READ-ALOUD PLUS:
USING STRATEGIES TO SUPPORT COMPREHENSION
Brittney Volio
Read-Aloud Plus
◦ Is a strategy that can be used whenever students must read
“tough text.” It is an especially valuable strategy to use with
English language learners because it incorporates the modeling
of fluent, expressive reading of English text with techniques for
clarifying vocabulary, periodic checking for understanding, and
providing and activating knowledge that helps students make
connections between text and personal experience.
◦ Fluent read-aloud plus has been shown to increase student
comprehension, vocab., and interest in reading.
◦ RAD involves the teacher reading text aloud to students while
adding the “plus” part in. -->
◦ The students are actively involved in the “plus” part of the lesson
and so are more motivated to listen carefully as the teacher reads
aloud.
◦ The use of this strategy extends the students’ understanding of the
text, which is important because English language learners need
multiple opportunities to practice new vocabulary both orally and
in writing.
Read-Aloud
Plus
Extension
Activities
•
Visuals
•
Realia
•
Paraphrasing
•
Rewriting
•
Rewriting and
Illustrating
•
Comparing and
Contrasting
•
Physicalization
Step-by-Step
The steps in implementing the read-aloud plus strategy are the
following:
◦ Preread and choose support materials – In preparing for the lesson, I would pull unfamiliar vocabulary
and make a chart to explain and go over with the class using TPT cards(thumbs up, thumbs down)
◦ Explain the process to the students – Explain that while I am reading, pay close attention because there
will be activities to do after reading.
◦ Read and clarify – While reading aloud, I will stop for clarification, acting out vocabulary, or displaying
visuals that help relate vocabulary.
◦ Engage the students actively – After reading, I will engage the students in active-learning extension
activities, during the reading or immediately after.
◦ Review key concepts – As a class we will go over the vocabulary and have it listed around the
classroom, so the students can refer back to it. (chart w/ definition and visual)
◦ Assess and monitor growth – Depending on the extension activities chosen for the lesson, students may
create a paraphrased version of the reading materials, illustrations that demonstrate their understanding,
etc.
◦ Add technology – Students can use the Internet to search for visuals to add context to the read-aloud
materials, and much more.
Conclusion
◦ Students can relate to their own
experiences to the texts they are
reading , paraphrase text to make it
more understandable, add visuals
and reenactments to make the text
come alive. As the teacher models
and explains these strategies ,
students have more learning
strategies to employ whenever they
come to text that is tough to
understand.
CULTURE STUDIES:
LEARNING RESEARCH SKILLS AND VALUING HOME
CULTURES IN ONE PROJECT
Adeshola Ojo
Culture Studies
◦ Are studies in which students research and share information about their own cultural
history. These studies will vary greatly depending on the ages of the students in the
class but generally fit in well with the Common Core State Standards, which integrate
the study of history and social sciences with the study of reading, writing, speaking, and
listening.
◦ Any culture study should begin with a discussion of culture and what makes up a
culture. This can be done effectively by examining the culture of the classroom and
what makes it unique. Aspects that should be listed in the classroom are: the use of
time, the attitude toward learning, expectations for participation, the rules about how
to get along with each other, and the structure that is in place regarding the use of
materials, as well as verbal and nonverbal interactions and notions of personal space,
all contribute to the culture of the classroom.
Step-by-Step
The steps in implementing culture studies are the following:
◦ Find an age-appropriate project – Decide on a project that is age appropriate.
◦ Set up the goals and parameters – Identify the purpose of the projects to be done and
determine whether the research and activities should be done individually, in pairs, or in
small groups. Make a visual with the students that clearly identifies the steps they are to take.
◦ Make expectations clear – Encourage students to identify the min elements of a good
project and create a rubric or checklist. It is important that they know what is expected of
them.
◦ Plan the culminating activity – Plan a celebration involving school admin. And families so the
students can share their research and results.
◦ Assess student growth and progress – Observe the students while working and document the
students’ language interactions, social skills, and research strategies.
◦ Add technology – Students can complete a lot of their research using the internet. Using a
word processor to write the reports can motivate students as well.
Conclusion
• The classroom community is greatly
enhanced when teachers share
their own culture study and discuss
the multiple ways the study was
conducted.
• Appreciation of the values,
customs, and unique contributions
of the different cultures is
heightened through the process of
investigating multiple cultures
through firsthand accounts of
person experiences.