Category: Read-Aloud

by Mary Howard

Your enthusiastic #G2great co-moderators, Fran, Val, Jenn, Amy (and Mary) have long held the topic of read aloud very near and dear to our collective hearts. Our excitement was once again elevated as first grade teacher Maria Walther joined another read aloud celebration as first-time guest host on 3/7/19. An engaging conversation quickly ensued as soon as we opened the #G2Great twitter gate to celebrate her new book, The Ramped-Up Read Aloud: What to Notice as You Turn the Page (Corwin, 2018)

When I first held Maria’s book in my hands, I opened to the first page where the heading in bolded caps reached out and grabbed me by the heartstrings: 

READ ALOUD = JOY!

My eyes moved excitedly down the page as I happily highlighted her words: 

First and foremost, a read aloud should be a joyful celebration for all. For you, for your students, and indirectly, for the author and illustrator who toiled over each word and every image that lies on and between the covers of the book. (Maria Walther, p 1)

Already held in joyful readerly captivity, Maria’s next sentence elevated my state of being:

In my mind, a picture book is a piece of art created to be cherished and applauded. Right from the start, I give you permission to simply READ ALOUD–no questions, no stopping, no after-reading conversations.

Well that didn’t take long. I hadn’t even left the first page and already JOY was the emotional hook that kept my face glued to each page that followed all the way to the end.

Before our chat began, I asked Maria to reflect on three essential questions. Her responses to those questions are so connected to my heartstring theme of READ ALOUD = JOY! that I’m going to approach this post a little differently. First, I’ll share Maria’s response to each question followed by my own reflection that keeps the joy theme at the center and then share one tweet. Before I share the joy path I’m taking in this post, let me start with a tweet from Maria that reinforced my chosen direction and made my joyful heart go pitter patter:

Ahh, the joy of Maria’s carefully crafted words reminding us to walk along a path that is not riddled with thorns of compliant dissemination but one that is lined with “a well-chosen read aloud surrounded by rich conversations.” And so we continue along a joyful read aloud journey through Maria’s words.

What motivated you to write this book? What impact did you hope that it would have in the professional world?

In the 1980s, I stepped into Estelle Von Zellen’s children’s bookstore housed in the basement of her DeKalb, IL home. The first book I purchased for my classroom was The Napping House by Audrey and Don Wood. I love reading that book aloud to show children how Don Wood uses shifting perspective and changes in light to enhance Audrey’s cumulative story. Since that day, I’ve been hooked on picture books and have spent my 33-year career reading them aloud to children. I’m fascinated by the artistic process of creating a picture book and believe that if we give children opportunities to notice and discuss books, we can enrich their reading and writing lives. 

I was motivated to write this book to give busy teachers an inside look into picture books and the ways they promote thinking and conversations. For each of the 101 featured books, I share the insights I discovered while reading, rereading, and researching each book so that teachers, librarians, or caregivers can pass those tidbits on to young listeners. 

I’m hoping that Ramped-Up will remind teachers (and their administrators), librarians, and perhaps some parents that read aloud experiences are a necessity for every child. I want this book to nudge them to carve out time every day to read aloud.

READ ALOUD = JOY! Reflection from Mary

Mission accomplished, Maria! Simply acknowledging that we value read aloud is not enough. To view read aloud through the lens of JOY requires us to give it a place of honor in every day as we refuse to allow both real and perceived outside demands to thwart our path forward. When we are so “hooked on picture books” that we can’t let a single day go without reading them, we demonstrate joy through our actions as we keep read aloud at the center of our efforts on a daily basis. It is then and only then that this joy becomes so contagious that it spreads from child to child. Our gift to children of this shared book love will deepen with each new picture book we read aloud that follows where joy continues to grow across the learning year. On page 1 Maria shares an image of her read aloud tally so I was excited to see this tweet below. This visual reference illustrates a constant reminder that we do indeed champion read aloud not just by our words but by making a conscious choice to celebrate read aloud in the company of children day after day. 

What are your BIG takeaways from your book that you hope teachers will embrace in their teaching practices?

