Read-Aloud
The first step in working with fluency is to model. This shows students exactly what it should look like when they practice fluent reading on their own. A read aloud is a strategy that models what a good reader looks and sounds like while reading fluently. Since pacing, expression and phrasing are not readily apparent to students as they begin reading, it is imperative to provide a model and work through the model as a class (Reading Fluency and Instruction, 2008). This model also shows students how the voice of the reader can bring a story to life and help it to make sense. (Fluency: Instructional Guidelines and Student Activities, 2002). These models should not be limited to the elementary grades, but they are also beneficial to students in middle and high school, specifically those who struggle with reading.
With a read aloud model, a wide variety of text should be used as well as in a variety of content areas. A read aloud can be used in a science classroom as an introduction or to spark discussion about a new topic in history. This strategy is not limited to one content area or one topic. (Miller, M. & Veatch, N., 2011).
When doing a read aloud, do not be afraid to make mistakes. Use these as learning opportunities. Think aloud and discuss with the class what wasn't working while you were reading and then try again with a different expression or intonation. For example, if the reading is slow and monotonous, encourage students to think about what should be changed like increasing the rate and adding more expression. Likewise, if the reading is going way to fast, slow down and pause at appropriate times. This is a great way to model self-assessment of fluency skills. Students can use graphs and check lists to help monitor their progress in different areas that they may need to work on. For example, students can focus on their rate, accuracy or prosody and create ways to track their progress in each area(Fluency, 2014).
With a read aloud model, a wide variety of text should be used as well as in a variety of content areas. A read aloud can be used in a science classroom as an introduction or to spark discussion about a new topic in history. This strategy is not limited to one content area or one topic. (Miller, M. & Veatch, N., 2011).
When doing a read aloud, do not be afraid to make mistakes. Use these as learning opportunities. Think aloud and discuss with the class what wasn't working while you were reading and then try again with a different expression or intonation. For example, if the reading is slow and monotonous, encourage students to think about what should be changed like increasing the rate and adding more expression. Likewise, if the reading is going way to fast, slow down and pause at appropriate times. This is a great way to model self-assessment of fluency skills. Students can use graphs and check lists to help monitor their progress in different areas that they may need to work on. For example, students can focus on their rate, accuracy or prosody and create ways to track their progress in each area(Fluency, 2014).
This picture shows a teacher doing a read aloud with her students. The teacher is reading the book aloud and showing what good readers do when they read. Also, by using the read aloud strategy, it allows students to use and activate their background knowledge.
|
To the left is a video that discusses how to do a read aloud, the importance of a read aloud in the classroom and how they help students.
To the right is and example of a read aloud being used in a first grade classroom. The focus for this read aloud is how to infer word meanings from the text. |
|
Content Area Examples:
With a read aloud model, a wide variety of text should be used as well as in a variety of content areas. This strategy is not limited to one content area or one topic. (Miller, M. & Veatch, N., 2011).
- A read aloud can be used in a science classroom in order to introduce a new topic. Through the use of a specific book about bees, the students can see and gain some basic understanding of bees through the read aloud. The teacher will be able to see what each student knows about bees based on their background knowledge and their schema.
- A read aloud can be used in a Social Studies classroom as a way to spark discussion about a new topic in history. For example, students who may not know much about the Civil War can understand and activate their background knowledge through the use of a read aloud. As the teacher reads and models what good readers do, like ask questions, the students can discuss what they already know about the Civil War..
- A read aloud can be used to introduce an artist in an art class. This would be a way to activate background knowledge of a student by finding an artist from different culture that may be represented in the classroom. For example, if a student is from Mexico, the artist focus could be Frida Kahlo.
Type of Learner:
A read aloud is a strategy that is extremely helpful for at-risk and emergent readers. Modeling is extremely important in developing good reading skills. Students who are struggling with reading and using reading strategies, by modeling the teacher helps students to see, hear and understand what it means to be a good read and are more likely to practice these skills in their own reading time.
References for read-aloud:
Brandenburg, L. (2013, August 2). Reading Strategies for Struggling Middle School Readers : Reading Lessons. Retrieved June 3, 2015, from https://www.youtube.com/watch?v=JdiScrcP2Nk
Fluency. (2014). Retrieved June 3, 2015, from http://powerupwhatworks.org/strategy-guide/fluency
Fluency: Instructional Guidelines and Student Activities. (2002). Retrieved June 3, 2015, from http://www.readingrockets.org/article/fluency-instructional-guidelines-and-student-activities
Keimer, C. (2013, March 1). My Fluency Progress Monitoring Graph. Retrieved June 3, 2015, from https://www.teacherspayteachers.com/Product/My-Fluency-Progress-Monitoring-Graph-608957
Miller, M., & Veatch, N. (2011). Literacy in context (LinC): Choosing instructional strategies to teach reading in content areas for students grades 5-12. Boston: Pearson.
Reading Fluency and Instruction. (2008, July 4). Retrieved June 3, 2015, from http://www.k12reader.com/reading-fluency-and-instruction/
Brandenburg, L. (2013, August 2). Reading Strategies for Struggling Middle School Readers : Reading Lessons. Retrieved June 3, 2015, from https://www.youtube.com/watch?v=JdiScrcP2Nk
Fluency. (2014). Retrieved June 3, 2015, from http://powerupwhatworks.org/strategy-guide/fluency
Fluency: Instructional Guidelines and Student Activities. (2002). Retrieved June 3, 2015, from http://www.readingrockets.org/article/fluency-instructional-guidelines-and-student-activities
Keimer, C. (2013, March 1). My Fluency Progress Monitoring Graph. Retrieved June 3, 2015, from https://www.teacherspayteachers.com/Product/My-Fluency-Progress-Monitoring-Graph-608957
Miller, M., & Veatch, N. (2011). Literacy in context (LinC): Choosing instructional strategies to teach reading in content areas for students grades 5-12. Boston: Pearson.
Reading Fluency and Instruction. (2008, July 4). Retrieved June 3, 2015, from http://www.k12reader.com/reading-fluency-and-instruction/