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4th Grade Interactive Read Aloud:  The Name Jar
I chose to read The Name Jar to help build community in our classroom. We have been struggling with being kind and empathy.

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Anisa Everett - 5th Grade Interactive Read Aloud: "Visiting Day"

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Anisa Everett - 5th Grade Interactive Read Aloud: "Visiting Day"

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I chose to read "Visiting Day" because there is a lot that goes unsaid in the text— making it perfect for making inferences, which is a skill my students are working on. I wanted them to gain practice studying the illustrations and reading the text closely for some of the messages that are between the lines. This was their first interactive read aloud, and I was surprised by how well they did. They were engaged with the turn and talks and were quick to volunteer predictions and inferences. By the end of the story, they were able to talk about some of the most important themes, which showed me that the read aloud had been helpful for their understanding of the intended common core standards.

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Allison Karasch-Kindergarten IRA: What Could be Better Than This?

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Allison Karasch-Kindergarten IRA: What Could be Better Than This?

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I chose to read this book because of the beautiful scenery/illustrations, which is what I wanted to focus on. Overall, I felt that it went well besides the moment that I defined nonfiction incorrectly *facepalm*. My students are used to doing turn & talks, so they had some good discussions and noticings. I also had good student engagement and input. If I had to do it again, I would model more of my observations and give the students more chances to share theirs. I posted only 2 of the 3 video clips since I went over the 10 minutes.
https://youtu.be/qS5lu8SbaFM
https://youtu.be/gJ2PvemTyw4

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Erica Wright- Kindergarten Interactive Read Aloud: Goldie Locks and the Three Bears

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Erica Wright- Kindergarten Interactive Read Aloud: Goldie Locks and the Three Bears

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First of all, please ignore the short interruption a little over a minute in! The principal came over the intercom to make an "brief" announcement. Also, ignore the kids interrupting, calling out for a classmate to read next. We had a parent volunteer reading book bags with the class. Other than those brief interruptions, I think my read aloud went very well! The students seemed to be engaged in the story, even though most of them knew the story already, They did really well with turning and talking with a partner and being able to retell the story at the end. I think the read aloud went very well and my students seemed engaged and willing to participate.

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Kara Helms - 2nd Grade Interactive Read Aloud: Jabari Jumps

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Kara Helms - 2nd Grade Interactive Read Aloud: Jabari Jumps

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I know this is a book that we read together in class, but I chose to read Jabari Jumps to my students because it fit in perfectly with our writer's workshop in which the students were writing about small moments. After I finished reading the book, I tied it into a lesson about zooming in on one moment in time. The students used Jabari Jumps as a mentor text in order to help their writing process. Overall, I think it went well. My students had never read this book and they were engaged throughout the whole story. This was extremely impressive to me because my students can often lose focus and become distracted by other things in the room. At the end of the story, they could not stop talking about how Jabari overcame his fears and wanted to jump again! My last stop was included in my video but I let the students talk beyond the 10 minute mark so I had to crop their answers out of the video.

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Emily Blakeman - 2nd Grade Interactive Read Aloud: "Ada Twist Scientist" I am very happy with how my interactive read aloud turned out. My students have been studying how characters feelings change throughout the story and how monitoring those changes can help us re-tell the story. They can also help us figure out the problems, solution and lesson. That is exactly what my students did with "Ada Twist Scientist." My students loved this book and were very interactive. They had a lot of really good ideas, and they all drew in the characters feeling on the character chart as we went. Unfortunately, you can't see the end of my interactive read aloud where they actually come up with a lesson they learned from the story because my CT said that I did a very good job with that part. Instead since my interactive read aloud was about 20 minutes, I had to pick a ten minute period that had the most stops in it. My students are used to a pretty long interactive read aloud because my teacher usually has them draw, like I did, and discuss a lot during the read aloud and that is why it takes us longer. My students were really good this day though and listened really well and had awesome ideas. I think the one thing I could have done a little better on was waiting for some students to give me their full answer, since I knew I was running out of time, I just said good job and moved on. But over all it was an awesome experience and I have already done more read-alouds in class.  

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Emily Blakeman - 2nd Grade Interactive Read Aloud: "Ada Twist Scientist" I am very happy with how my interactive read aloud turned out. My students have been studying how characters feelings change throughout the story and how monitoring those changes can help us re-tell the story. They can also help us figure out the problems, solution and lesson. That is exactly what my students did with "Ada Twist Scientist." My students loved this book and were very interactive. They had a lot of really good ideas, and they all drew in the characters feeling on the character chart as we went. Unfortunately, you can't see the end of my interactive read aloud where they actually come up with a lesson they learned from the story because my CT said that I did a very good job with that part. Instead since my interactive read aloud was about 20 minutes, I had to pick a ten minute period that had the most stops in it. My students are used to a pretty long interactive read aloud because my teacher usually has them draw, like I did, and discuss a lot during the read aloud and that is why it takes us longer. My students were really good this day though and listened really well and had awesome ideas. I think the one thing I could have done a little better on was waiting for some students to give me their full answer, since I knew I was running out of time, I just said good job and moved on. But over all it was an awesome experience and I have already done more read-alouds in class.  

