense of passion for nonfiction that will show in their eyes and voices when you bring out a new nonfiction book to share. In Grades 2-3 there are 60+ interactive read-aloud lessons built around the following Mentor Texts. Why questions for kids - Duration: 4:15. Teamwork is enhanced, too. ... Read aloud | Story Book | Children Story | Bedtime Story - Duration: 5:07. This strand—from utilizing prior knowledge and asking questions to summarizing and distinguishing real from make-believe—focuses on strategies that help learners negotiate the meaning of texts. This process is repeated with each mentor text as teacher modeling and guided practice are central support systems across the many books in which children apply the target standard. Pearson and Gallagher (1983) coined the phrase "gradual release of responsibility" to describe the idea that instruction should begin with explicit modeling by the teacher followed with guided practice and then move on to activities that position students to become independent learners. The scripts are flexible enough for emergent and developing readers but include concepts and ideas that are engaging for all readers. Vocabulary/Literary Language. While shared reading was traditionally accomplished with big books, in these lessons overhead transparencies present text in a way that is highly visible to all. Our learners deserve to have the same in-depth experience and knowledge of nonfiction titles that they have with fiction. Meanwhile, the struggling learners quickly figure out that if they are quiet long enough, a more verbal peer will speak and let them off the hook. Another added benefit is that we have now created a reading experience for the children.

This is not to say that this is the only direction a reading might take; a text might be the focal point for both point. During the "Readers Theater" experience, children get further guided practice as they work with peers. Interactive read-aloud lessons recast this unproductive interaction and raise the level of responsibility for all learners. Title List: When you have a particular book that fits into your ongoing classroom activities, into your children's interests, or even into your mood on a given day, take a look at the Title List in the Teacher's Guide. Nonfiction 5:07.

With some classes, I need to provide extra behavioral support by pre-selecting Thinking Partners for students. Students are not allowed to raise their hands! It is about interpreting a selection and matching your rate, your intonation, and your phrasing to match the meaning and the kind of text you are sharing. Once the Turn & Talk reflection is complete, you return to the read-aloud or—occasionally—celebrate children's thinking by asking partners to share their discoveries and wonderings out loud so others can hear the collaborative reflections. After the initial lesson with the mentor text, turn to the Booklinks. The expectation is for quality conversation on the topic in a short burst of 20-30 seconds so students stay focused and don't have enough time to stray off topic. nonfiction), or extend the story context. You will notice that these additional Caldecott winners and familiar favorites exemplify the target standard, literary element, or comprehension strategy.

Just as predictably, teachers know which students have learned to keep their hands down with their eyes averted in hopes that they will not be called upon. Caldecott books and treasured favorites with easy availability are primarily fiction.

I encourage and challenge you to gather wonderful magazines, books, and resources that allow you to extend your children's focus on a strategy into nonfiction.

To view all of the 6–7 Mentor Texts and Booklinks in alphabetical order click on Grades 6–7 Title List. As they take "center stage," children interact with the text in a deeper way. I believe that all learners, from kindergarten on, can and should use the "real" language that describes our thinking about comprehension, literary elements and genre—point of view, characterization, alliteration, voice—call it like it is! The samples provided are springboards for you. During "Interactive Read-Aloud," students see an expert at work. To view all of the Grade 2-3 Mentor Texts and Booklinks in alphabetical order click on Grades 2-3 Title List. of view and transition words, for example. "Turn & Talk," an integral part of every Interactive Read-Alouds lesson, takes the traditional whole-class literacy experience and turns that experience into interactive thinking. Después de escuchar la historia responder a la pregunta: ¿Cuál era su parte favorita? After listening to the story answer the question: What was your favorite part? Combining guided conversations with reflective thinking, Linda's read-aloud lessons engage children in strategic listening, speaking, reading and writing about text. Bull's-eye Concept To view all of the 4-5 Mentor Texts and Booklinks in alphabetical order click on Grades 4-5 Title List. An analysis of traditional interactions between students and teachers reveals that teachers do the majority of the talking while children sit passively.



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