Read Aloud=JOY. I want teachers to embrace joyful read aloud practices and add their favorite titles to the ones I’ve included in this book. I hope that they view read aloud as one of the many ways they can promote books and reading. I want them to spread the word that read aloud is the mainstay of a vibrant literacy community. During read aloud, I hope teacher notice that it only takes a few open-ended questions or invitations to question, think, or notice in order to surround read aloud with rich conversations.

READ ALOUD = JOY! Reflection from Mary

There’s that phrase I have come to love followed by her desire that teachers will ‘embrace joyful read aloud’. Maria is a master “noticer” of what authors and illustrators do to bring the picture book experience to life and how this artistic process can inform our read aloud choices. Maria shares her thoughtful insights with us through 101 picture book conversations in two-page spreads of joyful possibilities that offer a stepping stone for breathing new life into the read aloud experience. In an age where scripted read alouds suck the very life force out of beautiful books, Maria’s flexible open-ended insights offer a gentle nudge that invite teachers to enter the book experience as a thoughtful read aloud decision-maker. She shows us options to draw from but then respects our choices as we view books from our own insightful lens as we too become master noticers of any picture book.

What is a message from the heart you would like for every teacher to keep in mind?

We have many children in our classrooms who, as my colleague Janet Mort says, are “unlucky in literacy.” Perhaps they haven’t snuggled on the lap of a caregiver and listened to stories read aloud or they don’t live in a home filled with books and conversations. As educators, we have two paths we can take. We can choose to ignore this fact and march on with our instruction or we can embrace our roles as the “storygivers” and invite children to join us for one book, after another, after another . . .

READ ALOUD = JOY! Reflection from Mary

I doubt that there is a teacher reading these words who can’t name children who have been “unlucky in literacy.” Maria’s response to this question is riddled in joy as she reminds us that the only way we can create a collective spirit of lucky in literacy opportunities is to savor our role as joyful “storygivers” who believe deeply in our responsibility to read aloud to every child. We want to join Maria in taking our rightful place as invitational picture book advocates from the first day of school to the last. I lost count of how many times I read and reread that paragraph where joy oozed from her words with each and every reread. How could any teacher read her words and falter in making a committed decision to choose the path to read aloud joy every time we sit in front of children and joyfully open the covers of a carefully chosen picture book? Imagine how this commitment could spread this lucky in literacy invitational culture that will embrace collective joy across our respective learning spaces. Isn’t this what every child deserves?

 Mary’s Final JOY Reflections

As I pause to reflect on Maria’s repeated message of READ ALOUD = JOY! I challenge each of you to take our shared words in this post, read her book for the first time or yet again, and then soak in the wisdom of every tweet in our #G2Great chat. Then step into your learning spaces with children hopefully surrounding you, open your chosen picture book, and watch read aloud joy reverberate across the room again and again.

Thank you for reminding us of the power of picture books to awaken read aloud magic in each learning day, Maria. We are so honored to stand beside you as picture book joy ambassadors.

LINKS

Maria’s website:

Maria’s Blog

Ramped Up Read-Aloud (Corwin)

Picture books Mentioned Across Our #G2great Chat

by Mary Howard

On June 16, 2016, #G2Great launched a four-part series with guest hosts Jan Burkins and Kim Yaris, co-authors of a remarkable book, Who’s Doing the Work: How to Say Less So Readers Can Do More (Stenhouse 2016). We began our journey with read-aloud, a topic we’ve spotlighted at #G2Great on three other occasions (see 2/14/16; 3/17/16; 4/21/16) 

This week, Jan & Kim helped us make a shift to Next Generation Read-Aloud as reflected on page 30: “Read-aloud is a commercial for learning to read. It entices children to lean into the tricky parts of a text for the reward of enjoying its meaning, and this understanding of the relationship between productive effort and its joyful benefits can motivate students during shared reading, guided reading and independent reading.”

In other words, next generation read-aloud asks us open the read-aloud door wider as we invite students to engage in meaningful opportunities to do this productive and joyful work within and beyond the read-aloud experience. Over 1700 tweets and trending on Twitter within minutes and enthusiastic read-aloud suggestions reflected that our #G2Great chatters were ready to make this shift with gusto.

