Difference between revisions of "Incorporating Movement into Read Alouds"

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[[ETAP 623 Fall 2020 (Zhang)]]
 
Go to:
 
[[Unit 1: Why should students move during read alouds?|Unit 1]]
 
[[Unit 2: How to make a good book choice for read alouds?|Unit 2]]
 
[[Unit 3: What techniques can be used during read aloud lessons?|Unit 3]]
 
  
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== '''My Topic and Purpose''' ==
 
== '''My Topic and Purpose''' ==
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This mini-course will involve a range of information around effective read aloud lessons. Not only will you learn about incorporating movement into read alouds, but you will also get an understanding on the effectiveness of incorporating movement, the best book choice, and techniques to follow during read aloud discussions.
 
This mini-course will involve a range of information around effective read aloud lessons. Not only will you learn about incorporating movement into read alouds, but you will also get an understanding on the effectiveness of incorporating movement, the best book choice, and techniques to follow during read aloud discussions.
  
At the completion of this mini-course, learners will be able to:
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At the completion of this mini-course, participants will be able to:
* define RAMP (remember)
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*Understand the Read and Move Program
* list the characteristics of a good book choice for read alouds (remember)
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*Understand the different characteristics of book choices
* explain the effectiveness of incorporating movement into read alouds (understand)
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*Use appropriate book choice and strategies to develop effective read aloud lesson plans
* demonstrate which techniques to use during discussion portions of read aloud lessons (apply)
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*Understand different read aloud strategies to implement into lesson plans
 
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*Create an effective read aloud lesson plan that incorporates movement
== '''Needs Assessment''' ==
 
 
 
== '''Analysis of the Learner and Context'''==
 
  
 
== '''Performance-Based Objectives''' ==
 
== '''Performance-Based Objectives''' ==
  
Define course-level target objectives
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[[Unit 1: Why should students move during read alouds?|Unit 1]] : Why should students move during read alouds?
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*Participants will be able to define Read and Move Program (remember)
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*Participants will be able to explain the benefits of incorporating movement into read alouds (understand)
  
== '''Task Analysis''' ==
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[[Unit 2: How to make a good book choice for read alouds?|Unit 2]] : How to make a good book choice for read alouds?
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*Participants will be able to list the characteristics of a good book choice for read alouds (remember-->analyze)
  
Elaborate and analyze the objectives to identify more specific enabling and supporting objectives.
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[[Unit 3: What techniques can be used during read aloud lessons?|Unit 3]] : What techniques can be used during read aloud lessons?
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*Participants will be able to understand and demonstrate which techniques to use during discussion portions of read aloud lessons (understand & apply)
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*Participants will be able to implement specific strategies into their read aloud lessons (apply)
  
 
== '''Curriculum Map''' ==
 
== '''Curriculum Map''' ==
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<big>[[File:Screen Shot 2020-10-29 at 4.05.08 PM.png|middle]]</big>
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<big>
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[[File:Screen Shot 2020-10-29 at 4.11.08 PM.png|middle]]
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</big>
  
Map out the sequence of learning units and activities to achieve the defined objectives.
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Return to: [[ETAP 623 Fall 2020 (Zhang)]], [[Hope Connors]]
  
Return to:  
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Go to: [[Unit 1: Why should students move during read alouds?|Unit 1]], [[Unit 2: How to make a good book choice for read alouds?|Unit 2]], [[Unit 3: What techniques can be used during read aloud lessons?|Unit 3]]
[[ETAP 623 Fall 2020 (Zhang)]]
 
  
 
== '''References and Resources''' ==
 
== '''References and Resources''' ==
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Johnston, V. (2016). Successful Read-Alouds in Today's Classroom. Kappa Delta Pi Record. Vol. 52:1, pp 39-42. DOI: 10.1080/00228958.2016.1123051.
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Kreider. C. S. (2018). Read and Move: A new approach to read-aloud time in
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primary grades, Childhood Education, 94:2, 64-71, DOI: 10.1080/00094056.2018.1451692
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McCaffrey, M., Hisrich, K. E. (2017). Read-Alouds in the Classroom: A Pilot Study of Teachers’ Self-Reporting Practices. Reading Improvement. Vol. 54:3, pp 93-100.
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Nandzo, J. (2014). Incorporating Movement into Literacy. Ghana Physical Education and Sport Journal. Vol. 3, pp 23-38.
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[[Category: Reading, writing and literacy]]
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[[Category: Early learning]]
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[[Category: Elementary grades]]

Latest revision as of 13:06, 8 December 2020

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My Topic and Purpose

This mini-course will give educators an insight on different techniques and explanations on incorporating movement into read alouds for students. This topic is geared more towards younger grades, but some ideas can be used throughout older grades as well. This mini-course will allow educators to explore the positive effects on students when incorporating movement into their own read aloud lessons with support on the most effective way to do so. The following questions will be discussed during this course:

  • What is the Read and Move Program?
  • How are movements during read alouds effective in learning?
  • How can you make the best book choice that incorporates movement?
  • What techniques can be used in read aloud discussions to help support literacy skills?

Learning Outcomes

This mini-course will involve a range of information around effective read aloud lessons. Not only will you learn about incorporating movement into read alouds, but you will also get an understanding on the effectiveness of incorporating movement, the best book choice, and techniques to follow during read aloud discussions.

At the completion of this mini-course, participants will be able to:

  • Understand the Read and Move Program
  • Understand the different characteristics of book choices
  • Use appropriate book choice and strategies to develop effective read aloud lesson plans
  • Understand different read aloud strategies to implement into lesson plans
  • Create an effective read aloud lesson plan that incorporates movement

Performance-Based Objectives

Unit 1 : Why should students move during read alouds?

  • Participants will be able to define Read and Move Program (remember)
  • Participants will be able to explain the benefits of incorporating movement into read alouds (understand)

Unit 2 : How to make a good book choice for read alouds?

  • Participants will be able to list the characteristics of a good book choice for read alouds (remember-->analyze)

Unit 3 : What techniques can be used during read aloud lessons?

  • Participants will be able to understand and demonstrate which techniques to use during discussion portions of read aloud lessons (understand & apply)
  • Participants will be able to implement specific strategies into their read aloud lessons (apply)

Curriculum Map

Screen Shot 2020-10-29 at 4.05.08 PM.png Screen Shot 2020-10-29 at 4.11.08 PM.png

Return to: ETAP 623 Fall 2020 (Zhang), Hope Connors

Go to: Unit 1, Unit 2, Unit 3

References and Resources

Johnston, V. (2016). Successful Read-Alouds in Today's Classroom. Kappa Delta Pi Record. Vol. 52:1, pp 39-42. DOI: 10.1080/00228958.2016.1123051.

Kreider. C. S. (2018). Read and Move: A new approach to read-aloud time in primary grades, Childhood Education, 94:2, 64-71, DOI: 10.1080/00094056.2018.1451692

McCaffrey, M., Hisrich, K. E. (2017). Read-Alouds in the Classroom: A Pilot Study of Teachers’ Self-Reporting Practices. Reading Improvement. Vol. 54:3, pp 93-100.

Nandzo, J. (2014). Incorporating Movement into Literacy. Ghana Physical Education and Sport Journal. Vol. 3, pp 23-38.