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K-3 Essential 2, Bullet 4: Higher-order Discussions Sample Video

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K-3 Essential 2, Bullet 5: Instructional Strategies During Read Alouds Sample Video

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The Ensuing Accountable Talk Discussion of Bugs! Bugs! Bugs! (K-2)

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Lucy Calkins and Colleagues at the Teachers College Reading and Writing Project present The Ensuing Accountable Talk Discussion of Bugs! Bugs! Bugs! (K-2)

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Create a 5 day plan for shared reading and post it here. 

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Create a 5 day plan for shared reading and post it here. 

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making read aloud more interactive chart 

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I learned a few new ways to make my read aloud more interactive. I have been asking a lot of questions and doing turn and talks but I liked the extra piece of kids "acting out" or showing a character emotion. I am going to try this in my read aloud today:)

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Book: Animal Ears

Warm up: Familiar song or snap word poem

Day 1: Get excited about reading our new book.

Before: Excited children about reading the book and talk about our favorite animals.  Go for a picture walk.  Ask what they think the book might be about?

During: Read the book.

After:  Talk about vocabulary ears, elephant, beaver, pointed, long.  Have students partner share their favorite page.

Day2: Snap word identification

Before: Talk to the students about snap words.  Our newest snap word is this.  Review this quickly and explain that students will be looking for the snap word this while we read.

During: Have students wiggle fingers every time they hear the word this.

After:  Have students work in partners and tell one another sentences using the word this.

Day 3:  Guess the covered word.

Before: Cover the vocabulary words previously talked about in day one.

During: While reading stop at the covered words and ask the students what to do?  Encourage children to use the picture power to help solve the hidden word.  Uncover the first sound and have students partner share what the word could be.  Continue to uncover the word until the whole word is revealed.  Read the rest of the covered words in a similar manner.

Day 4: Comprehension

Before: Talk to the students about listening to every word and really noticing the pictures.  You can get a lot of information from rereading a book.  You can even learn more from a book by rereading.

During: Point out details in the book while reading.  Things that students can look at and really notice.

After:  Have students share 2 things they noticed in the book with their partner.

Day 5: Fluency

Before: Talk to the students about what it means to know a book by heart.  We have read this book for 4 days and we know the words in this book well. Remind students to use great reading voices while they are reading.

During:  I model reading for the students.

After:  Have students read using great reading while I use a quiet, whisper voice.

Mandy Geyer

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I have always asked a lot of open-ended questions to promote thinking during my interactive read aloud however, I haven’t always encouraged open discussions.  This is something I will add into my read aloud.  I also love the idea of having students give evidence to support their thinking.

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I love the idea of having students book talk with a grand conversation or fish bowl. I often find myself rushing through my read aloud if I am running out of time in my day. But I would like to take the time to use the book talk and have it help me look for transfer of skills from readers workshop. I do need to be more conscious of my pacing in my read aloud.

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Shared Reading Lesson by Kristen Fazzoni

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Shared Reading Lesson by Kristen Fazzoni

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After watching the videos on shared reading and interactive reading, I realized that I typically do interactive read alouds without really realizing it. It was helpful to hear the differences between shared reading, read alouds, and interactive read alouds. I used to have more whole group discussions (which tend to take more time) so I switched to more turn and talks this week. It really helped keep the pacing up. I also think I want to try the fish bowl technique.

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After watching these videos, I've learned a couple new things that I'd like to try in my classroom read-alouds. I love the idea of having an open discussion as a class. I typically focus on turn and talks because they take less time, but I'd like to try a more open class discussion with the use of sentence stems to try and structure the discussion.

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I video taped myself and then re-watched it myself to reflect on my teaching. Interactive Read Aloud reflection:

In my interactive read alouds, I find myself rushing through them more. I need to give students more “think time” to be able to book talk. I have been stopping throughout the book and asking questions based on the moment. However, I realized it would be more beneficial for me to use sticky notes to have transferable questions throughout the book. I can also put key points I know I want the students to stop and talk about on these sticky notes. I also use a lot of questions referring to the pictures and words. I would like to use more inferring and open-ended questions giving the students more opportunities for open discussions.

