I am a presenter at the 2017 TALE Conference at Texas A&M-Corpus Christi. I chose to speak about the read-aloud. The read-aloud is probably the easiest structure to use for a classroom teacher. It can go along with whatever reading program is already in place. "Read-aloud is a teaching structure that introduces students to the joy of constructing meaning from text." (Burkins & Yaris 2016) Reading aloud to children has a wealth of benefits but my focus will be on what activities can be done with the read-aloud once we have read the book.
My presentation will start with a read-aloud. One of my new favorite children's books is "How Rocket Learned to Read." by Tad Hills. I chose this book because there is a character in the book who uses a read-aloud to hook the student (Rocket) to want to learn to read. I want the teachers to get a visual of how powerful a read-aloud can be.
Research says that a read-aloud is a good way to build oral language and to cultivate rich vocabulary that some of our children come to us lacking. Research also tells us that children from professional households have better vocabulary because of the conversations and exposure to opportunity they have at home. The reverse is true for those from lower income households.
I have previously written about some types of read-alouds and I will briefly discuss them during my presentation. I will focus on the:
Completing a read-aloud is more than just grabbing a book from the shelf and beginning to read to students -- believe me, I've done it more times than I'd care to share with you here-- its is best done after a little bit of being intentional. For the maximum benefit the educator needs to prepare and present. In an effort to prepare the educator can:
Lester Laminack says: "To make read-aloud intentional I believe that we must be as thoughtful in our planning as we are when selecting manipulatives for mathematics or when establishing the flow of classroom." (2009) When we are intentional about the read-aloud we can move away from the basal driven classroom and use this structure to benefit the students we teach.
Thank you for reading.
Burkins, Jan Miller and Kim Yaris. Who's Doing The Work?. 1st ed. Print.
Trelease, Jim. The Read-Aloud Handbook. 1st ed. Harmondsworth, Middlesex, England: Penguin Books, 1982. Print.
Pearl Garden, Ed.D has completed her dissertation research involving understanding the vocabulary instruction practices of early grade teachers. She has a passion for the new and novice educator, and it is her goal to help educators tackle the achievement gap with her research findings. She will use this blog to share what she has learned in “pearls of literacy”. The ideas come from her dissertation titled “A Content Analysis of the Vocabulary Instruction Habits by Early Grade Teachers”.