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Skill Building Activities Part 3: Tutor Read-Aloud (5 minutes)
Before the Tutor Read-Aloud
Choose a fictional story (trade book, not a fluency practice book) and pre-read a section prior to picking up your students.
- Choose a story above the students’ reading level that provides a mirror and a window into children’s lives.
- Identify 2-3 vocabulary words that you will highlight.
- Plan a few good stopping/break places for discussion (as needed).
- Plan a few key “think-alouds.”
i. “I think that this word means scary, let me read ahead to find out if I am right.”
ii. “I was confused about how the boy helped the baby, let me read that part again” - Support comprehension and vocabulary through interactive discussion. (Quality Talk)
Do a “Book Walk.”
- Review pages already read and make predictions.
- If it is a new book, discuss title and cover:
i. “Good readers think about a story before they read. Since this book is called _____, what do you know about ______ or what can you predict we will read about in this book?”
ii. “What do you think the picture tells you about the story?” - Examples of some prediction questions:
i. “Who or what do you think the story will be about?”
ii. Follow-up question: “What makes you think that?”
iii. “Where do you think the story will take place?”
iv. Follow-up question: “What makes you think that?” - Model critical thinking and supporting answers with reasoning.
i. “When I saw the cover I thought … because…”
ii. “This title makes me think of … because…” - Review and discuss connections.
○ Show illustrations and discuss vocabulary prior to, or during reading. Give a child friendly explanation or definition.
○ Using “Someone who.., or something that.., helps students connect with new vocabulary.”
○ Tell the students about important/needed definitions prior to reading.
○ Reinforce and support key vocabulary as needed.
Set the purpose.
- Provide background knowledge students may need to understand the story.
○ Connect the book to the student’s lives. - Prior to reading, to help students listen attentively, identify one or two items for them to listen for during the Tutor Read-Aloud.
Let students know what to expect, and what’s expected of them.
i. “My job is to read to you. Your job is to listen and enjoy the story.”
ii. “I might stop during the story and ask you what you think, so pay attention.”
During Tutor Read-Aloud
Read a fictional story aloud to the students.
- Model a good reading pace and read with enthusiasm and use of inflection.
- Remember that this is a Tutor Read-Aloud, and students need to focus on listening to you model good reading practices. Students should not be reading during Part 3.
- Read a short section and then break for a quick check-in (as needed).
i. To keep students’ attention (if needed): After a section/page, check in with the students and have them review/tell back/talk about what was just read.
Validate and/or revise predictions.
Continue “Think-Alouds.”
- Remember to use specific details from the text:
i. “You know, when he got into trouble, I was thinking … *because*…”
ii. “Before, I thought … but now I’m thinking … *because*…”
Provide vocabulary support as needed (Think of it as hot sauce: you need just a little! Too much overwhelms the students.)
Check in during reading to see if the students can answer the pre-chosen items on the W Questions/Back of Comprehension bookmark.
i. Model and guide in identifying answers to the chosen topics.
ii. At a natural stopping point, have the students review what they heard or discuss key ideas.
After Tutor Read-Aloud
Story wrap-up
- Revisit the initial predictions and confirm/discuss.
- Make predictions for the continuation of the story.
- As the students to discuss the main idea, new learning and/or connections to students’ lives.
Provide answers as a model if needed.
a. “I learned…”
b. “I remember…”
Section 5 – Closing Activities