Read alouds happen in my class nearly everyday. I teach sophomores, some of whom have twelfth grade or college reading levels. Still, read alouds, almost every day.
Why? Well, language is meant to be heard. Fluent reading comes from hearing fluent readers. Clear writing comes from hearing clear writers.
In that way, the read aloud is a high value literacy experience. Plus, it engages kids, while requiring very few supplies or special circumstances. As literacy teachers, the read aloud is there for us, every day, a tool we can use in our class. But, it takes work.
Two steps towards improving read alouds: Practice the skill of reading aloud well to students. Create the circumstances that cause the read aloud to help us meet instructional goals. Here are some reminders to myself, followed by a video of me reading aloud to my students.
How to make the most of read alouds
We have to know the section of the text that we want to read. Don’t open the book to the chapter that your class is reading and read “for a little while.” I’ve done that, and I drag it on too long. Even if it’s a great book, I select clear start and end point.
As you’ll see in my example below, identifying a “scene” is one option. The opening or closing of a chapter is another option. Or, a conversation between two characters. Students won’t know that more follows if you use your voice to make it feel final.
The read aloud should be the perfect length. Yes, that’s all I’ll say about that. A read aloud that is too short doesn’t have time to build momentum and get students sucked into the narrative. A read aloud that is too long has students wondering when the teacher will end, and unless the story and the reader are truly compelling, it is hard to hold students’ interest.
That may just be my experience. I know that some books when read aloud can keep students attention for a long time.
Are you reading aloud because you want students to read the book independently? Because you want students to learn specific information? Because you want to model a specific type of reading (reading a play, perhaps). Or because the excerpt will lead the class into a learning activity–more reading, writing, or scaffolded reading questions. That’s what I show in the example below.
This is a vague word that, in this case, means we should try our best when reading aloud. Change voices for different parts, characters, narrators, emotions, etc. It doesn’t have to be drastic. But it’s interesting if it is. My teacher Dr. Meixner was great at doing read alouds, and she was teaching 21 and 22-year-old students. I remember hearing her read aloud from Tangerine by Edward Bloor in our reading methods class. Similarly, my teacher Mr. Mahoney had a class that included many exhausted student teachers, yet he still captivated the class with his read alouds. So the passion that we put into read alouds matters a lot. It sticks in the memories of our students.
Plus, this makes it fun. Even when I’m a tired teacher, it’s energizing to do a read aloud and surprise myself with my animation, Students respond to this.
The post-read aloud task should send students back into the text to find something that they noticed. After hearing the words read aloud, students will have an appreciation for the language that they might not get from silent reading. A simple question like “What sentence stands out to you?” works well.
Perhaps the last piece to improving our read alouds, as with any skill, is feedback. In this case, feedback comes in the form of self-reflection (and any comments on this blog post). And let’s be clear, I’m not immune to that unique feeling that comes from watching and listening to myself (Fear? Nausea?). But, I know that it’s essential for getting better. Again, at any area of life.
Reflection and notes:
[Side note: the lesson students are working on here is inspired by the 10 Beautiful Sentences project by Matt Morone. Click here to read about it.]
0:15 – 0:20 I tell the class that we will read a passage from The Catcher in the Rye where we gain insight into the meaning of the title. Andrew raises his hand.
“I don’t know…I just raised my hand,” he says. Kids are great.
0:30 – 2:00 First, I ramble a bit about the title. Then, I introduce the purpose of our reading, reminding students of their current project. This is finding and identifying powerful sentences in their reading. I tell students that there is a powerful sentence that I’ve identified in the following excerpt. Next, I provide some context about the scene.
2:20 – 2:24 “Just look for any sentences that stands out to you as powerful.” This was the task that I set for students. It was too vague. Better would have been to tell students to leave their finger on one sentence that they notice, or even make a light pencil mark next to one sentence. “Look” is too vague of a verb.
2:30 – 3:05 I’m doing my best to differentiate between the two voices, Phoebe and Holden. I do a decent Phoebe, making my voice higher and showing her frustration. Holden sounds too similar, though. Needs more apathy.
*This video was record with my cell phone and a Swivl. At the 3 minute mark, I got a call from an unrecognized number and had to block the call and press record again. Did I mention this was happening in a real classroom on a typical school day?*
0:00 – 0:55 The passage continues, a bit fast. Overall, I’m trying to convey the reflection that Holden is experiencing in this scene.
0:56 – 1:30 I give a the follow-up task to students:
“Point to a sentence that sticks out to you and explain to the person next to you why you chose that sentence. Literally point to one sentence, read it to the person next to you, and tell them why you picked the sentence. Person closest to the back of the room can share first.”
Here is some redemption for those vague directions in part 1. This is a simple, manageable task that gets kids talking about the language of the passage. That was the purpose of this read aloud.
We finished by hearing three examples from students around the room. They identified the sentence that I had in mind as well as a few others.
So, with intention and practice, the read aloud is another tool we can use to build student literacy skills. Done well, it also helps to build a culture of readers.
What is your favorite text to read aloud? Tell us in the comments.
Author: Gerard Dawson
Gerard Dawson is the author of Hacking Literacy: 5 Ways to Turn Any Classroom into a Culture of Readers. He teaches English and Journalism to students in grades 9-12 at Hightstown High School in New Jersey.