by C. Elkins, OK Math and Reading Lady
Read aloud time is an important daily routine (for PreK – 5th). It’s not just for primary students. According to an article in Reading Rockets (https://www.readingrockets.org/article/reading-aloud-build-comprehension), Reading aloud is the foundation for literacy development. It is the single most important activity for reading success (Bredekamp, Copple, & Neuman, 2000). It provides children with a demonstration of phrased, fluent reading (Fountas & Pinnell, 1996). It reveals the rewards of reading, and develops the listener’s interest in books and desire to be a reader (Mooney, 1990).
What are the benefits?
- Teacher models good reading (not an internet book)
- Reading is for enjoyment – so this is a story outside of the assigned reading curriculum for the week
- There are great books available to spark the imagination and provide motivation to read
- Students get practice making mental pictures (when listening to a chapter book)
- Enhances listening comprehension
- Vocabulary can be introduced in an informal way
- Students learn about the author’s voice and point of view
- Books can be compared (author, characters, genre)
- Characters can be explored deeply if reading a series by the same author
- Great comprehension skills to reflect on informally: predict, cause-effect, sequence, compare-contrast, inference, theme
- A calm atmosphere
- Students feel more free to discuss aspects of the read-aloud (because there aren’t worksheets or tests involved)
- Able to listen to books above independent reading level
- Builds connections and classroom community (Example: “This is a book about . . . . What experience have you had with this?”)
- Got a problem to solve (Friendship, etc.)? You can probably find a book about that topic
- Younger students learn valuable concepts of print by participating in the shared reading of a big book
I know this precious read aloud time is often omitted due to tight schedules. If so, please examine your schedule to see if you can shave a little time in other places to include this important routine. Here’s a great article about ways to fit read-aloud time into your busy schedule: https://www.scholastic.com/teachers/blog-posts/juan-gonzales/17-18/3-ideas-on-how-to-create-more-read-aloud-time-the-classroom/
At the beginning of the year when you are establishing procedures, be sure to make an anchor chart for read aloud expectations. Refer to the Daily 5 for great ideas. Things to consider:
- Will children be on the floor or at their desks?
- Will you allow doodling while you read? (There are differing opinions on this.)
- How will you handle blurting (or not blurting) and discussion time?
- Videotape yourself to analyze your reading — Do you enjoy listening to yourself? If your voice sounds varied and interesting, your students most likely will be actively listening (rather than disrupting or falling asleep).
- Choose books which encourage mental visualization. Check with your librarian if you need some advice.
- With chapter books, choose those with interesting characters and riveting chapter endings (makes studens eager to listen the next day).
Final research note: The U.S. Department of Education Commission on Reading took into account over 10,000 studies and found that the most important activity for building the skills and background for eventual success in reading is reading aloud to children (see Anderson, Hiebert, Scott, & Wilkinson, 1985). Children who are read to are usually the very best readers in the classroom, and they acquire large vocabularies, write well, and do better in other subject areas, as well.
What are your favorite read-alouds? Please share! (indicate grade level range too)
Some of mine for 2nd-4th graders: A Toad for Tuesday (by Russel Erickson), the Flat Stanley books, Snot Stew (by Bill Wallace)