ࡱ>  h1bjbj̵ צצ@"h h ++ggg4hdgDJ p!!y!=(= 4=IIIIIIIKNIg<=8x=<=@=I @++!y!I @ @ @D=+!^gy!I @<=I @ @@FvgdG/7b>> GG<I0J&G>7O @7O4dG @gdG<=<=<=h :    General Resources INSERT READING ALOUD The Art of Reading Aloud Reading Fiction Aloud to Children In his book Experiment with Fiction, Donald Graves says: When teachers read fiction aloud, it allows children to try on different writers voices by listening to the stories as the teacher reads. Listening is as much a composing act as reading a text is; one comes from words read aloud, and the other from print on the page. Reading aloud to children is a very necessary part of any literacy program. It is neither a luxury nor an afterthought. It is the place where children sense what it is to be an audience, entertain various possible outcomes together, and experience the joy and power of the written word. A strong story with a precise storyline makes children want to try the craft for themselves, as well as read authors they have shared together reading aloud. The wish to tell stories, to explain the world of wonder and terror around us, is an essential part of being human. Children enjoy writing fiction, in order to play, but also to explore a world filled with action. By representing that action in drawing and writing, they can be a part of it. Asking Higher Level Questions for Discussion & Improving Speaking Skills The discussion that follows a Read-Aloud should intentionally and purposefully be built around students using higher level thinking skills and developing their communication skills. Weve summarized three very helpful models for asking questions here: Productive Thinking, by Robin Carelli, Mosaic of Thought, by Ellin Keene & Susan Zimmermann, and CIERAs School Change Project: Conversational Moves. Please refer also to the Kindergarten Speaking Expectations as a planning reference. INSERT READING ALOUD (cont.) PRODUCTIVE THINKING Adapted from Creating a Responsive Environment for Students of Mixed-Ability within the Regular Classroom by Robin Carelli Use question cues to encourage: Fluency- the ability to produce a large number of ideas in a short period of time Who can think of the most? Think of all the? How many ways? Flexibility- the ability to adapt quickly to changes In what other ways? What different kinds? What else? Originality the ability to think of new, novel or unusual ideas Design or invent a unique Think of something new Think of some unusual ways to describe Elaboration- the ability to add on to an idea Can you tell me more? Can you do something to make it more interesting? How would/could you change? INSERT READING ALOUD (cont.)  Major Point Interview for Readers (MPIR) Adapted from Mosaic of Thought, Ellin Keene, Susan Zimmermann Appendix Four pages 227-231 The book Mosaic of Thought is an excellent resource for teaching comprehension skills. We encourage you to read it in its entirety. Select from adapted questions below to create dialogue and gain insight into the students thinking during read-aloud time. Making Connections Did this story remind you of any experiences, other books or things that have happened to you? Are there things you know or experiences you have had that help you to understand this book? After thinking/talking about your experiences, what do you now understand that you didnt before? Inferring Why do you think? . . . the author began with? . . . the author used the word ? . . . the author referred to the? Questioning What did you wonder about while you were listening to the story? After listening to the story, do you have any questions? After asking your question, what do you understand/know now that you didnt know before? Determining what is important in the story Were there some parts of the story that were more important to you? Which ones? Why do you think they were the most important? What do you think (the authors name) thought was the most important part so far in this story? Why do you think so? After thinking about the important parts in the story, what do you now understand that you didnt understand before? Visualizing When you were listening, were there places in the story where you made any pictures or images in your head? Tell me everything about that picture or image. What did the picture or image in your mind help you to understand in the story? Synthesizing If you were to tell another person about the story you just listened to, and you could only use a few sentences, what would you tell them? Think about what you have just said about the story. What do you understand now that you didnt before? INSERT READING