PS24 - Adapting the Interactive Read-aloud

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Collaborative Action Research at PS24/District 15
1999-2000 School Year

Adapting the Interactive Read Aloud

During the 1999-2000 school year, action research coach Robert Parker and the collaborative action research team members investigated the following questions: What adjustments need to be made in Interactive Read Aloud ("What is Read Aloud?") when it is used in dual language classrooms? (footnote) How does the teacher modify or adjust for low proficiency 2nd language learners? Why we explored this question How we conducted our collaborative inquiry
Table of Contents: 1999-2000 School Year Team Members What is Read Aloud ? Read Aloud As a Teaching Strategy What is Interactive Read Aloud ? Read Aloud and Second Language Learners Why did we explore this question ? How we conducted our collaborative inquiry Descriptions of the Strategies We Used What we learned
The Strategies We Used

	Strategy 1: Pre-teach Key Vocabulary in the Second Language The teacher pre-teaches the main vocabulary and concepts of the target Read Aloud selection in the second language. The vocabulary aligns with the main theme or point of the Read Aloud selection, or a subordinating theme or point that might cause comprehension difficulties for the second language learner during the Read Aloud activity. <MORE>

	Strategy 2: Dramatic and Exaggerated Emphasis The teacher uses dramatization of words or specific events in the read-aloud book in both languages. <MORE>

	Strategy 3: Developing Fundamental Skills in the First Language The teacher prepares students for the Dual Language Interactive Read Aloud experience by emphasizing the development language and learning skills fundamental to successful participation in Interactive Read Aloud. <MORE>

	Strategy 4: Shoulder Buddies or Partners The children turn to a student next to them to talk to each other about a focus question asked by the teacher ("Why do you think Mike’s friends don’t trust him?"), or a verbal direction given by the teacher ( "In other books by this author that we have read, the villain always makes an important mistake. Describe two villains and the mistakes they made. Name the book titles.") <MORE>

	Strategy 5: Use Visuals to Establish Comprehensible Input Using pictures from the book being read or a visual that relates to the book being read, the fundamental vocabulary of the targeted selection is internalized before the students participate in the Read Aloud. <MORE>

	Strategy 6: Two language books If available, use the same book in both languages on alternate days <MORE> [TOP]

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Initiative Sponsors

	NYC Board of Education & Office of English Language Learners		The Education Alliance at Brown University