Inquiry Cycle Listing Menu

What Do Effective Read Alouds Looks Like?

« Back to the Main Inquiry Cycle

 There are several characteristics to implementing an effective interactive read aloud, before, during, and after reading to students.  To begin discussion about these characteristics, first teachers should complete the inventory of practice .  

Literacy expert, Richard Allington has noted in his research that, generally teachers make the common mistake of asking low level questions while discussing text. While simple questions may be easy to come up with in the moment, and student responses may be easy to evaluate in a group setting.  However, student  responses to easy questions do not necessarily demonstrate the level of robust understanding we want to foster.  Next, teachers read Reading Moves: What Not to Do using a text rendering protocol to discuss

Then while teachers watch video consider:

1.  What is the instructional purpose(s) of this interactive read aloud?  What reading strategies is she teaching?

2.  What evidence of planning do you see?

3.  How does she scaffold the students to practice this strategy?

4.  What routines does she have in place to leverage student engagement? 

Finally teachers should identify one characteristic of effective read aloud as a goal to target during this professional learning. 

Before you meet again: teachers should use the inventory of practice planning template as a guide to plan daily read aloud lessons.  

 Back to Top  Previous Session Next Session 

These tools were created as part of the Literacy Improvement in Rural Education through Collaboration (LIREC) project funded by the U.S. Department of Education