Vocabulary teaching strategy unit1 : Reading books aloud
Participants will be able to help students aggrandize the amount of vocabulary through reading books aloud
Five purposes of Teacher’s role in interactive read-alouds
- To prompt children's active involvement
- To extend and clarify children's understandings about the meaning of the book
- To expand and extend the language of children's responses.
- To explain the meanings of some vocabulary included in the book
- To prompt children to use new vocabulary in their response.
During interactive read-alouds, the teacher and children make comments, ask and answer questions, and make predictions.
Types of Questions and Comments Used in an Interactive Read-Aloud
- Completion: A comment with a pause for children to fill in the blank: "Rosie the hen went for a walk across the"
- Recall Questions: "Where were some places that Rosie went on her walk?"
- Open-Ended Questions (without right or wrong answers): "Does Rosie know the fox is behind her?" "Who has something they would like to say about this page?"
- "Who, What, Where, and Why" Questions: "Who do you think will get stung?" "What does the fox step on?" "Where is Rosie going next?" "Why doesn't the fox ever get Rosie?"
- "Did You Ever?" Questions: "Did you ever visit a farm?" "Did you ever read another story about a fox?"
- I notice: "I notice that Rosie never looks behing her."
- I wonder. "I wonder why the fox keeps tripping up." "I'm wondering if Rosie is scared."
- This reminds me of: "This reminds of me Coyote and the Roadrunner cartoon."
- I'm thinking: "I'm thinking this is a very dumb fox.
- I remember: "I remember this time when a dog chased me. I didn't run; I just kept on walking so the dog wouldn't jump up on me and bite me.""
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