Throughout our chat, Jan and Kim helped us reflect on a question inspired by the cover of their book: How do teachers say less so readers can do more? As I perused enthusiastic tweets of dedicated educators, I discovered seven essential qualities that next generation read-aloud teachers choose to embrace:

Next Generation Read-Aloud Teachers are COMMITTED

We cannot even begin to become next generation read-aloud teachers until we make a time commitment to daily read-aloud. In my Steven Layne blog post, a comment was posted by a teacher describing herself as a read-aloud ‘thief in the night:’ “We have a specific district level mandate that reading aloud to the whole class for more than a few minutes/day is strictly forbidden.” Next generation read-aloud teachers hold tight to read aloud by carving it into daily schedule stone and they let nothing stand in the way – not even ill-informed absurd district mandates.

Next Generation Read-Aloud Teachers are SELECTIVE

Within this time commitment, next generation read-aloud teachers celebrate book choice as the inspiration. They thoughtfully select texts, opting for the highest quality varied selections that will cognitively and emotionally connect students in ways that give them a reason to actively engage in deep thinking. Jan and Kim remind us, “Text selection is the first, and potentially the most important, aspect of planning a successful read-aloud experience.” Next generation read-aloud teachers take this challenge seriously, knowing that texts are the spark that can touch the minds and hearts of students and beckon them to do more of the work.

Next Generation Read-Aloud Teachers are AWE-INSPIRING

While book choice is critical, next generation read-aloud teachers also know that it is the delivery that can bring that book to life. One does not need to sit through many scripted read-alouds to recognize that JOY is the heartbeat of the read-aloud experience. Cautiously chosen and joyfully delivered texts can impact readers in substantial ways as we celebrate the beauty of the language, meaning, and pictures. When we take time to linger a bit longer in engaging texts, we merge our collective joy and collaboratively savor words, images and messages in delight.

Next Generation Read-Aloud Teachers are INTENTIONAL

Commitment, texts and joy form the foundation for next generation read-aloud teachers but they also recognize the value of well-planned instruction and refuse to leave this to chance. Planning is thoughtfully intentional so that they can make the most of every experience. They know books inside out before reading, carefully but selectively placing sticky notes at key points in the text that will afford opportunities to model, pause, reflect, and discuss. They have a clear purpose in mind and know how to breathe life into that purpose in organic and productive ways that will elevate the instructional goal without diminishing enthusiastic engagement. Of course, they have equal respect for providing opportunities to read-aloud for the sheer sake and joy of read-aloud.

Next Generation Read-Aloud Teachers are RESPONSIVE

Next generation read aloud teachers respect the planning process, but they have even more respect for students. They are mindful that instructional goals can pull students into the experience or push them out, carefully balancing those goals by keeping students at the forefront. They are willing to ignore sticky note pauses or selected teaching points so that student thinking can rise to the surface. They invite deep thinking by encouraging student voices to lift above their own, viewing turn and talk as a read-aloud staple. They celebrate the ideas readers bring to the read-aloud experience and use them to inform next steps.

Next Generation Read-Aloud Teachers are CURIOUS

Each of the essential qualities described thus far are crucial but next generation read-aloud teachers recognize that read-aloud begins and ends with our students in mind. They view kidwatching as an art and use student conversations and reactions in the course of the experience to inspire noticings and wonderings that can elevate heat of learning moments. They seek to understand and use student thinking as a stepping stone to know students at deeper levels. They take advantage of powerful learning to make adjustments on the run to quench their curiosity with actions that are continuously informed by students.

Next Generation Read-Aloud Teachers are COURAGEOUS

Finally, next generation read-aloud teachers are willing to courageously forge new paths to elevate the read-aloud experience. They offer students a steady diet of beautiful texts and strive to bring books and children together on a daily basis. They set the stage to help students understand how books work by designing a learning experience that will be both productive and pleasurable. Above all, they believe in students enough to turn over the reign of responsibility and trust them to do work they know may be messy. They embrace the mess, unfettered by the unknown while encouraging and supporting productive effort along the way. They accept this uncertainty bravely, knowing  payoff will be immeasurable in terms of benefit to students – and that knowledge takes priority over all else.

