Tutors can use the following guidelines to select, plan and implement read-alouds during the structured tutoring session.
Step 1
Select books that represent both a mirror and window into children’s lives. A book that acts like a mirror allows children to see others similar to them and hear about situations they are familiar with, thereby reinforcing the fact that they
are important and worthwhile. Mirror texts reflect children’s ethnicity, culture, geographic location and current lifestyle.
A book that acts like a window allows children to ‘look past the familiar’ and learn about the world beyond them. Window texts open their world to different lifestyles and possibilities and choices beyond their current life. Both types of books can be fiction as well as nonfiction.
Choose an appropriate level which, in most cases, will be above the targeted children’s independent reading level. On average, select a text at a higher level than what the children are able to read by themselves. Children’s listening comprehension is more advanced than their independent reading level. Therefore, selecting a book that is above their independent reading level allows for vocabulary development and exposure to concepts that children might not have opportunities to read about on their own.
Also take into consideration the following guidelines when selecting a read-aloud text:
- Promotes reading aloud for fluency
- Encourages recreational reading, reading for pleasure
- Creates channels for communication (SEL)
- Supports developmental learning stages for intended ages (1st-3rd grade)
- Promotes social justice and celebrates cultural Diversity
- Stories about everyday experiences & universal themes that feature diverse characters and situations
- Avoids stereotypes; is culturally accurate in its depictions
- Contains new concepts to challenge children’s intellectual curiosity
Step 2
Be sure to read the book yourself. This is important to do if you believe the children will miss the meaning or message in the text because they lacked an understanding of the ‘big picture.’ In addition, before you begin, you might need to introduce one or two vocabulary words that are important for understanding the overall meaning.
Step 3
Take into consideration the following when planning your read-alouds.
Before reading:
- Provide background knowledge children may need to understand the story.
- Connect the book to the children’s lives or content areas in school.
- Share why the book was selected.
- Review the story from the day before if it is a continuation of the text.
- Model a comprehension strategy such as predicting: “I think this story will be about ______ because ________.”
During reading:
- Pre-select 1-3 vocabulary words that you will simply share the child-friendly definition while reading.
- Determine where to pause and simply think-aloud. Be sure to provide a signal to use with children such as putting a finger to your temple to indicate what you are thinking. Prior to doing so, be sure children know what this symbol is and to look out for this during the read-aloud. Think- Aloud examples include:
p((. ○ Clarify a confusing part.
p((. ○ Highlight illustrations and/or important information. - Model what you are thinking about such as what you think may come next, making a connection from one part of the story to the next, making a prediction as to what will happen next, something that you find confusing and want to reread, what you are visualizing in your mind, a question you may have, etc.
After reading the book, don’t forget to have a quick discussion about what you read. Here are some ideas to consider:
- Asking a question that will require children to think deeply about the story
- Discussing the character traits for one or more main characters
- Clarifying a complex part
- Highlighting a lesson or moral found in the story
- Connecting the story to the lives of the children
- Model a summary of the story
https://mayasbooknook.com provides a variety of book titles featuring diverse characters and experiences.
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