Interactive Read Aloud

When choosing the story for the read aloud, I made sure to listen to it before showing it to the students. I then introduced it to the students by telling them the name and author. I asked them what I thought it would be about and what they may already know. I activated prior knowledge by having them do a KWL chart together. I then frontloaded vocabulary that I thought would be needed. Before beginning the read aloud, I asked them to be looking out for other words they did not recognize or know. Throughout the story, I paused to check for understanding of content and vocabulary. I also prompted them into deeper thinking by encouraging inferences and making text to self/home/world connections. I made sure to take down words that they did not understand. I would explain the meaning, check for understanding, and then continue the reading. At the end, students came up with questions they still had about the story. Students used context clues and background knowledge to make meaning of the word “yahow” even though it was in a totally different language.


It is important to find ways to make sure each student is engaged. One way to do this is getting to know the student and incorporate things, ideas, concepts that you know will engage them and that they will be motivated to speak about. Another way to do this is getting relevant books and asking students what they want to read about and then finding something at the appropriate level.


When building vocabulary, you can refer to other texts or situations where the vocabulary has been used or could be used. This helps in building confidence in using and applying that vocabulary in the future whether it is in or outside of the classroom.


When working with ELL students, the teacher could have the vocabulary, definitions, and translations posted somewhere such as on the white boardm on a poster, on the projector for students to refer to. I know this has helped in lessons with close reading that I have previously taught. I think that sometimes, students know the meaning and concepts of certain words in their native language but do not know the translation. Personally, there are some words that I know in English but not in Spanish and vice-versa (despite English being my first language.) I would say that language variations (such as Spanglish) should be allowed as it allows students to get their thoughts across which lets the thought process flow.



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