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| Grade Level | 5th |
|---|---|
| Video Length | 3:36 |
| Related Text | Do Students Need to Love the Books We Read Aloud? |
| Related Topics | read aloud, scaffolding, reader response |
Instructor
Franki Sibberson has worked for over 30 years as a teacher at different grade levels, school librarian, and literacy coach. Her writing and video work as a lead contributor for Choice Literacy keeps us updated on the latest and greatest books as well as practical “how-tos” on assessment, comprehension, word work, technology and more.
Franki is the co-author of many books and videos on teaching reading in the intermediate grades, including Beyond Leveled Books, Still Learning to Read, Day-to-Day Assessment in the Reading Workshop, and Digital Reading: What’s Essential in Grades 3-8. You can keep up with Franki on the popular blog she writes with Mary Lee Hahn, A Year of Reading. Franki is currently the president of NCTE.
Stella Villalba scaffolds the language development of her first- and second-grade English language learners during read-aloud by highlighting vocabulary and providing a tool to assist with a partner retelling activity.
Sean Moore engages his second graders in a read aloud of the book Plants That Eat Animals. Sean varies the ways the students respond to the read aloud. He also chooses to read the text without showing any visual supports when he wants the students to create mental images, focus on vocabulary, or make connections between the text and their experiences.
In this whole-group minilesson, sixth-grade teacher Katie Doherty uses the book Wilfrid Gordon McDonald Partridge to have the students listen and chart their clues, schema and resulting inference.
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