Building Better Readers with Scaffolded Read Alouds
110.8 هزار بار بازدید -
9 ماه پیش
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By reading books out loud
By reading books out loud every day, teachers introduce students to higher-level texts and new vocabulary, while modeling deeper thinking and strong discussion skills.
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In Brooklyn, an elementary school called P.S. 249, the Caton School, has a 15-20-minute block of daily read-aloud time in every classroom, kindergarten through 5th grade. Teachers select a book that’s just above their students’ reading level—and related to the current unit of study in social studies or English Language Arts—and read it to their class. But this is no typical read aloud. All along the way, the teachers model good reading skills, as well as how to think critically and analyze text.
Every three days, when a new book is introduced, the class reads the back cover, looks at the artwork, and makes predictions. Over the next few days, teachers read small sections of text to the group, stopping every few minutes to pose questions and encourage the students to consider the setting (or characters, or plot elements). Questions start out asking for basic information about what the students heard, but build towards to higher-level analytical questions about what might happen in the story or the characters’ motivations. During turn and talks, the students discuss particular passages in pairs while the teacher roams around observing, and each lesson ends with a stop and jot where students answer a prompt using printed copies of the text to find evidence.
As the days progress, teachers model less and have students do more of the thinking and analyzing themselves—which empowers students to become more critical and capable readers when they go to read on their own.
For more teaching strategies for boosting literacy, visit: https://edut.to/46XjM5c
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© 2023 George Lucas Educational Foundation
Create a free account today to join the Edutopia community and subscribe to our weekly newsletter: https://edut.to/3wEVHUh
In Brooklyn, an elementary school called P.S. 249, the Caton School, has a 15-20-minute block of daily read-aloud time in every classroom, kindergarten through 5th grade. Teachers select a book that’s just above their students’ reading level—and related to the current unit of study in social studies or English Language Arts—and read it to their class. But this is no typical read aloud. All along the way, the teachers model good reading skills, as well as how to think critically and analyze text.
Every three days, when a new book is introduced, the class reads the back cover, looks at the artwork, and makes predictions. Over the next few days, teachers read small sections of text to the group, stopping every few minutes to pose questions and encourage the students to consider the setting (or characters, or plot elements). Questions start out asking for basic information about what the students heard, but build towards to higher-level analytical questions about what might happen in the story or the characters’ motivations. During turn and talks, the students discuss particular passages in pairs while the teacher roams around observing, and each lesson ends with a stop and jot where students answer a prompt using printed copies of the text to find evidence.
As the days progress, teachers model less and have students do more of the thinking and analyzing themselves—which empowers students to become more critical and capable readers when they go to read on their own.
For more teaching strategies for boosting literacy, visit: https://edut.to/46XjM5c
Follow us here:
Official Website: https://edutopia.org
YouTube: edutopia
Facebook: Facebook: edutopia
Twitter: Twitter: edutopia
Instagram: Instagram: edutopia
© 2023 George Lucas Educational Foundation
9 ماه پیش
در تاریخ 1402/08/05 منتشر شده
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