Daily Read Aloud
Description
Listening to the fluent, expressive reading of rich material is important for developing strong expressive and receptive oral language. In our classroom we reserve 30 minutes every day for listening to exciting and engaging read alouds. The purpose of these read alouds is to expose students to material that is rich and engaging. Our read alouds come from a variety of different materials, but novels, short stories and personal essays are the focus. Students should see these read alouds as opportunities to build their vocabulary and apply comprehension strategies to authentic reading experiences. We believe this experience is especially important considering the large ELL population in our classroom.
SCHEDULE NOTE: The last 30 minutes of every day, except Friday, is reserved for our read aloud.
PROCESS NOTE: Before beginning to read each day, ask students for a quick recap to review the content covered the previous day/week. Also, review new vocabulary words that may help students understand the text. Consider ELLs when determining what constitutes "new" vocabulary. While reading, pause briefly to discuss exciting or confusing moments or to answer student questions; whenever possible, allow students to answer the questions.
Listening to the fluent, expressive reading of rich material is important for developing strong expressive and receptive oral language. In our classroom we reserve 30 minutes every day for listening to exciting and engaging read alouds. The purpose of these read alouds is to expose students to material that is rich and engaging. Our read alouds come from a variety of different materials, but novels, short stories and personal essays are the focus. Students should see these read alouds as opportunities to build their vocabulary and apply comprehension strategies to authentic reading experiences. We believe this experience is especially important considering the large ELL population in our classroom.
SCHEDULE NOTE: The last 30 minutes of every day, except Friday, is reserved for our read aloud.
PROCESS NOTE: Before beginning to read each day, ask students for a quick recap to review the content covered the previous day/week. Also, review new vocabulary words that may help students understand the text. Consider ELLs when determining what constitutes "new" vocabulary. While reading, pause briefly to discuss exciting or confusing moments or to answer student questions; whenever possible, allow students to answer the questions.
Ontario Curriculum Connections
Balanced Literacy Food Groups: Oral Language & ELL, Knowledge Building, Motivation for Literacy, Reading Fluency and Expression, Vocabulary, Oral Comprehension
Language Arts: Oral Language - 1. Listening to Understand
Balanced Literacy Food Groups: Oral Language & ELL, Knowledge Building, Motivation for Literacy, Reading Fluency and Expression, Vocabulary, Oral Comprehension
Language Arts: Oral Language - 1. Listening to Understand
Comprehension Strategies
1.3 identify a variety of listening comprehension strategies and use them appropriately before, during, and after listening in order to understand and clarify the meaning of increasingly complex oral texts |
Demonstrating Understanding
1.4 demonstrate an understanding of the information and ideas in increasingly complex oral texts in a variety of ways |
Making Inferences/Interpreting Texts
1.5 interpret oral texts by using stated and implied ideas from the texts |
Extending Understanding
1.6 extend understanding of oral texts by connecting, comparing, and contrasting the ideas and information in them to their own knowledge, experience, and insights; to other texts, including print and visual texts; and to the world around them |
Analyzing Texts
1.7 analyze oral texts in order to evaluate how well they communicate ideas, opinions, themes, and information |
Point of View
1.8 identify the point of view presented in oral texts, determine whether they agree with the point of view, and suggest other possible perspectives |