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Hi! Write your name in the subject of the post it please.

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If you liked this presentation and want to learn more about the family and caregivers' impact through reading aloud, check out The Enchanted Hour. It is such good blend of research and an interesting book to read. -Ellen

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Maybe we'll start a padlet with each other's read aloud recommendations that we can continue to add to and reference ;)

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https://drmollyness.com/resources/

password for clients: LITERACY

Here is the speaker's website. She has videos modeling think-alouds which are helpful!

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Webinars / Presentations

Dive into the illuminating world of education with me, Dr. Molly Ness, PhD. Join me on a captivating journey where I unravel literacy intricacies, offering valuable knowledge and strategies to empower educators and learners. Explore limitless possibilities and enhance the joy of learning with a true literacy advocate. Welcome to my world of transformational education.

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Resources by Dr. Molly Ness: A hub of literacy knowledge with webinars, interviews, and videos for effective learning.

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What if teams were able to plan read alouds that aligned with the topic in content? Or vice versa? For example, if learning about the water cycle in science, the text Water is Water would be a great read aloud during a different part of the day or even in another teacher's room.

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I think that would be really powerful. When Sarah and I were together in first we did some more of this and brought it into the ELA block and writing.

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I'm just so thankful someone is acknowledging there is more to reading than decoding. I feel like there is such a push for phonics that comprehension is getting lost. Reading is about creating meaning...doesn't matter if you can decode something if you have no idea what it means. Yay!!

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Exactly!! Reading is so much more than decoding. In second grade I see the negative impact only focusing on phonics has. When students come from other schools especially, there is typically little to no strategies for comprehension in place - even basic comprehension! I have a student new this year that can read anything I give them with no issue, but comprehension is very very poor. It is SO important to focus on both!

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After modeling think alouds in your read aloud, modeling a reading salad helps kids to see when you are reading vs. thinking. Reading salads help kids understand reading verus thinking and they can do it when reading alone or buddy reading. This idea comes from The Daily 5.

-Ellen

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Sarah, I second this so much! Reading is thinking and decoding is the first step, not the end goal. So much research support for when and why we have added this back in to reading instruction.

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Social Emotional Benefits of Read Alouds for Students

*less outbursts

*better control of emotional responses

*less negative interactions with peers

:)

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If we aren't helping students become confident, habitual, engaged readers what business are we in?

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I like the idea that through read alouds some of our non-readers or reluctant readers might start to see themselves as readers.

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I loved this visual for skilled reading. The strands are things we are always told to include, but not necessarily remembering the "why". This reminded me of the why! They are not pieces that happen on their own, they are pieces that create something similar to putting a puzzle together. Seeing this will help me better understand what my students need more to reach the skilled reading (do they need the increasingly strategic standpoint, increasingly automatic standpoint, or a combination of both?) I also really appreciated the mention for "think alouds". I do think-alouds daily, but I often forget to force students to use sentence starters. This reminded me of the importance of using the language while answering prompts.   

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Funds of Knowledge was a new term for me, but it acknowledges that all kids come to school with some background. It might just be different lived experiences and it highlights the benefits from all kids.

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Modeling thinking aloud with a symbol- like a finger on the head so the young children notice the difference from the words and your thinking out loud

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An oldie but a goodie related to teaching comprehension strategies with read alouds. There is a section on thinking stems. :)

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Sarah- sorry it's long! just general notes already said. :)

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Sarah- sorry it's long! just general notes already said. :)

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The brain scans are fascinating! The brain and physiological changes made through reading aloud are pretty amazing!

Benefits: decrease in behavior, increase in social emotional responses, calm body, increased vocabulary and phonemic awareness, kids more likely to pick up books on their own, better problem solving and conflict resolution

thoughts- need to be interactive, need to be intentionally planned, they are just as important for older kids as for younger kids,

connections to Science of Reading- science of reading doesn't seem to leave room for read alouds BUT how else are you going to teach all those things?

you can level the playing field for kids and build background knowledge by doing a read aloud before having them read something on their own. This will allow them to comprehend text.

vocabulary- kids are more likely to encounter more sophisticated vocab through a read aloud than other conversations/interactions throughout the day Pizza Pizza story

How to maximize what we do in our classroom. Daily read aloud should be non-negotiable. Not something they need to earn or get pushed aside. Needs to be intentional so we don't miss instructional opportunities. the heavy focus on phonics and decoding is

squeezing read alouds out....but they are so important

Things to think about when planning; 3 steps to planning.... she has a template

evaluate- background knowledge and funds of knowledge- look for opportunities and obstacles, funds of knowledge means all the strengths they have with life experiences, it's not necessarily content specific but about how you deal with the world) think about; what does the book assume my kids will now? If they don't know these- they are potential comprehension breakdowns.

explore- what you're doing when sitting in front of kids. What are you going to explain? vocabulary and think alouds. Vocab- words they need explained or will comprehension will breakdown. Some words just need a quick explanation. Other words you want to teach- so you really want to unpack them. define them in student friendly language and in different contexts. increase likelihood they will own it and use it. Explain text through think aloud- modeling a process using first person explanations to develop comprehension. Model internal thought processes to make meaning of text. Give kids a visual symbol so they know it's language from your head and not from the book. When my finger is on the side of my head...they are words in my head. Plan them with sticky notes.

engage and extend; cross curricular and social emotional support, kids don't naturally transfer information from content to content...where else does this story connect? don't force it- if opportunities are there, use them! Connect to all literacy activities; reading, writing, listening and speaking. How can we use them to extend the meaning of the text? How can we connect to how students might relate to each other? Identify emotions.

cross curricular- speeches, letters, page a day calendars, they don't have to be super long, magazine articles, newspaper articles.

doesn't have to be super long! 10-15 minutes in primary and 10 minutes in older grades; gross is good- kids love it! Ups the engagement and also supports comprehension

READ ALOUDS ARE NECESSARY!!

If we aren't helping students become confident, habitual, engaged readers what business are we in?

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If the research is there and read alouds are well planned, I feel like the deserve more time than just when kids are getting their coats or getting in line.

One thing that confused me, was in the beginning, it said "not in place of explicit instruction". I don't think this should be the only type of instruction, but I think a well planned read aloud is one type of explicit instruction. This was fuzzy for me.

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I am so glad that this webinar validated what we do daily in PreK!! When we transition from recess into our afternoon routine (SEL then math) we have students transition with either a read aloud or online resource (Pebble Go, Vooks). It captivates them and helps them engage in active listening/learning.

After attending this session, I have spent time reflecting upon what I can do to improve this time. My goals are to use this time more strategically to connect to current content (ELA, math, science, etc.) and to spend a few minutes each planning to plan out which texts I will use and have at least one goal during that time. A goal might be to focus on nonfiction text features while we read a magazine article about transportation or concepts of print while reading a classic tale.

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Long ago (between 2005 and 2015) we used something very similar to what I have posted above. It was used to help teachers learn how to teach through a read aloud and how they could apply the comprehension strategies with any text. I would be interested in seeing if this would be a valuable resource for us!

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Students will learn sophisticated vocabulary through read alouds! Our kiddos NEED this! ALL GRADES!

: )