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https://www.youtube.com/watch?v=zYt1Q8sw97k

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Jessica Kirchhoff: Sharing is Caring- 1st Grade

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Jessica Kirchhoff: Sharing is Caring- 1st Grade

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I am happy with how my Interactive Read Aloud went, although my students were very antsy and had a hard time sitting still. My CT was gone and we had a substitute teacher that didn't monitor the behavior as well as I would have liked, but I think that my students did well overall. All the kids wanted to participate, either by turning and talking to a neighbor, or by raising their hands when I asked them to. I was pleasantly surprised that they were interested in the topic of the book because I thought they might get bored talking about sharing. I am happy that my students that usually have behavior problems listened intently, too. Looking back, I am happy with how the read aloud went.

Click on "Open in New Window" and it should play!

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Clayton Kruisenga: The Promise- 5th Grade

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Clayton Kruisenga: The Promise- 5th Grade

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Definitely not my best work, but I am okay with how it went. It was a very unique day; I had a substitute teacher in the classroom who was very fun, but also threw our class into a frenzy that I was fighting for the rest of the day. For the most part the students were engaged, and I could tell by their turn and talks that they were understanding the concept of this book. I believe the count down worked to help students wrap up their thoughts and talking. At one point I had to take away an object that a student was using to distract others. Normally I would have just asked, and maybe I should have, but I wanted to remove the distraction without making a scene in the class.

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Like I mentioned in class, if you are going to do an interactive read aloud with a main focus regarding making predictions, don’t use a popular book. Many of the students in my classroom had already had exposure to the book which made it much harder to keep them engaged with my prompts. If this was my own classroom and it wasn’t for an assignment, I probably would have stopped the interactive portion! That being said, without using turn and talk much in my classroom, the students did a great job. They came back quickly, counting down helps! I hope to do more IRAs. Especially if it stems into a guided reading lesson! Finally, there is a lot I can improve upon! My pacing can be adjusted, my intonation needs work, and I can better articulate my words. I’ll improve!

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The Wreck of the Zephyr- 3rd Grade- Andrea Tousignant

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The Wreck of the Zephyr- 3rd Grade- Andrea Tousignant

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Interactive read alouds are so fun! I really had a great time reading this book, discussing important parts in the book, and engaging with my students. My CT introduced me with The Wreck of the Zephyr and said it would be a good mentor text for my read aloud. My first time reading the book, I was not too interested in it, which made me worried that my students wouldn't be either. However, when I reread it and looked for specific stops to make throughout the book, I found that it actually was interesting and would work perfectly for this assignment and my students. During my read aloud, my students were actively engaged and paying attention. I did not have to redirect any side conversations or off task students. During my stops in the book, I had my students turn and talk with their reading partners, share thoughts/ideas out loud, and even just think mentally to get them engaged and utilize critical thinking. At the end of the book, my students were able to understand the main idea and who the story was about (which was a surprise at the end), so I am confident that they had good comprehension of the book. They said they enjoyed the story, which I am happy about because at first I was unsure. Overall, I believe this read aloud went really well :)

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The Wreck of the Zephyr Interactive Read Aloud

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Fall is for Friends IRA - Alexis Elizalde -Young 5's

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Fall is for Friends IRA - Alexis Elizalde -Young 5's

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I am happy with my interactive read aloud.  While there are a few things I would have done differently, looking back, I feel like I did a decent job.  We have five students who have behavior plans.  They really struggle joining the group and participating in classroom activities.  I was happy that three of the five reluctant students sat and listened during this read aloud.  I also liked how I incorporated the popsicle sticks, I feel like it helped keep things moving.  I also tried my best to integrate a turn and talk and other interactive elements such as “thumbs up” questions, and the leaf jump reenactment at the end.

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I read Elmer by David McKee to my fourth and fifth grade students. I chose this book because it has easy language to understand, which allows all of my ELLs to participate. There is also a valuable lesson about how being different is something to celebrate, which is always a great message to relay to kids. I am happy with how my Interactive Read Aloud went. My students were very engaged and interested in the story, and I had no problems with participation. I focused on imagery, how Elmer is different from the other elephants and how it feels to be left out, as well as what we can do to celebrate differences in and out of school. My IRA was about 23 minutes long, so I have attached the last 13 minutes. While it was a bit long, I think my students really enjoyed being able to give their input and opinions on the story. As a whole, I'm confident that my students understood the points I was trying to get across, and they also enjoyed the opportunity to talk to partners and share. If I'd change anything, I would make some of my question stops "noticing" stops, just for length and timing purposes.

