We use write-alouds quite a bit in construction classes. I usually start the reading, directing kids to key passages under headings or near boldfaced, italicized, or other important words or phrases. I direct a lot of attention to careful examination of illustrations, photos, and information graphics, as well as technical data, procedural steps, and safety guidelines. Sometimes we stop to connect print to reality with pointers at machines or work centers, or even spin off with a micro-(little)demonstration. I tell myself that the kids have to believe that the reading really will help them with real-life experiences. Sometimes I assign short paragraphs to kids who I know are capable readers, or let experienced kids help with the micro-demos. We may mix it up with a real life story related to the text. We try to keep it moving, fun, relevent, and under 20 minutes. A lot of kids much prefer this approach to reading alone, and stay better focused.
I agree with all Dan that sometimes it helps when the teacher reads aloud while the students follow and stops to explain his thinking. In my business law class, some concepts appear to be foreign to students; however, when I relate it to a previous learning, a little "light" often comes on.
I agree with both Dan and Rob. I also use read alouds and I believe they are especially helpful with my mixed groups. I will have very good readers and I also have non readers in the same class. It helps these learners to hear the information and see it in text form and perhaps even see the physical item.
I use this a lot in classes especially those with low readers or SPED students in it. Some science words are hard to pronounce and even harder to understand. So doing a read aloud really helps the students to understand the reading and the meaning behind it.
I just began using this strategy. I would still like to see others model it to see how others use this skill. I think this is a great way for students to gain knowledge from the text as well as improve their reading comprehension. By asking questions or thinking aloud what is going through my head, students can begin to feel more comfortable especially if they had the same question, that student(s) may begin to ask more questions which will also improve their knowledge with the material being presented in class!
Great thought Val. The idea of allowing students to feel more comfortable with question asking is great in general for students and is a big part of the "we do" in gradual release.
As many above have posted, this is a great strategy for those that struggle with reading to begin with. When teaching author's style and figurative language in English 10, I will often read a section and then model my thoughts and analysis of the piece of literature as they follow along. Once I am fairly sure they understand the literary element in question, I will have them read a different piece of literature or section and then have the whole group analyze it before moving on to individual practice.
I agree with Donna. It is important for students to hear a fluent reader. I did that today with an article on witchcraft during the Elizabethan era. I tried very hard to make some of the themes relevant. However, I could feel some of the enthusiasm lagging, and students became restless while I was reading. Engaging students will continue to be a challenge.
Instead of a student reading aloud has anyone tried a recording of the material, whether as a book on tape or a computer function? I listen to students reading the material and they're so focused on saying it correctly they can't process it while reading. I was wondering if having an audio format allows students to focus on content as opposed to the words themselves, and is this more or less effective than having other students read the material.
I noticed a couple of themes, and questions, that emerged from all of your posts. First, many of you picked up on the key idea that read-alouds are important in that they allow students to hear fluent reading. Other benefits to students include hearing strategies the teacher uses to comprehend difficult text (strategies like rereading, figuring out the meaning of difficult words using context clues, etc...). One point that may need reiterated is that this particular strategy really requires that the teacher do the reading so they can showcase their fluency, strategies, etc... Certainly there may be times when you will have students read to one another, or use an external reader (audio file, etc...), but this strategy calls for the teacher to think out loud while they read a difficult text. Thanks for all of your posts.
We use write-alouds quite a bit in construction classes. I usually start the reading, directing kids to key passages under headings or near boldfaced, italicized, or other important words or phrases. I direct a lot of attention to careful examination of illustrations, photos, and information graphics, as well as technical data, procedural steps, and safety guidelines. Sometimes we stop to connect print to reality with pointers at machines or work centers, or even spin off with a micro-(little)demonstration. I tell myself that the kids have to believe that the reading really will help them with real-life experiences. Sometimes I assign short paragraphs to kids who I know are capable readers, or let experienced kids help with the micro-demos. We may mix it up with a real life story related to the text. We try to keep it moving, fun, relevent, and under 20 minutes. A lot of kids much prefer this approach to reading alone, and stay better focused.
ReplyDeleteI agree with all Dan that sometimes it helps when the teacher reads aloud while the students follow and stops to explain his thinking. In my business law class, some concepts appear to be foreign to students; however, when I relate it to a previous learning, a little "light" often comes on.
ReplyDeleteShared reading is great for students to hear fluent reading. It is amazing how fluency affects comprehension.
ReplyDeleteI agree with Dan, especially when it comes to the students who are slower readers.
ReplyDeleteI agree with both Dan and Rob. I also use read alouds and I believe they are especially helpful with my mixed groups. I will have very good readers and I also have non readers in the same class. It helps these learners to hear the information and see it in text form and perhaps even see the physical item.
ReplyDeleteI use this a lot in classes especially those with low readers or SPED students in it. Some science words are hard to pronounce and even harder to understand. So doing a read aloud really helps the students to understand the reading and the meaning behind it.
ReplyDeleteI just began using this strategy. I would still like to see others model it to see how others use this skill. I think this is a great way for students to gain knowledge from the text as well as improve their reading comprehension. By asking questions or thinking aloud what is going through my head, students can begin to feel more comfortable especially if they had the same question, that student(s) may begin to ask more questions which will also improve their knowledge with the material being presented in class!
ReplyDeleteGreat thought Val. The idea of allowing students to feel more comfortable with question asking is great in general for students and is a big part of the "we do" in gradual release.
ReplyDeleteAs many above have posted, this is a great strategy for those that struggle with reading to begin with. When teaching author's style and figurative language in English 10, I will often read a section and then model my thoughts and analysis of the piece of literature as they follow along. Once I am fairly sure they understand the literary element in question, I will have them read a different piece of literature or section and then have the whole group analyze it before moving on to individual practice.
ReplyDeleteI agree with Donna. I'm amazed at how this improves students comprehension!
ReplyDeleteI agree with Donna. It is important for students to hear a fluent reader. I did that today with an article on witchcraft during the Elizabethan era. I tried very hard to make some of the themes relevant. However, I could feel some of the enthusiasm lagging, and students became restless while I was reading. Engaging students will continue to be a challenge.
ReplyDeleteInstead of a student reading aloud has anyone tried a recording of the material, whether as a book on tape or a computer function? I listen to students reading the material and they're so focused on saying it correctly they can't process it while reading. I was wondering if having an audio format allows students to focus on content as opposed to the words themselves, and is this more or less effective than having other students read the material.
ReplyDeleteI noticed a couple of themes, and questions, that emerged from all of your posts. First, many of you picked up on the key idea that read-alouds are important in that they allow students to hear fluent reading. Other benefits to students include hearing strategies the teacher uses to comprehend difficult text (strategies like rereading, figuring out the meaning of difficult words using context clues, etc...). One point that may need reiterated is that this particular strategy really requires that the teacher do the reading so they can showcase their fluency, strategies, etc... Certainly there may be times when you will have students read to one another, or use an external reader (audio file, etc...), but this strategy calls for the teacher to think out loud while they read a difficult text. Thanks for all of your posts.
ReplyDelete