What's in a read-aloud?

Interactive read-alouds allow students to experience a variety of quality texts in different genres. While typical read-alouds have teachers read and students listen, period, in interactive read-aloud the teacher pauses at significant points, asks students for comments, and invites brief discussions. Teachers share their own thinking to demonstrate how experienced readers engage with and think about texts as they read. These read-alouds engage students in active learning, expresses enthusiasm for reading and helps students realize the value of reading.

When teachers at TBS prepare for interactive read-alouds, they follow a number of steps. First, they read the book themselves, to be familiar with the content and to guide student discussions. Second, make sure students are seated comfortably and can hear easily (and see easily, if illustrations are part of the text). Third, the establish a purpose for reading by telling students why they selected a book, what they think students will find interesting, and familiarizing them with the author and genre. Teachers might also ask student to make predictions about the text based on the cover, illustrations or setting; encourage students to connect the test to their own lives and experiences; utilize illustrations to help students attend to new aspects of meaning; and connect the topic, theme, characters, setting, or author to other texts the students have read, and invite students to make their own connections.

Want more about the benefits of read-alouds? Check out this article on EdWeek from February.

So what texts did K-5 students listen to during interactive read alouds on campus today? Classroom names are linked to various resources about each of these books.

Laurel Creek (K/1)

Blackberry Creek (K/1)

Sweet Briar Creek (2/3)

Temescal Creek (2/3)

Cerrito Creek (4/5)

Strawberry Creek (4/5)