Modeled Reading (I - Teacher)
In our class, I model reading by having an interactive read aloud with the whole class. First, I carefully select books that interest students and have a few unfamiliar words, which they would not have otherwise read on their own. This provides a rich opportunity to make complex ideas available and builds their background knowledge. Also, this allows students to develop vocabulary knowledge and oral language. I am also sure to include nonfiction books to help demonstrate the process of learning from informational text. Then, before, during and after the read aloud, I stop at a few key points and engage students with questions, comments or elaboration. I give the students a clear instructional focus as I read. For example, I may model whenever I have any text-to-self, text-to-text or text-to-world connections. Then, when the students need to make these connections during guided reading or a work station, they will know what to do.
Additionally, since this is an interactive read aloud, I encourage students to be active participants wherein they stop and think about the text. This interaction helps them develop the critical thinking skills, such as comprehension, inferring, connecting, synthesizing and questioning. I also model reading strategies by "thinking aloud." For example, if I come across an unfamiliar word, I model how I could look at the pictures or context for clues. After the read aloud, I elaborate on the new words or concepts and discuss the story or informational text. The read aloud may also introduce the students to a new author, series or genre. Lastly, my reading provides students a chance to hear fluent and expressive reading and I am sure my enthusiasm promotes a love of reading.
Additionally, since this is an interactive read aloud, I encourage students to be active participants wherein they stop and think about the text. This interaction helps them develop the critical thinking skills, such as comprehension, inferring, connecting, synthesizing and questioning. I also model reading strategies by "thinking aloud." For example, if I come across an unfamiliar word, I model how I could look at the pictures or context for clues. After the read aloud, I elaborate on the new words or concepts and discuss the story or informational text. The read aloud may also introduce the students to a new author, series or genre. Lastly, my reading provides students a chance to hear fluent and expressive reading and I am sure my enthusiasm promotes a love of reading.