Difference between revisions of "Incorporating Movement into Read Alouds"

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