The Reading Process
Reading Aloud to Students
Appropriate for every grade level Purposes May be too difficult for students to read Provide a good reading model Demonstrate reading strategies Actively involve students in the reading experience by asking questions, making predictions, discussing further or explaining background, and teaching vocabulary Recommended for use with ELL students
Reading Process Stages
1 - Prereading 2 - Reading 3 - Responding 4 - Exploring 5 - Applying
Stage 1 - Pre-reading
Activate prior knowledge or build essential background knowledge Make connections to something familiar Teacher does this during instruction; readers do it for themselves when reading independently Could be discussion, book box, video clip, tell about the author, read the first paragraph aloud, etc. Preview the text - make a plan for reading Introduce lesson vocabulary Set purposes for reading
Stage 5 - Applying
Continue to build on reading experience with a project Can involve each of the 6 language arts, including research Many forms - models, murals, readers' theatre, oral presentations, book talks or book reviews, blog writing, view a film version, dress as a character, etc.
Reading Aloud to Students
It is NOT round robin reading Round robin reading, popcorn Reading, or other ways students take turns reading paragraphs aloud to the class ARE NO LONGER RECOMMENDED!!! It's time-consuming and boring Students "tune out" until it's their turn to read It's difficult to listen to and understand disfluent reading It's embarrassing to less capable readers Never ask students to read aloud without giving them time to practice Let students read silently or with a buddy
How to Conduct Buddy Reading
Pair students by the same reading level or with a student slightly above/below the same level It is NOT recommended to pair the highest level student with the lowest level student Introduce the students to the Paired Reading strategy. This includes: Establishing a routine for students to adopt so that they know the step-by-step requirements for engaging in paired reading (i.e. Will they read out loud, simultaneously? Will they take turns with each person reading a paragraph? a page?). Teaching students an error-correction procedure to use when supporting each other's reading (i.e. re-reading misread words; signals for difficulty). Modeling the procedure to ensure that students understand how to use the strategy. Ask students to begin reading in pairs and adjust reading speed if reading simultaneously so they stay together. Have students offer feedback and praise frequently for correct reading. Monitor and support students as they work.
Stage 2 - Reading The Five Types of Reading
Read aloud Shared reading Guided reading Cooperative/Partner/Buddy reading Independent reading
Stage 4 - Exploring
Readers explore the test by analyzing different aspects Reread the selection using a different mode/type of reading May read to parents Close reading - guide students to reread to discover deeper meaning Find textual evidence to support answers to questions Examining the author's craft Study genre, text structure, literary language used May sequence events, make story maps, reread favorite parts, introduce and sometimes compare other books by same author Focusing on words Add to Word Wall, make word clusters, posters, word chains, word sorts, etc. Teaching minilessons
Stage 3 - Responding
Readers respond to reading in order to deepen their comprehension Write in response journals Letters - a one page thoughtful letter per week OR Short writes - thoughtful, critical reflection (student's opinion, an interesting aspect, personal connection, interpretation, character analysis, or description. OR Focused response - the instructor provides a specific prompt, usually in conjunction with a mini-lesson. Everyone's will be different, even when reading the same book. No single meaning exists Provides the teacher with a window to student's thinking Have grand conversations or small discussion groups
How to Conduct a Read Aloud
Select an appropriate book Award winning or high quality children's literature Appropriate for the students Preview and practice reading the book Must read fluently with expression Decide where to stop and ask questions; add post-it notes with prompts Introduce the book Activate prior knowledge or build background Preview text, pre-teach any essential vocabulary Set a purpose for listening Read the book interactively Model fluent, expressive reading Stop periodically to ask questions and focus students on specific points in the text Conduct post reading activities
How to Conduct a Shared Reading
Similar to read aloud Select a big book or appropriate book for older students Preview and practice reading the book Introduce the book - activate prior knowledge, preview, set purpose for reading Read the book interactively - fluently, expressively, stop to ask questions Conduct post reading activities
Benefits of Read Aloud
Stimulates student interest in reading and books Broadens students' interests and taste for high quality literature Introduces students to the sounds of written language Students' knowledge of vocabulary and sentence patterns is expanded Students are introduced to books that are "too good to miss" Students listen to books that are too difficult for them to read Students see their teacher model what capable readers do Students' background knowledge is expanded Students are introduced to genres and elements of text structure
Shared Reading
Students follow along as the teacher reads the selection aloud K-1 teachers often use big books - children sit near the big book, listen, and read refrains and other familiar words. Later, they reread the book using choral reading. Older students follow along in their own copies of the book while the teacher reads aloud - often used when the text is too difficult for independent reading. May also be used to introduce the first chapter or two, then students use other types of reading
Cooperative/Buddy/Partner Reading
Students read or reread a selection with a classmate Social experience Help each other Students must take turns reading aloud or may read in unison Teach students how to help each other so the better reader doesn't end up doing all the reading Use phonics, vocabulary and comprehension strategies to figure out a word or meaning of the text read Encourage each other to read with prosody
Independent Reading
Students read silently by themselves at their own pace Most authentic type of reading - it's what people do when they read Develops a love of reading Texts must be at the appropriate level of difficulty or very familiar - at the student's independent reading level
How to Conduct Guided Reading
Teacher guides, directs or coaches students through silent reading of a meaningful chunk of text by asking questions, giving prompts, or helping them form a question they then try to answer as they read. At the end of the chunk, they stop and discuss Teacher encourages students to reflect on the strategies they used and how they helped them
Guided Reading
Teachers read with small groups of students on the same level Texts should be written at the students' instructional level ZPD - Slightly beyond students' ability to read independently A wide variety of books at different ability levels, sometimes called "leveled texts," are necessary so that the teacher can fit the book to the group. Choose books that are easy enough for independent reading, meet the instructional goals for the group, and are interesting and motivating to students. Later the ability level of the texts used in guided reading lessons can be increased. Previously read texts should always be available so that students can reread them independently, with a partner, or at home Teacher scaffolds learning of skills and strategies to move students to a higher level of independent reading Teacher guides, directs or coaches students through silent reading of a meaningful chunk of text by asking questions, giving prompts, or helping them form a question they then try to answer as they read. At the end of the chunk, they stop and discuss Teacher encourages students to reflect on the strategies they used and how they helped them
