Week Five: Annotations

“Interactive read-alouds: Is there a common set of implementation practices?”

  • Read-aloud’s welcome students to the greatness of reading, listening, and develop new vocabulary.
  • There are seven components of an effective interactive read-aloud that were identified in the research (pg. 10):
  1. Appropriate books were selected
    • the teachers selected texts based off of the interests and needs of their students
  2. Books were previewed and practiced
    • teachers looked at the books beforehand which allowed them to pause, demonstrate fluency, and encourage questions. Some teachers had sticky notes on the book to remind them of where to create interaction with students.
  3. There is an established clear purpose
    • teachers reminding students why they were reading and listening to the certain text.
    • ex. a seventh-grade teacher reviewed the purpose of the lesson when reading out loud Holes, by reminding them that they were focusing on inferencing and prediction. (pg. 12)
  4. Fluent reading model
    • teachers provided a model of fluent oral reading. They had few punctuation errors.
  5. Annimation & Expression
    • the teachers were so animated during their read-aloud’s and changed their voices to differentiate the various characters and their emotions.
  6. Discussing the text
    • allowing discussion about the book to happen before, during, and after the read-aloud so make sure students comprehend the text.
  7. Independent reading & writing
    • connecting the read-aloud to independent reading or writing assignment.
    • ex. teacher provided students with a prompt and asked them to comment on it in their writing

Based on Table 1 on page 14 it is noticeable that 55% of the teachers were masterful in selecting texts, 29% established a clear purpose, and 46% portrayed annimation/expression. Most teachers did low on modeling fluent oral reading. Makes me wonder what can teachers do in additional to practice their oral reading skills to better their read-aloud’s…

“Talking back and taking over: Young children’s expressive engagement during storybook read-alouds”

  • There are five conceptual categories the author set in order to describe the conversational turns that indicated expressive engagement
    1. Dramatizing: while reading a story dramatizing certain parts of a book can create students to engage by acting out that scene in the story.
    2. Talking back: students commenting back at what is about to happen in the story.
      • ex. Little Red Riding Hood the students shouted “You better watch out, Red Riding Hood! Don’t be fooled!” when Red Riding Hood meets the wolf
    3. Critiquing/Controlling: students being able to alter a part in the book, characters, plots, etc. and comment on it.
    4. Inserting: “students becoming one with the story” (pg. 478), they are able to insert themselves or others into a part of the text.
    5. Taking over: students taking a text and manipulating it for their own purpose.
  • Students who make these types of responses see stories as a way to participate and perform.
  • Children begin to dominate the text and take control over it from the teacher
  • There can be variables that encourage and or discourage these kinds of responses: cultural context, individual reader characteristics, characteristics of the text, and teacher/classroom characteristics. (pg. 479)

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