Common Core Standards Alligned to Read Aloud

Tying Read Alouds to Standards

Past Cathy Puett Miller

This is the last commodity of a three-part series on reading aloud with students. If this is your first visit to the series, you might want to admission the earlier articles.

I hope by now that you've been practicing new and improved strategies for reading aloud in your classroom. Below is a simple list to assistance y'all make every read aloud count, and to clinch your primary that you are focused on meeting standards. The list is not intended to exist extensive or all-inclusive, and the ideas work with all ages of students. The ideas only target common skills and standards, and provide methods for teaching them through reading aloud to students. Apply these equally a jumping-off spot to get y'all thinking about your land cadre curricula, your students' needs, and how reading aloud can effectively address those.

Strengthening Phonics and Phonological Awareness Skills
Rhyming words and ingemination can reinforce decoding skills. Play a short pattern recognition game where students think of every other word they already know with a similar pattern to the just-introduced word (i.due east., the alloy br brunch is too in bring, dark-brown, bride). Note: These small insertions must be viewed by students as the teacher sharing -- merely an aside in an ongoing conversation. Commitment like that takes practice. (You lot might want to use a few minutes of staff meetings to model and critique one another on this fine point; everyone's read aloud sessions will benefit.) The most successful teachers use read alouds equally a tool without them looking like an obvious lesson. The magic words are always "Allow'due south see what happens next" to draw students back into the story.

Building Listening Skills and Engagement
Showtime with short pieces (even if you lot are reading to middle or high school kids). Pick enticing text that has rhythm and subject thing meaningful to your students. Concentrate on making your read alouds an active -- not passive -- experience for your students. Finish at a cliff hanger moment that will go out your students wanting more than.

Building Vocabulary
We discussed briefly Beck, McKeown and Kucan'southward work related to Tier Ii words in the previous commodity in this series. Target those words when pre-screening the read aloud and introduce the words before reading, or during the reading itself. Always notice other connections in the schoolhouse twenty-four hours to reinforce new words.

Building Fluency Skills
Cull rhythmic poems and narrative for this purpose. Allow students to repeat key phrases whether they are readers or not (every bit a quick aside to fluency practice at other points of the day). For older students, arrive a theatrical outcome. Explicate what you are doing when y'all chunk words and phrases. I liken my delivery to performing on a stage. Allow read alouds move into Readers Theater presentations with your students presenting the read aloud. Use students' favorite song lyrics and rap music every bit well as conventional text.

Building Comprehension
Here is where think alouds are priceless. Show students how thinking, wondering, and pondering readers read; figuratively separate your brain open and then they can see the functions and cognitive activity behind reading. Open your center and your mind to students. Don't limit yourself or your students to regurgitation of facts or obvious "but i correct answer" responses.

Building Writing Skills
Think alouds, and discussions before, during, and after the read aloud can focus on such areas equally organisation, word choice, and judgement fluency, drawing on examples from the authors text with targeted micro-lessons or simple comments or re-reading of key phrases. Here's an instance from John H. Ritter'south Over the Wall:

Just she wasn't crushed. No wheels had rolled over her daylily apparel. No sign of big impairment anyplace. No outward sign at least.

John's use of varying sentence lengths, his repetition of the word no, and his employ of ingemination are all key elements students can utilize in their own writing.

Remember to embed those educational activity moments seamlessly into your interactive reading. Make them function of your lesson plan to reinforce connections to standards, but never forget that your aim from the students' perspective is to appear to take your educator hat off and put on your "I'yard a reader, too" lid. That's the surest path to helping students learn to appreciate text at a new level. You'll be putting them on the route to falling in love with words.

Known as the "Literacy Ambassador," Cathy Puett Miller is dedicated to promoting literacy with educators, families, children and family unit-friendly organizations. Having practiced as an contained literacy consultant for 11 years, this year she launched a new visitor, TLA, Inc., defended to providing educator in-service preparation, parent workshops, and keynote presentations for special events (PreK through 12th Form). She continues to behave contained reading research, and designs and implements reading initiatives in the areas of beginning reading educational activity, emergent literacy, parent interest, and volunteer tutoring. She currently is listed on the U.S. Department of Pedagogy'due south t Works Clearinghouse Registry of Effect Evaluators
Cathy's freelance writing appears in such print publications as Atlanta Our Kids, Omaha Family unit, and Georgia Journal of Reading, and online at Literacy Connections, Parenthood.com, Education Earth,and the Reading Tub. She besides reviews children's books at Children's Literature Comprehensive Database. Her signature is her passion for connecting children and families to positive, powerful experiences with reading; she believes there is a book for every child.

Updated v/27/2015

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Source: https://www.educationworld.com/a_curr/columnists/miller/miller042.shtml

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