Interactive read aloud

Structure of Interactive Read-Aloud

Introduce the text – Engage student interest and activate thinking.

Read the text – Stop a few times to invite thinking and a brief conversation. Students may turn and talk in

pairs or threes, etc.

Discuss the text –Invite students to talk about the book. As students reflect on the meaning of the whole

text, guide them toward some of the key understandings and main messages of the text.

Revisit the text (optional) – You may want to revisit the book (on the same day or on subsequent days) to

reread it, or parts of it, so that students can notice more about how it is crafted and build a deeper meaning.

Respond to the text (optional) – Engage students in additional experiences to enhance their appreciation

and interpretation of the text, e.g., writing about reading, art, drama, and inquiry-based projects.
IRA strategies- Setting Instruction Routines
Why Routines?
Procedures that teachers establish in their classroom to develop community and
offer structure to their learners.
 Turn and Talk

• Turn and talk is an instructional routine in which

students use content knowledge during a brief
conversation with a peer.

• Students turn to their predetermined partner and

answer the prompt while their partner listens. Then,
the partners switch roles to allow the second student
to address the prompt.
 Turn and Talk
Pairing Students Look Fors

• Seat students who are respectful to • Do children actively listen to one

each other side by side. another?

• Do they take turns, make eye contact and

• Seat struggling learners next to
use body language that shows they are
students who are supportive listening?

• Are they able to monitor voice level?

Think-Alouds?

Think aloud is a process of verbalising one’s thinking.

This is a way to model how skilled readers construct
meaning from a text.
HOW DO Think-Alouds Help Teachers?
• Deepen the awareness of the reading process

• Help model these strategies

• Helps assess students and plan instruction

• Know what in text confuses students;

assess strategies; diagnosis problems

• Support readers’ monitoring their

own comprehension
HOW DO Think-Alouds Help Students?
• Understand reading to makes sense

• Move beyond the literal meaning of the text

• Learn how to read using different strategies independently

Think-Alouds Being Modeled
• Teacher performs think-aloud

• Teacher conducts think-aloud with student engagement

• Students do think-aloud; teacher monitors

 Relevant Documents
• Interactive Read-Teacher Observation sheet.pdf
• Interactive Read-Teacher Planning Document.pdf
 Think-aloud Strategies
Setting Purposes for Reading

• Why am I reading this?

• What am I hoping to find out?

• What am I hoping to prove?

 Think-aloud Strategies
Making Predictions

• What does the title/cover make me think of?

• What do you think will happen next?

• Why do you think the character did what he/she did?

• What do you think the character will do now?

• What details from the book help me say that?

 Think-aloud Strategies
Making personal connections

• Is this similar to something that I have seen or experienced?

• How does this relate to my own life?

• Can this help me get through a problem or understand

something?
 Think-aloud Strategies
Visualizing

• Close your eyes and think about what is being read.

• What do you see?

• What is happening?
 Think-aloud Strategies
Comprehension Monitoring

• Does what I am reading make sense?

• Does what I am reading fit in with what I already know or is it

something new?
 Thinking Routines

See, Think,
Wonder
I used to
Think, Pair,
think…..Now
Share
I think…