Start with an introduction - include your name, course, semester, and year in the
opening.
Provide an overview of the topic and name 2–3 learning outcomes for the video
presentation.
Explain the major components of the language arts topic.
Start with the topic and use the textbook as a guide.
Include your research to make evidence-based connections to the topic.
Do not read from the textbook.
Do not embed other videos.
Provide 1–2 examples of how language arts activities can be differentiated.
End with a citation of the Tompkins text and two other scholarly resources
(published within the past five years).
Presentation must be 5–6 minutes, clearly narrated, and visually appealing.
Make sure your video is viewable by adjusting the privacy settings so your
instructor can easily access it.
Read-alouds enable children who are not yet reading independently to experience
the way reading feels to fluent readers—the pleasure of being swept up in a story,
the thrill of learning something new. It is important to maintain this sense that
reading is joyful, while also providing opportunities for students to learn, during
interactive reading experiences. One way to maintain this balance is to keep the
primary focus on meaning. If there are multiple teaching goals, it is most useful to
read the text through with a focus on meaning and then revisit the text (or parts of
the text) at a later time for additional instructional purposes.
Readers need background knowledge and vocabulary, they need to know how texts
are constructed and how they are used, they need strategies to coach themselves
when reading is challenging, and they need to feel motivated to read.
apply ideas, to compare and contrast different parts of a text or multiple texts, to
determine the author’s purpose and to consider whether the text accomplishes this
purpose, and to take a stand on an argument presented in a text.
When kids are still learning to decode text independently, teacher read aloud to
them to help them read to learn.
The goal should be to build children’s knowledge, across a broad range of
domains, during the early years of schooling, while they are building their reading
fluency. One way to build children’s knowledge is by reading aloud to them.
The more we know, the better we become at reading. So, we should start early by
reading aloud to young children from a range of texts and genres to build their
knowledge of the world.
Read-alouds support students in learning knowledge and skills that children must
develop in order to become successful readers.
1.This extra-textual talk (i.e., the talk that happens around the text) facilitates
children’s literacy development in both early childhood and the elementary
grades .
2.most effective read-aloud techniques are purposeful and planned. Teachers
should purposefully select sets of related texts with the goal of building
children’s knowledge across a series of interactive read-aloud experiences.
reading sets of texts that are conceptually or thematically related can be
particularly beneficial for building knowledge and provide repeated exposure
to new vocabulary. The idea is that as knowledge is built over time, students
can understand more and more challenging texts.
3.effective interactive read-alouds can and should occur across the school day,
in a broad range of content areas, and not just during language arts. In
particular, read-alouds can provide opportunities for children to learn about
and discuss ideas aligned with content-area standards that they cannot
experience directly in their classrooms. Whether this is a historical event or
the opportunity for a child in a midwestern state to learn about the ocean,
read-alouds can bring new ideas into the classroom to support content-area
learning goals.
Interactive read-alouds provide critical opportunities to support children in building
knowledge about the world, and this knowledge can in turn support students’
comprehension of new texts.
Interactive read-alouds :
1. Learn about the world
2.Learn new vocabulary : While we need vocabulary to comprehend what we read,
vocabulary can also be built as readers are exposed to challenging new words in text.
Evidence from research studies demonstrates that young children learn vocabulary
through interactive read-aloud experiences.
A (child-friendly explanations: Explaining word meanings before or during read
alouds supports vocabulary development, but it also supports children’s
comprehension of the text being read.
while students are learning to decode fluently, teachers can promote vocabulary
development by reading aloud from texts that are more challenging than the texts
that students can read by themselves.
B. active processing of new words: Rather than just passive listening, children
need opportunities to discuss the meaning of a new word, act out the meaning,
think of synonyms and antonyms, and use the new word in discussion.
Providing opportunities for active processing directly after the read-aloud supports
students in learning more new vocabulary, but additional practice beyond the initial
read-aloud, in other contexts or during a rereading, may be necessary to support
retention of new vocabulary.
3.learning about text: when adults show them how print works during read-alouds.
Method: print referencing, in which the teacher holds the text so that it faces the
children. The teacher both shows and tells children how text works during the read
aloud.
Learn about the purpose of the text, the text genres, structures:
Read-alouds provide an important opportunity to expose young children to a range
of texts and an opportunity to discuss how authors achieve their purposes for
writing.
support children as writers. For example, read-aloud texts can be used to help
students identify particular features of strong writing.25 One way to do this is by
reading aloud a high-quality exemplar of a particular type of text (sometimes called
a mentor text) and supporting students in analyzing and discussing features of the
text that make it a strong example of writing for that particular purpose.
4.learning literacy skills and strategies: phonological awareness, letter recognition,
and knowledge of letter-sound relationships. / model reading strategies:
comprehension strategies (e.g., monitoring, visualizing, or asking questions) or
decoding strategies (e.g., saying the sounds in the word or trying a different vowel
sound).
children in every classroom should participate in a high-quality interactive read-
aloud every day
