Why Not to Read Outloud, According to Richard Peck - Classroom 2.02024-03-28T12:14:16Zhttps://www.classroom20.com/forum/topics/why-not-to-read-outloud?feed=yes&xn_auth=noI agree. Students need the mo…tag:www.classroom20.com,2009-12-25:649749:Comment:4230962009-12-25T21:41:50.628ZJessica Eitzenhttps://www.classroom20.com/profile/JessicaEitzen
I agree. Students need the modeling. When I read, we do stop and talk about all kinds of things, from vocabulary to critical thinking. We predict what is going to happen based on what has happened.<br />
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As students get older and go from "learning to read" to "reading to learn," those students with difficulty reading aren't going to get the same out of a lesson they're struggling to read as a student who reads well and can pick up everything else. If you can't read half the words in a paragraph, are…
I agree. Students need the modeling. When I read, we do stop and talk about all kinds of things, from vocabulary to critical thinking. We predict what is going to happen based on what has happened.<br />
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As students get older and go from "learning to read" to "reading to learn," those students with difficulty reading aren't going to get the same out of a lesson they're struggling to read as a student who reads well and can pick up everything else. If you can't read half the words in a paragraph, are you really going to remember what a paragraph said?<br />
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Besides, hearing someone else who loves to read helps foster a love of reading. Nine times out of 10, my students who are good readers and love to read are the ones whose parents have read to them from an early age. As a teacher you need to thin…tag:www.classroom20.com,2009-09-30:649749:Comment:3865922009-09-30T00:02:46.859ZJonathan Wyliehttps://www.classroom20.com/profile/JonathanWylie
As a teacher you need to think about what are your learning aims for read alouds. If nothing else, you should be a good model of fluency and expression for the children. Poor readers, from non reading families do not often get that model example. Furthermore, most teachers I know do not simply read aloud the book. It is instinctive to stop and talk about certain vocabulary words, plot twists, character traits, themes or whatever. Using 'think alouds' with your 'read alouds' expounds the value…
As a teacher you need to think about what are your learning aims for read alouds. If nothing else, you should be a good model of fluency and expression for the children. Poor readers, from non reading families do not often get that model example. Furthermore, most teachers I know do not simply read aloud the book. It is instinctive to stop and talk about certain vocabulary words, plot twists, character traits, themes or whatever. Using 'think alouds' with your 'read alouds' expounds the value of the exercise. Lastly, read alouds give the teacher the opportunity to expose children to a variety of genres that they may not previously have considered reading themselves. They can help open up new doors to unknown books, authors or subjects. This analysis is quite limite…tag:www.classroom20.com,2009-09-29:649749:Comment:3864242009-09-29T13:26:23.721ZKevhttps://www.classroom20.com/profile/Kev
This analysis is quite limited. One might argue that students don't pick up as much vocabulary with read-alouds but the surely pick up other very important reading skills and, as an mentioned above, increased motivation to be involved in the story. Students today are often not exposed to much reading at home and therefore reading skills we take for granted such as pacing and giving voice to characters is lost. If reading is going to matter to students they need those skills - not to even…
This analysis is quite limited. One might argue that students don't pick up as much vocabulary with read-alouds but the surely pick up other very important reading skills and, as an mentioned above, increased motivation to be involved in the story. Students today are often not exposed to much reading at home and therefore reading skills we take for granted such as pacing and giving voice to characters is lost. If reading is going to matter to students they need those skills - not to even mention pronunciation.<br />
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To say it has something to do with the teacher's ego is ridiculous. You offer zero evidence of that claim. I disagree w/ Mr. Peck (who h…tag:www.classroom20.com,2009-09-29:649749:Comment:3864072009-09-29T12:29:42.138ZDanhttps://www.classroom20.com/profile/Dan
I disagree w/ Mr. Peck (who has written two of my favorite novels: Long Way from Chicago and A Year Down Yonder). I teach 5th grade, and I read aloud to my students every day for 15-ish minutes. Voices, accents, everything.<br />
Are they listening? Absolutely! The laugh at the right times. They groan when I (intentionally) stop right before the climax of a scene. This is usually one of the things my former students recall as one of their favorite memories of my class.<br />
There is a place for read…
I disagree w/ Mr. Peck (who has written two of my favorite novels: Long Way from Chicago and A Year Down Yonder). I teach 5th grade, and I read aloud to my students every day for 15-ish minutes. Voices, accents, everything.<br />
Are they listening? Absolutely! The laugh at the right times. They groan when I (intentionally) stop right before the climax of a scene. This is usually one of the things my former students recall as one of their favorite memories of my class.<br />
There is a place for read aloud.<br />
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I respect Mr. Peck as an author, and I truly hope his perspective has nothing to do with one teacher buying a single copy versus 30 students buying 30 copies.