ALOUD (cont.) Teacher Modeling of Conversational Moves Adapted from the CIERA School Change Project Higher Order Questions and Higher Level Talk about Text 2003 Use read-aloud times not only to model voice and oral fluency, but also to model communication skills. The students can use these skills when they dialogue with their peers during guided reading groups, book clubs, and peer- review. Conversational MoveTeacher models by saying:RestatingSoledad said that InvitingId like to hear what Jamal thinks.Acknowledging or validatingI can see why you said that. I understand what youre saying. I hadnt thought of that.Focusing/refocusing We were talking aboutAgreeingI agree. Yes! Thats right.Disagreeing in an agreeable mannerI see what you are saying, but Have you thought about? ElaboratingI agree with Linda, and it makes me think Also I would like to addRequesting clarification or elaborationWhat do you mean? Could you say more about that? What makes you think that?Providing an example For example Its like when This is like a This reminds me ofSignaling a changeI want to talk about Lets think aboutProviding evidenceI agree with thatIn the storyPosing a question to the groupDoes anyone think? Using Research to Guide Professional Development within the CIERA School Change Project: The Case of Comprehension Instruction in Patterson Elementary School INSERT PICTURE WALK  Before Reading Aloud: Create a welcoming and supportive climate for readers. Enthusiastically introduce the book starting with its cover. Tell the title and authors name. Pique the students interest by looking at the pictures on the cover Pose a question about the story and have the students make predictions. What do you think this book will be about? If needed, display one or two words on an index card that might give them a clue and focus their predictions. Create an overview of the story in one or two sentences possibly relating it to the theme. Access students prior knowledge and experiences including relating it to other books or the theme. Invite the children to respond to illustrations to derive meaning. Introduce difficult concepts in the story and try to discover any misconceptions that the children have. This is especially important for English Language Learners (ELL). Establish a purpose for listening. INSERT T-SQUARE 1 Name: __________________________Date: ____________________ Story Title: How the Story Is LIKE MeHow the Story Is NOT LIKE Me INSERT T-SQUARE 2 CROSS-TEXT SELECTIONS Name: __________________________Date: ____________________ Story Titles: Story 1___________________________________________________________________ Story 2___________________________________________________________________ AlikeDifferent INSERT OPINION CHECK   INSERT VENN DIAGRAM 1 Name _____________________________________ Date__________________________ Story One Story Two   INSERT VENN DIAGRAM 2 Name _____________________________________ Date__________________________  Story One Story Two   My Life INSERT PULL-APART VENN DIAGRAM 1 Name _____________________________________ Date__________________________ HOW THE TWO STORIES ARE ALIKE AND DIFFERENT  (Both Stories) First Story only Second Story only  INSERT PULL-APART VENN DIAGRAM 2 HOW THIS STORY IS LIKE ME Story 1 Story 2  INSERT - TEACHER RESPONSE - 1 TEACHER RESPONSE Name___________________________________ Can Do Almost Uses but ConfusesNext StepsINSERT - PEER RESPONSE RESPONSE TO WRITING  INSERT TEACHER RESPONSE 2  INSERT CROSS-TEXT ORGANIZER WRITING IN RESPONSE TO TWO STORIES     INSERT IDEA WEB IDEA WEB GRAPHIC ORGANIZER Name: _________________ Date: ______________________      PAGE 1 Michigan Department of Education Office of Education Improvement and Innovation MI-Map 6-4 Writing in Response to Text General Resources Page  PAGE 8 6-5 Writing Across The Curriculum General Resources Page  PAGE 9 Michigan Department of Education Office of Education Improvement and Innovation MI-Map 6-4 Writing in Response to Text General Resources Page  PAGE 12 6-5 Writing Across The Curriculum General Resources Page  PAGE 1 Michigan Department of Education Office of Education Improvement and Innovation MI-Map 6-4 Writing in Response to Text General Resources Page  PAGE 14 _____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________ _____________ True __________________________________ _________________________________________ To: From: Your Teacher Author: ____________________ From: _____________________ I learned I liked Thinking about Story 2, explain why I made my choice. 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