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I read the Great Fuzz Frenzy by Janet Stevens and Susan Stevens Crummel. My kindergarteners typically get excited about our read alouds and this book was no different. I felt like my kiddos were engaged with the book, expect my two in the back who like to move around. J The book itself has certain pages that open up into bigger pages and this is something my kindergarteners have not seen before. I think that is adds an element of surprise to the read aloud. I felt that my students did not struggle to quickly talk to their elbow partner (turn and talk partners). There were times during the read aloud that I felt like I should have gave them less time to talk…or maybe more, I just was not sure. I do believe that my video could have been shortened if I did not take so much time to ask students for their responses, but I did that to check for their understanding, which is something that I notice I do more naturally now. I think the more I practice with interactive read alouds, then I will know exactly how much time to give students. I did notice as I was reading the book that I should have taken the time to think of deeper more intentional questions, but I realized that this was my first ever interactive read aloud, so I am not worried about room to grow.

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The Great Fuzz Frenzy Interactive Read Aloud

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Cyrus the Unsinkable Sea Serpent by Jessica VanderSloot- 2nd grade 

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Cyrus the Unsinkable Sea Serpent by Jessica VanderSloot- 2nd grade 

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For my read aloud, I read Cyrus the Unsinkable Sea Serpent by Bill Peet. I actually already read this book for a whole class read aloud but my CT wanted me to read a familiar story again with skills this group needed to work on. I normally do the read aloud every morning but we only do one skill so that is why I worked with a small group for this assignment. The students in this group needed some extra work on character traits and using the illustrations to help understand the plot. We did not get through the whole read aloud in 10 minutes so there were a few more stops. At the end, students were asked to create their own illustration in their head of what Cyrus did after he was done helping the ship and describe it to their partner (I covered the actual illustration).

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Jessica VanderSloot’s Interactive Read Aloud

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For my interactive read aloud, I read the fable, The Hare and The Tortoise because we had been studying fables that week. I think that my read aloud went well. I used many techniques to keep the students engaged such as the turn and talk and writing their thoughts on the board. After the story was over we also talked about the elements in this story that make it a fable and compared it to other fables. Something that I think went really well in my read aloud is when I had the students describe the hare and the tortoise at the beginning of the story and at the end. I wrote down their thoughts so that we could compare them at the end. This was a way the students could see their ideas be valid and could take ownership for their work.

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I think that my interactive read aloud went pretty well. The majority of the class seemed engaged and participated in the stops that I did. I read the story like my CT does for every read aloud with the class and then added in all of the stops. The one thing that my CT and I discussed afterwards was regarding behavior management. You can see that most of the kids in the video are engaged, yet the back section is fidgeting and not participating. This is something that I want to work on for the next time, but overall it was a positive experience.

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My CT accidentally stopped recording early so I only have a few minutes recorded. I read the Extraordinary Egg to my students. The students job was to listen for new vocabulary words (extraordinary, impressed, triumphantly, misunderstood, and inseparable, and doubt). When they hear the word we discuss the definition and they put the word into a sentence about something in their life with a partner. We also discuss using turn and talks the main characters, setting, problem, feelings, solution, and actions to solve the problem. After turn and talks I ask for a few answers to be shared out. I think it went really well and the students really enjoyed the story.

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In my classroom I read the book Albert. The pictures in this story are very detailed and build off of the text to help students visualize what is happening at certain points in the story. The theme of this story revolves around attitude, and the students got to see a character that changes his attitude as the story progresses. Throughout my read aloud I used stopping points that allowed students to share with the entire class, with their reading buddies, and also gave them time to think to themselves. One of the standards that I selected for this lesson deals with visualizing and using pictures to help with that and there are moments in my read aloud where students discuss what is going on or has happened based off the image. The students really enjoyed the read aloud and shared some great ideas with the entire class. Overall, this was a great experience as a future teacher.

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We are Growing by Brianna Trexler- Kindergarten

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We are Growing by Brianna Trexler- Kindergarten

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I read We are Growing by Laurie Keller to my Kindergarten class. I chose this book because it is a fun book and one of my personal favorites. We have been talking a lot about feelings in our class and how everyone is different so I thought it was a good book to tie that message in with. We also have been using a couple strategies I modeled, like the "linger finger", in class. I thought it went pretty well. The students were engaged and participating. The turn and talk at the end went well. They are used to doing these in class. Overall, I am happy with the result!

