Emphasize Shared Reading

When I was going through my teacher preparation program our instructors asked for us to share a child’s book with the class during a read-aloud we had every morning.  I was scared to death to do this.  Fast-forward 12 years later; it is the part of my job I enjoy the most.  I enjoy making various voices for the characters, thinking aloud about what I’m reading and predicting what is going to be happening next.  After reading this chapter I am pleased to note that is exactly what should be happening.  The goal of a whole-class read aloud is to demonstrate and discuss, fluency, the author’s craft, how to figure out vocabulary, character motivation and behavior, confirm predictions and vocabulary, how to read nonfiction, how texts work, summarizing, predicting, asking questions, making connections, inferring, learning new information and to enjoy reading.

Below is a framework for shared read-alouds for all grades:

Teacher:

·         Selects engaging unfamiliar nonfiction or fictional text.

·         Chooses appropriate points which to stop and discuss what is read.

·         Makes transparencies or copies of the pages for students to follow along.

·         Provides an introduction: discusses the cover, does a picture walk, makes predictions.

·         Reads aloud in an expressive voice.

·         Highlights features of text.

·         Poses questions for discussion.

·         Demonstrates his or her thinking while reading.

·         Observes student’s responses and behavior and determines next steps.

Students:

·         Read the text silently or orally along with the teacher.

·         Learn to give and take in small-group discussions.

·         Listens to and talks with one another about the story.

·         Think about what’s happening in the text or story.

·         Respond orally as a class after talking in small groups.

Text

·         Is highly engaging, informative, entertaining.

·         Is close to the reading level of the majority of students.

·         Is visible to all students.

·         Contains elements that support fluent reading.

·         Connects to students’ interests, needs, culture, and curriculum.

·         May connect to other texts.

·         Lends itself to high-level thinking and comprehension.

Purposes

·         Engages students through participation, not just listening.

·         Gives all students a chance to be successful.

·         Gets students thinking about what’s happening in the story.

·         Confirms or invalidates thinking.

·         Demonstrates how reading words-the skills, strategies, and behavior of good readers.

·         Makes reading an enjoyable experience.

Advantages

·         Goes beyond listening to read aloud or following a text visually.

·         Encourages all the voices to be heard.

·         Moves at a brisk paced that helps students stay engaged and focused.

·         Provides lots of teaching and practice in a short period of time.

·         Can be used effectively for teaching and learning across the curriculum.

·         Is a good prelude to small-group literature conversations.

·         Raises expectations for what’s possible for students to do.

·         Builds confidence and competence in struggling readers.

The book goes on with an example of a shared read aloud.  Routman began with setting the purpose, and giving students the background knowledge they need to understand.  She then stops to check comprehension and allow time for small group discussion.  She continues to read and stops to ask where in the reading and find an answer to the question.  Reading continues and the students are stopped to predict, and so forth.  The teacher stops and makes comments of her own, confirms her predictions  and models other methods of comprehension.