Interactive Read Aloud

1. The reader determines which skills and/or standards to build as part of the Read Aloud, selects a text to read aloud as part of a shared text experie nce, and embedsquestions that develop the identified reading comprehension skills.
2. The reader plans to pause periodically to ask the pre-planned, embedded questions during the reading. The questions should provide both the reader and students the opportunity to pause and ponder the text together.
3. The reader determines what props, if any, will enhance the reading experience and aid in comprehension of the text and gather those for the reading aloud.
4. For the Read Aloud, students should be positioned so that the text is accessible to them. The reader may decide to read from a handheld text or from a projected text. When possible, providing students with their own copy of the text is important so that students can follow along with the text as they listen.
5. During the Read Aloud, the reader will pause to ask the embedded questions, conduct Think Alouds, and/or utilize the props to enhance the reading experience.

• Because a student’s listening comprehension levels may be higher than their independent reading comprehension levels, Read Alouds are important to providing students access to high-level texts.
• Students may be given the opportunity to turn and talk to a partner during the Read Aloud as a means to engage all learners in discussions around the text.
• The reader should practice reading aloud prior to the lesson. The practice will help the reader know where to pause and pose questions, at which speed to read, how to incorporate props, and plan for Think Alouds.