Comprehension Instruction:
Read Alouds, Guided Reading, and Independent Reading
Read Alouds
References:
Opitz, M.F. & Zbaracki, M.D. (2005). Listening is comprehension too! In L. Hoyt, Spotlight on comprehension: Building a literacy of thoughtfulness. Portsmouth, New Hampshire: Heinemann.
Therriault, T. (2005). Building comprehension through read alouds with picture books. In L. Hoyt, Spotlight on comprehension: Building a literacy of thoughtfulness. Portsmouth, New Hampshire: Heinemann.
- Teacher read alouds are beneficial at all grade levels!
- Rereading picture books is an excellent tool for modeling teaching strategies.
- While listening to read alouds, teachers need to model how students should be actively listening.
- Give Me Five - a strategy used during read alouds. Students keep track of five details they heard on a graphic organizer while the teacher was reading.
- "Listening has not occurred unless comprehension has occurred" (Opitz & Zbaracki, 2005, p. 236).
References:
Opitz, M.F. & Zbaracki, M.D. (2005). Listening is comprehension too! In L. Hoyt, Spotlight on comprehension: Building a literacy of thoughtfulness. Portsmouth, New Hampshire: Heinemann.
Therriault, T. (2005). Building comprehension through read alouds with picture books. In L. Hoyt, Spotlight on comprehension: Building a literacy of thoughtfulness. Portsmouth, New Hampshire: Heinemann.
Guided Reading
Hoyt, L. (2005). Spotlight on comprehension: Building a literacy of thoughtfulness. Portsmouth, New Hampshire: Heinemann.
Stead, T. (2005). Comprehending nonfiction using guided reading to deepen understandings. In L. Hoyt, Spotlight on comprehension: Building a literacy of thoughtfulness. Portsmouth, New Hampshire: Heinemann.
- When choosing a guided reading text, think about:
- The groups approximate reading level.
- Interests
- First-hand experience related to the topic.
- Other books about the same topic or author that could be tied in. It is important to cluster books together by genre, author, or topic for guided reading groups so they can make connections, explore deeper, build vocabulary, and read more complex text.
- Nonfiction with Guided Reading:
- Many student's instructional levels for nonfiction are lower than their fictional reading.
- K - 2nd grade should aim for at least 50% of guided reading focused on nonfiction.
- 3rd - 5th grade should aim for 70% being nonfiction text.
- Expose children to a variety of forms and purposes of nonfiction: to describe, to explain, to instruct, to persuade, to retell information, nonfiction narrative, to explore.
Hoyt, L. (2005). Spotlight on comprehension: Building a literacy of thoughtfulness. Portsmouth, New Hampshire: Heinemann.
Stead, T. (2005). Comprehending nonfiction using guided reading to deepen understandings. In L. Hoyt, Spotlight on comprehension: Building a literacy of thoughtfulness. Portsmouth, New Hampshire: Heinemann.
Independent Reading
Monreal, S. & White, J. (2005). Reading partnerships: Grasping deeper layers of meaning. In L. Hoyt, Spotlight on comprehension: Building a literacy of thoughtfulness. Portsmouth, New Hampshire: Heinemann.
Updegraff, C. (2005). From doubt to celebration: Strategy instruction in independent reading. In L. Hoyt, Spotlight on comprehension: Building a literacy of thoughtfulness. Portsmouth, New Hampshire: Heinemann.
- Is a time for students to read a book of their choice.
- Teachers can start with a brief comprehension minilesson to have students focus on a strategy.
- Reading partnerships are a fabulous tool to create conversations, engagement, and deeper understanding.
- Find deeper levels of meaning
- Coach each other as readers
- Use and practice academic language
- Maintain a reading identity
- Joyful reading
- Be careful selecting partners. Keep in mind reading levels, interests, and conversational skills.
- Model and assist in book selection and work toward independence.
- Students do not always need their own book, especially in the lower grades, students can share.
- Model reading strategies and how reading partners work together.
- Partners practice discussing a book the whole class is reading aloud.
- Partners set goals for reading and discussing their book.
- Teachers move around the room to observe, confer, and assist partnerships.
- Students complete a student created rubric to evaluate their reading partnership.
- At the end, the class comes back together for feedback and additional teaching from the teacher.
Monreal, S. & White, J. (2005). Reading partnerships: Grasping deeper layers of meaning. In L. Hoyt, Spotlight on comprehension: Building a literacy of thoughtfulness. Portsmouth, New Hampshire: Heinemann.
Updegraff, C. (2005). From doubt to celebration: Strategy instruction in independent reading. In L. Hoyt, Spotlight on comprehension: Building a literacy of thoughtfulness. Portsmouth, New Hampshire: Heinemann.
|
An example of a reading partnership!
|