As I think back on our #G2Great chat with Jan and Kim I am personally inspired to move closer toward becoming a next generation read-aloud teacher. I am excited to embrace the exploratory spirit this shift affords as we enter uncharted territory ripe for thoughtful meanderings in a growth opportunity for students and teachers. As we work to achieve the seven essential qualities, we begin our own gradual release of responsibility toward higher levels of thinking where students do more of the work and read-aloud becomes our teacher

Thank you Jan and Kim for inspiring us to explore what next generation read-aloud has in store for us all! Now let’s get started…

Contact Jan: jan@burkinsandyaris.com Contact Kim: kim@burkinsandyaris.com.

More inspiring #G2Great Tweets on new generation read-aloud below

by Mary Howard

My copy of Steven Layne’s remarkable book, In Defense of Read Aloud, is dog-eared with my meticulous notes illustrating a life-long love affair with read-aloud. I’ve savored every eloquent morsel of wisdom through fits of laughter, frustration, wonder and delight. But Steven’s quote above lingered like a warning sign of impending doom, breathing fear into my heart that this critical practice could be abandoned in spite of irrefutable research support ever so expertly interwoven throughout the pages of Steven’s book.

On March 17, 2016, Steven Layne renewed my sense of hope when he was our guest host on #G2Great Twitter chat. His deep belief that we must indeed defend read-aloud quickly spread like a blazing wildfire across the twittersphere and passionate educators responded to his call to arms with promissory tweets that awakened a collective commitment in us all. Our shared enthusiasm for Steven’s words inspired this wonderful read-aloud list.

Spurred by unbridled enthusiasm, I searched Steven’s twitter love notes for signs pointing the way ahead as we join forces to steadfastly defend read aloud. I discovered seven underlying points that can guide our efforts:

Be Resolute

We’ve all been subjected to dismissive comments demeaning the value of read-aloud, so when principal Mindy Reid described read aloud as a ‘non-negotiable’ in her school you could almost hear an appreciative Twitter sigh. Steven’s response reminds us that we desperately need administrators to take a stand so read-aloud will not be relegated to the luck of the draw.

Be Knowledgeable

Teachers who acknowledge the immense instructional power of read-aloud know that choosing a just right today book is essential. Steven reminds us that we must know the book intimately so that we will be privy to those just right moments that will bring this just right today book to life before our most important audience – students.

Be Intentional

Steven emphasizes read-aloud as a rich instructional experience that allows us to model what it means to be a thoughtful reader. This means we must expend time and effort to plan the best possible read-aloud experience that will both captivate and empower our readers. Knowing the book, students and effective literacy instruction affords us the tools that will infuse instructional energy into the experience.

Be Purposeful

Steven expresses his firm belief that the launch of a book is the key to a successful read-aloud. Whether we have chosen a longer book or a brief text, it is the first glorious exposure to the text that invites students into the book and makes them hungry for more. Creating a sense of joyful anticipation is responsive read-aloud at its best.

Be Proactive

An effective read-aloud feels like the lap experience without the lap. The closer we can bring our students to that experience, the more they can become part of it (and so they will). Room design is an important consideration as we plan for an effective read-aloud. This may require creative adjustments but it will be well worth the effort.

Be Responsive

Motivation is intricately interwoven into the read-aloud experience, making it essential for teachers to consider student interests. We do this by pulling texts across the curriculum as we find both fiction and non fiction texts that will speak to the heart of our readers. Of course, this assumes that we know those readers so that we can make intentional text choices that will awaken passionate listening and engagement.

Be Strategic

Our efforts to initiate an effective read-aloud program is never-ending. As our students change and grow over the course of the year, our choices must reflect those changes. This is not about jotting pre-selected titles in a lesson plan book to read dutifully on pre-selected dates, but choosing a book because it is right ‘at this time of year for THIS group of students.’ This flexibility of purpose allows read-aloud to grow with us.

As I ponder the central messages that are Steven’s gift to each of us, I realize this comes with a responsibility. If we choose to remain silent, read aloud may become an instructional casualty and we will all be complicit in its demise. We can only defend read aloud by embracing it. Every school. Every classroom. Every teacher. Every day. Every child.

Steven reminds us where our ultimate responsibility resides on page 24 of his book. When his middle school student asked him why he turned his classroom upside down to create a read-aloud gathering space, Steven responded, “You’re just that important.”

So I end with a question. Why must we raise our collective voices to defend read aloud to anyone who will listen, regardless of other demands that may vie for attention?

      Because our students are just that important!

More #G2Great Tweets on the power and joy of read-aloud