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Enemy Pie by Madeline Zimmerman-3rd grade

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Enemy Pie by Madeline Zimmerman-3rd grade

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I read Enemy Pie written Derek Munson to my third graders. I chose this book as a read aloud because we were talking about character traits this week. Overall I think the read aloud went well. My students have been the doing turn-talk procedure in the class for weeks now so they understand what it looks like. I was happy with how many of my students were volunteering to share their ideas and participating in the read aloud. Unfortunately we were interrupted a few times so my video is longer because I can not figure out how to trim it! (sorry). At the end I had them share out character traits they like to see in a good friendship. I thought this was a good way to wrap up the story as well as remind us that character traits are on the inside. I think it went very well!

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Madeline Zimmerman's Interactive Read Aloud

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Harry the Dirty Dog by Olivia VanderStel. Kindergarten classroom.

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Harry the Dirty Dog by Olivia VanderStel. Kindergarten classroom.

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The book I read to my kindergarten class was called Harry the Dirty Dog written by Gene Zion and illustrated by Margaret Bloy Graham. The read aloud went really well I think! The students were engaged and excited about the story from the moment I told them the title. They also really seemed to love talking to their partners and whispering their answers to each other. It was something new and different from what they usually do as a class. I also thought my stops went pretty well. The students answered all the questions and provided thoughtful answers as well. The discussion and question that I thought was the most beneficial to the story was the one where they talk to each other about how Harry changed throughout the story. They knew how he changed right away, showing me that they were listening to the story and applying it to Harry’s character development at a kindergarten level as well.

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Interactive Read Aloud by Olivia VanderStel

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I chose this book for many reasons. The biggest reason was the moral that it has added to our classroom. I shared this book during our book talks as well. This book is so wonderful I would highly suggest checking it out. While watching the video you'll notice that this is not the full story. It was much too long of a recording. I pulled the best pieces together for the final product. I did have some issues with attention but the day I recorded we have indoor recess all day, my students were a little wild. All in all, I think it went well and my CT and I agreed the students really took home the message of the book..

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The Hippo-not-amus   Read Aloud by Alyssa VanDenBerg (1st Grade)

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The Hippo-not-amus   Read Aloud by Alyssa VanDenBerg (1st Grade)

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This read aloud was for my first grade class. I chose this book out of another teacher's reading library because I enjoyed the message and it is a very cute book. Throughout the semester, I have done many read alouds in the classroom, but this was my first interactive read aloud. Overall, my students sat nicely and seemed engaged. When the students share in class, many of them take a long time to share their thoughts so I limited it to one person sharing per stop. My students haven't had much practice with turn and talk so I thought they did well with it this time. I did the read aloud before class last week so I do not have a good closer and did not ask all of my students to extend their thinking when they shared their answers. I always enjoy reading to these students and I think they enjoyed the book. It was a great practice reading to them.

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Alyssa VanDenBerg’s Interactive Read Aloud

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But It Wasn't My Fault Read Aloud by Tori Fowler

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But It Wasn't My Fault Read Aloud by Tori Fowler

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This interactive read aloud was in my 2nd grade class. My CT asked me to read this book as the read aloud since our character trait of the month was responsibility and this book hits on this. To be honest, this was the squirreliest and most off-task I have seen my students in a while... for various reasons - we had a substitute, this was right after recess and we were rushed to head to PE! My students haven't had much practice doing turn and talks either. Overall, I loved how enthusiastic the majority of them were about the story! I thought this was a cute story and I think was very relatable to many of them!

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Spaghetti in a Hot Dog Bun Read Aloud by Dominique George 

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Spaghetti in a Hot Dog Bun Read Aloud by Dominique George 

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This Interactive Read Aloud was for my 4th/5th grade combined class. The students were extra excited for the read aloud because there was a camera in the room, however, most students were engaged and interested. The class did a very nice job sharing and connecting the book to their own lives at the end, which is not in this video due to length. The topic this month for our school is courage, so this book was a great choice because it talks about having the courage to be who you are.

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Pumpkin Soup Read Aloud by Peyton Colling

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Pumpkin Soup Read Aloud by Peyton Colling

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My CT and I decided to do my interactive read aloud with the book Pumpkin Soup by by Helen Cooper. The students were engaged and loved having this book read to them, while being given chances to express their thoughts about it. My students were really participating in what I asked them to do throughout the read aloud and they were super interested in the illustrations, which is good because I chose one standard that asked the students to look at illustrations in order to describe what was happening in the story.

Fun fact: Right after we read the book, my CT and I, along with the students, put all of the ingredients for actual pumpkin soup into a crockpot and gave each student 2 stir tickets to stir the soup twice throughout the day and we ate it for our afternoon snack :) The kids LOVED it!