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Vocabulary teaching strategy unit1 : Reading books aloud

From KNILT

Objectives

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

  1. To prompt children's active involvement
  2. To extend and clarify children's understandings about the meaning of the book
  3. To expand and extend the language of children's responses.
  4. To explain the meanings of some vocabulary included in the book
  5. 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

Questions

  1. Completion: A comment with a pause for children to fill in the blank: "Rosie the hen went for a walk across the"
  2. Recall Questions: "Where were some places that Rosie went on her walk?"
  3. 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?"
  4. "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?"
  5. "Did You Ever?" Questions: "Did you ever visit a farm?" "Did you ever read another story about a fox?"

Comments

  1. I notice: "I notice that Rosie never looks behing her."
  2. I wonder. "I wonder why the fox keeps tripping up." "I'm wondering if Rosie is scared."
  3. This reminds me of: "This reminds of me Coyote and the Roadrunner cartoon."
  4. I'm thinking: "I'm thinking this is a very dumb fox.
  5. 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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