Stop in the Name of Reading!

teacher_ReadAloudRight now there are a few thousand lucky teachers attending TCRWP Summer Institute on Writing in NYC.  The week long PD kicked off yesterday and I happen to be following a Blog of one of these lucky participants (Resource – Full).  What I LOVE about Fran’s Blog right now is that she is SHARING her key learning from each day.  Yesterday she shared two NEW ways for me to think about reading aloud to students.

This is what she shared:

Reading Mentor Texts as Readers (3 types)

1. Classic Interactive Read Aloud

The teacher chooses text, places, action and the kind of action we want the students to DO in the text.

2. Shared Interactive Read Aloud

“So you guys know how usually I choose the place we will stop and the work we will do. If you think we should stop – ‘stop in the name of reading’ (hold up hand) and we will stop and you will tell us what to DO with that text.”

 Advantages of Shared Interactive Read Aloud:

  • As a tool it reveals to you when the students think it is worth stopping and sets the stage to work with secondary characters and their relationships!
  • Students can use any prompt to “talk/discuss”.
  • Students are listening differently for the “shared interactive read aloud”. 

3. Read Aloud Roles

The teacher looks at data to determine what does particular reader, club, or partner need to work on (could be Turn and Talk) and the teacher assigns the role for multiple practices.

Process:  The student receives a card with the role.  Student focuses on the card as the teacher is reading.

(Data changes as do the needs of kids change, so read alouds should change across the year.)

Our group role card said:  “Change – characters and their feelings, traits, lessons learned or not learned, setting, and tone”  Our task was to talk about the part of change we could see in the text that had been read.

I love the thought of hearing students saying: “Stop in the name of reading!” and then thinking critically about why they wanted to pause right then.  Fran also shared this graphic to illustrate how her brain felt at the end of day 1:

08 May 2001 --- Exploding head --- Image by © John Lund/CORBIS

08 May 2001 — Exploding head — Image by © John Lund/CORBIS

If you would like to find out what Fran learned about using these read aloud structures in writing please click on the red link above.  I highly recommend following her Blog as well to see what else she learns!

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