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Interactive Read-Aloud Janice Such Grade 1 From Janice Such’s Interactive and Shared Read-Aloud Presentation


A Definition  According to Fountas and Pinnell,

Interactive Read-Aloud is “A teaching context in which students are actively listening and responding to an oral reading of a text.” --The Continuum of Literacy Learning, Grades K-2. A Guide to Teaching, page 163. 2

Fountas and Pinnell on Reading  “Reading to children is the most effective

literacy demonstration you can provide. As you read aloud, you demonstrate how to think and act like a reader; you also provide insights into writing because you are sharing a coherent, meaningful piece of written language that an author has constructed…” --Matching Books to Readers, page 9 3

How to Support Reader Thinking Within, Beyond and About a Text 4

The Continuum of Literacy Learning Curriculum goals of Interactive Read-Aloud: ď Ż To promote new learning from the selected text. ď Ż To expose students to a variety of genres and increasingly complex texts.


Kid Watching From the teacher’s vantage point:  Look for evidence of students’ literal understanding before, during, and after listening to a text read aloud. --Did they pick up important information? --Could they follow the plot? --Could they remember important details? 6

Types of Questions for Students  What do you think will happen next?  What are you thinking about the story right    

now? This story reminds me of … What does it remind you of? What picture do you see in your mind right now? What does this story make you wonder about? How is this story like other stories we have read in class or you have read on your own? 7

Benefits of Interactive Read-Aloud ď Ż In Interactive Read-Aloud, the listener is

freed from decoding and is supported by the oral reader’s expression --fluency --phrasing --stress


Which Level to Choose? ď Ż The teacher does not need to select a

specific level, but the text characteristics as well as the age and grade of listeners should be considered.


Vocabulary  Interactive Read-Alouds and Literature

Discussions help students to expand vocabulary because children hear words that are not ordinarily used.  Since the teacher says the words the length, number of syllables, inflectional endings, etc. are not major factors in choosing a text.  For literature discussion, students who cannot read the words can be given a taped reading.


Within the Text Benefits  Students do not have to decode.  Children hear fluent phrasing.  Students can self-monitor their understanding.  Children can remember information in summary form.  Children can adjust their thinking to understand different fiction and nonfiction genres.


Beyond the Text The teacher can  Help children to make predictions and connections to previous knowledge and their own lives.  Support student thinking beyond the literal meaning.  Demonstrate how to think beyond the text.  Stop at selected intervals to discuss text elements that expand thinking. 12

About the Text The teacher can direct students’ attention to:  Author’s craft  Use of language  Characterization  Organization  Text Structure 13

Special Benefits for ELL Students For ELLs, Interactive Read-Alouds provide  Opportunities to hear the syntax and vocabulary

of the language in text.

 Modeling and engagement in oral language


 Exposure to meaningful, high-quality texts.  Scaffolding through the literacy process for



Strategies in Making Meaning  Using schema/

 Making inferences

connection  Visualizing  Wondering/ questioning

 Determining important

ideas  Understand text structure  Summarize/ synthesize

Wow! I use the same strategies in Interactive Read-Aloud! 15

Types of Class Meetings     

Turn to partner Think/pair/share Group brainstorming Heads together Think/pair/write

My class uses these same learning activities for Interactive Read-Aloud! 16

Read Aloud Pedagogy Making Meaning Read-Alouds include:  Biographies, expository text, articles, essays  Nonfiction, poetry, fantasy, folklore  Inclusion of a wide range of cultures  Vocabulary highlighted for all students as well as for ELLs

These are the kinds of texts I choose for Interactive ReadAloud, too! 17

Acknowledgements  Fountas, Irene and Pinnell, Gay Su. Matching

Books to Readers. Portsmouth, NH: 1999.  Fountas, Irene and Pinnell, Gay Su: The Continuum of Literacy Learning, Grades K-2. A Guide to Teaching. Portsmouth, NH: 2007.  “The Lesson Collection: Word Work.” l.cfm?guidAssetID=175515A1-0C65-4AE9-BD57AF7ADDC980B7


Interactive Read Aloud for Grade 1  

Components of an interactive read aloud.