I noticed I did a great job introducing the book to the class. I gave them moments before the book to look at the cover, and take a short picture walk in parts of the book. I also did a good job after finishing the book with the retell. I had students stop and notice the big ideas in the book. I also made sure to focus on the key events having students retell to build their comprehension of books.

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Interactive Read Aloud Reflection- Kristen Fazzoni 

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Interactive Read Aloud Reflection- Kristen Fazzoni 

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I completed my interactive read aloud with the story The Cool Bean by Jory John and Pete Oswald.

I spent time before hand coming up with four different turn and talk prompts throughout the read aloud. I put sticky notes on the pages to remind myself what I wanted to ask. As I was preparing the lesson, I also noted 2 vocabulary terms that I may need to clarify. Lastly, I prepared a whole group discussion for the end of the book.

Most of the lesson went really well. It helped to have everything preplanned and written down on the actual pages. In the past I would preplan my questions and vocabulary words but not necessarily have them written down. This helped me remember as well as allowing me to track how many questions I was asking. I waited until the end to discuss the vocabulary words instead of going over them as we covered them. I have mixed feelings about this. I had some children asking about the words as I came to them and had to stop and tell they we will talk about it later. I may change this for next time. I felt like I gave an appropriate amount of time to turn and talk. I paraphrased what I overheard some kids discussing which helped keep the pacing going. At the end, we had a whole group discussion where we talked about how the main character changed from the beginning of the book to the end. I felt the discussion went ok but this is an area I realized I needed to spend more time with. I allowed several children to share their thoughts but had a lot of repeating. I recognized that I need to teach the children how to have a discussion among themselves and not just stating their opinion or answers to me. I will teach speaking prompts such as “I agree/disagree with ____ because…” or “To add to what _____ said…”. I think having these lessons of proper discussion techniques will really help enhance our class discussions.

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Shared Reading Plan - Memoirs of a Goldfish

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I love watching teaching that shows higher level thinking with littles. It really reminds me to not rush through because there is so much work the kids can do with the books we read. We read for entertainment, for modeling, for engagement, but that is not where it stops. Lifting the levels of the conversations and giving the kids the supports they need to be successful with the conversations helps them build knowledge and skills with their reading and conversation. One thing that I do not have in my classroom that I want to add is the sentence stem poster, I feel like that support--especially in 2nd--is a scaffold for those that don't know where to begin.

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First of all, watching myself teach is one of the trickiest things. It is definitely a way to grow and see areas to improve on, but it is hard to do!

Reflecting on my video, I feel like there were things that I could have done better. I feel like I could have gotten the kids more excited about the book. They were engaged and excited to listen and participate, but I think if I would have done more it would have been a book to fight over. Engagement and love of reading is such a key thing that can be supported during read aloud.

I feel like there are things that I do well. First I give the kids opportunities to pause and think or predict or connect. I do the Lucy way of not having kids share out to keep the pace of the reading going. Comprehension is a struggle for my group so it is a focus during read aloud, either of me modeling or them doing comprehension work with each other.

A goal I have for myself is selling the love of characters. That hook is helpful for engagement. I know that if I can adequately express my enthusiasm for a character my kids will love them!

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I read the read aloud "recess queen" one of our SEL books! I planned some stopping points with sticky notes.

After watching my lesson back I noticed a few things! One thing that did help was pre planning stops with sticky notes, I felt prepared for my lesson. One thing I feel like I did well was getting my student's excited about the book.

They made predictions about what the book was about and we pretended to be a "recess queen" and what that might look like. I got this idea from watching the videos and they LOVED IT. I will try and do more things like this in future interactive read alouds.

There were for sure a few things I can work on while doing my read aloud. One thing I can work on is wait time, also the amount of time I spend on the turn and talk, I feel like sometimes I don't give them enough time for reach partner to talk.  After watching the video, I noticed some did not get enough time.

Another thing I would like to work on is not asking leading questions and really letting them do a lot of the heavy thinking/deeper thinking.

Overall I learned a lot from watching the read aloud videos and can't wait to improve mine even more!