Students love choice. That's why giving students the power to choose books for independent reading, teacher read-aloud and classroom libraries makes them much more engaged and motivated readers.
In No More Reading for Junk, authors Barbara Marinak and Linda Gambrell provide teachers with research-based context for fostering reading motivation in children, as well as strategies and techniques proven to transform students into passionate, lifelong readers.
Welcome to the Heinemann PD Professional Learning Community Series. This month we look closely at creating opportunities for ourselves and our students to consider the power of the reading-writing connection.
During read aloud, we have the opportunity to share the oral beauty of language, model comprehension processes by thinking aloud, and engage with our students through a variety of texts. What are the possibilities for write-alouds?
Write-alouds can help teachers to model—and students to practice—orally using the language we wish to put on the page. In her article, available for download below from the Heinemann Digital Library, author and literacy consultant Leah Mermelstein talks about the role of write-aloud in the classroom, where it might fit, and how this is different from shared or interactive writing. Leah notes that when we can “say it well, we can write it well”.
Studying and Thinking about Powerful Whole Group Instruction: Minilessons, Shared Reading, & Read Aloud K-3
See below for a full transcript of the chat
Written by Anna Gratz Cockerille
One power of reading workshop is the way in which instruction can move seamlessly from whole-group, to small-group, to individual and back again in the span of a class period. Certainly, a reading teacher’s best chance of really moving kids further in their understanding is while working with small groups and individuals, where instruction can be differentiated to meet the needs of the each student. It is not as possible to meet every student’s needs during whole-group instruction. Inevitably, there will be students who are beyond or not quite at the level of whole-group lessons. But these lessons serve a very important purpose, nonetheless. They serve to rally students’ energy around a single, worthy cause. They serve to create classroom community-wide goals for reading and common language to talk about these goals. They serve to get students jazzed up about a new line of thinking, or a new trajectory in their path of work.
The great Cynthia Rylant, author of Every Living Thing, When I Was Young in the Mountains, Poppleton, and so many more, has said this about reading aloud to children: “Read to them. Take their breath away. Read with the same feeling in your throat as when you first see the ocean after driving hours and hours to get there. Close the final page of the book with the same reverence you feel when you kiss your sleeping child at night. Be quiet. Don’t talk the experience to death. Shut up and let those kids think and feel. Teach your children to be moved."
Those who teach in balanced literacy classrooms can attest: there is no time in the day quite like read aloud time. This is a special time, in which a teacher gathers the entire class, reads aloud to them, and leads them in thinking and talking about the text. It is a time in which teachers invite children into the world of real, grown-up reading and model the multitude of reactions, thoughts, and feelings that reading evokes. A good read aloud can bring a group together like nothing else, can provide a foundation of camaraderie, trust, and respect in a classroom.