I saw how students were engaged and they were paying attention to what she was saying as well as the pictures.

As I watched the video I thought how engaged the students were and that the teacher asking questions helped them to listen and relate it to other things they know.

I wonder how how much students can improve their reading skills by listening to a read aloud.

I saw that the IRA was engaging for the students. The teacher introduced different words in the text and made a connection to other words if the students did not not the meaning. I also saw that she used pictures to figure out word meanings as well.

I was thinking that a variety of instructional strategies were used such as vocabulary, describing, and turn to talk. I also thought the hand signal for an unknown meaning of a word was a great way to see what students are picking up on.

I wonder how many of the students were actually talking about the subject at hand during the turn and talk. I did hear a few students talking about the subject, but not sure about everyone (especially in a real life scenario).

I saw that the students were really engaged and that they had signals for when they had inferences instead of shouting out.

I was thinking that the students looked to really enjoy the read aloud which is really good.

I wonder if the students would enjoy it as much if they did not get to interact with each other and get to communicate about the book.

I see students sitting on the carpet actively listening to the story and engaging when the teacher allows for it. The teacher also made connections so her students could better understand the story.

I was thinking about all of strategies this teacher used during her read aloud. I was taking note of strategies that I think would work well with my current class.

My school is very diverse and most students are ELL. I am wondering how I can do a read aloud with those students.

I noticed how the teacher was making gestures and changing her tone when reading compared to asking the students questions.

As I watched the video, I was thinking about how else the teacher would include her students during the reading of the book.

I wonder how accomodate the IRA to fit the needs of different level students. (In my placement I have really high level students and really low ones)

During the interactive read-aloud aloud I saw that the students were engaged in this book and were actively listening. Also, the teacher stopped to ensure students understood the content, and if the students did not understand, the teacher would explain.

While watching the interactive read-aloud was to took mental notes of how the teacher allowed the students to turn and talk. I love this engagement, learned strategies, and overall, though this was an interactive read-aloud.

I was wondering if read-alouds can work for students who are on different levels, and/or how to make sure IEP students are benefiting from this.

I saw that the teacher was very clear with her instructions. I saw that she first demonstrated and clearly told the students to watch as she made inferences on the first page and they could try on the next page. I like how she clearly shared her thinking as she pointed to visuals. I also saw how at the end of the video, she asked the students to show her when they didn't know a word and they would stop and talk about it.

I was thinking about how I like that while she was going to be writing on the chart paper, she gave the students the direction of turning and talking about what they just say her do. It was a great way for the students to watch her and then turn and share that they just saw her do.

I wondered how many times they have turned and talked because they did a great job of taking turns listening and talking to each other. I wondered is they had assigned partners or just knew the person to the right of them was their partner. I wondered if she modeled it with partner, used visuals, or had them act out scenarios. I was impressed with her classroom management.

I saw the teacher pointing with her finger to the pictures on the page for guidance for student interaction. I also saw the teacher had a chart next to her to help the students visually follow along.

I was thinking about how the turn and talk gave excited students who were eager to share their thoughts a chance to discuss with an equally eager peer.

I wonder, how do you have ongoing interactions with interactive read alouds within a special needs classroom?

During the read aloud I saw how the teacher had all of the students facing her and really close to her. I also noticed her voice and tone when she was reading the book. She was also asking questions during this book and show the students how to read what the book says and get clues from this!

2. When I was watching this I really enjoyed how she told her students to turn and talk to a partner about what she did to show what the words meant by using pictures or even using another word to connect it to another. I also noticed how she gave the students some examples of what she did and then told them to turn and talk with a partner.

3. I wonder how a read aloud would work for a student that is in EIP and does not understand and comprehend as much as a regular student. I am going to be in a EIP class when I read mine!

During the read-aloud, I saw how engaged the students were and how well they listened to the book. They were sitting on the carpet and were well behaved due to the nonverbal signals from the teacher.

I was thinking about all the strategies the teacher was using during the read-aloud. The students really enjoyed the book, which is probably why they were paying so much attention.

I sometimes wonder whether or not I made a good book selection. I make sure that I am getting understood by all the students, and helping those and slowing down to explain things to those who don't.

I noticed that the teacher continuously kept the students entertained by her voice during the interactive read aloud and she also asked questions throughout the book. She did this to see if the students were paying attention, but also to expand on the idea of the book while engaging the students into the story. The students were able to make conclusions and assumptions based on the questions she was asking, and it left the students wanting to know more each time she paused to ask a question.

I was thinking that an interactive read aloud is so much more entertaining to students and me. A lot of times students will get bored really easily and this is a way to keep them on task and not bored. The students like to be a part of each lesson in school and that includes story time.

I wonder what to do during an interactive readd aloud if the questions that are asked only spark interest in some students but not others, does this mean something is being done wrong? Is there a certain way to speak to still intrigue students who are not interested?

In the interactive read aloud video, I saw the students gathered on the carpet, engaged and actively listening with their bodies facing their teacher. The teacher had the book facing towards the students, keeping their attention with the illustrations.

I as thinking about much the students were seeming to enjoy the read aloud, and that the turn and talk was beneficia. It allowed students to discuss their thoughts, without having blurts and interruptions.

I wonder if there should be assigned spots / turn and talk partners so that those on similar levels (gifted, IEPs, etc.) are accommodated and can have a conversation on their specific level.

I noticed on the read aloud was the engagement from the students as well as know well the educator used expression while see read as well as how she would take breaks to ask the students questions.

As I was watching the interactive read aloud, I was thinking about how engaged the educator was with the writing. As she read, she not only put lots of energy into the reading but also caused the students to be interested and engaged in the reading!

Something I wonder about interactive read alouds, is how to keep the same energy as this educator had, but with more bland and uninteresting text such as an educational book about weather.

I noticed during the interactive read-aloud, there isn't just reading; there are also breaks from the reading to ask the students questions that help them think about what they are reading to make connections to the outside world and to their own lives.

As I watched the read-aloud, I was thinking that the students were very engaged and the teacher was asking great questions that allowed the students to build and make connections, but also build their vocabulary.

I wonder how teachers create and ask questions that encourage children to further their thinking and make connections.

As I was watching the read aloud, I saw students using hand signals to communicate with the teacher as she was reading instead of shouting out and interrupting her.

As I watched the interactive read aloud, I saw how to effectively show students how to infer. I also saw the teacher keep her students enaged by asking them questions, having them turn-and-talk, and having them look out for words they don't know.

I wonder the best ways to keep students actively engaged in a read aloud when you have a variety of disabilities and reading levels in a class room?