Making the Very Most of Classroom Read‐Alouds to Promote Comprehension and Vocabulary

Abstract

Integrating comprehension and vocabulary instruction in read‐alouds can help teachers make the very most of class time. The curriculum described illustrates how read‐alouds, when implemented with strategic purpose, can boost learners' vocabulary knowledge and reading comprehension. Specifically, the author presents guidelines for: selecting texts to encourage “text‐to‐text” and “text‐to‐self” connections selecting target vocabulary words promoting text‐based discussions incorporating comprehension instruction before, during, and after the reading process

L’album documentaire, un incontournable pour favoriser l’entrée dans l’écrit

“…Certains documentaires, se présentant sous la forme de questions-réponses ou de vrais/faux (voir tableau 5), incitent les enfants à s'interroger sur plusieurs phénomènes qui les entourent, ce qui en font d'excellentes ressources pour susciter la discussion, stimuler l'expression langagière et favoriser la construction de connaissances. Comme mentionné précédemment, la lecture doit être interactive, c'est-à-dire qu'elle doit favoriser la discussion autour du texte et des images, et cela, avant, pendant et après la lecture (Giasson, 2003;Santoro et al, 2008;Yopp et Yopp, 2012). Dans un contexte de lecture d'albums documentaires visant le développement du vocabulaire et de connaissances sur le monde, les interactions seront en grande partie centrées sur les concepts (Giasson, 2003).…”

“…(Santoro et al, 2008). Il s'agit alors de favoriser, en cours de lecture, l'émergence de discussions portant explicitement sur ces aspects (Santoro et al, 2008;Yopp et Yopp, 2012 (Santoro et al, 2008).…”

“…(Santoro et al, 2008). Il s'agit alors de favoriser, en cours de lecture, l'émergence de discussions portant explicitement sur ces aspects (Santoro et al, 2008;Yopp et Yopp, 2012 (Santoro et al, 2008). Par exemple, au cours d'une semaine consacrée au thème des chevaliers, on peut faire la lecture de plusieurs albums documentaires et narratifs sur le sujet (voir tableau 12) et aider les enfants à comparer ces types d'albums, à identifier/analyser leurs différences au plan de la structure, du discours, de la forme, etc.…”

Making the Case for Using Informational Text in Preschool Classrooms

“…When presenting informational text in a shared reading format, early childhood teachers are provided the opportunity to demonstrate and explain text structures such as compare/contrast, sequence, cause/effect, description, and problem/solution to their students (Hall & Sabey, 2007;Read, Reutzel, & Fawson, 2008). Exposing children to informational text structure in the preschool years may mitigate some of the difficulty children encounter with expository text structure in elementary school (Pentimonti et al, 2010;Sanacore & Palumbo, 2009;Santoro, Chard, Howard, & Baker, 2008). Preschool teachers can read aloud books with well-structured text structures and scaffold children's understanding of the structures through thinking aloud the comprehension processes.…”

Supporting Young Children's Language Learning through Teachers' Use of Evidence-Based Instructional Strategies

“…Teachers and children can discuss who the story is about and the clues that led them to know who the main character was, and the sequence of the story's events (what happened first, next, and last) (Santoro, Chard, Howard, & Baker, 2008). When reading informational or expository texts, teachers can help their children uncover these texts' structure (e.g., compare and contrast, cause and effect, problem and solution) (Santoro, Chard, Howard, & Baker, 2008). Teachers encourage their young learners to offer spontaneous comments, to ask questions, to answer questions about target words, and to respond to each other's questions as the story is read.…”