What do we mean by ‘Read Alouds’? These are texts are beyond the independent reading ability of children, and are read by a fluent adult reader - it’s best if it is the teacher at school or a parent at home. 

Listening to stories online are another way to hear fluent renderings of texts. 

Every day, the teacher reads aloud materials that are at the students' listening level, but usually above their independent reading level.

The amazing power of Read Alouds

Reading aloud has a big impact on literacy growth and development. 

We talk about our own experiences as well as the role of the teacher and the student in ensuring this powerhouse experience can do it’s maximum work, for little energy, cost and/or time. It is a surprisingly underutilised strategy across the primary years of schooling. 

Teachers can’t afford to not have it in your daily repertoire of experiences.

Why are Read Alouds important?

To improve students' listening skills, reading comprehension and attitudes toward reading, and to build vocabulary. It also:

• Involves students in reading for enjoyment
• Demonstrates reading for a purpose
• Provides an adult demonstration of fluent, phrased reading
• Develops a sense of story
• Develops knowledge of written language syntax
• Develops knowledge of how texts are structured
• Increases vocabulary
• Expands linguistic repertoire
• Supports inter-textual ties
• Creates a community of readers through enjoyment and shared knowledge
• Makes complex ideas available to children
• Promotes oral language development
• Establishes known texts as a basis for writing and other activities through rereading
• How do we get them going in the classroom? What is the teachers role?

How to do Read Alouds:

• Teachers need a wide range of books to select from for appropriate Read Alouds
• Teacher must be fully committed to the text before beginning, having read it prior to beginning with the class
• Read texts aloud to students daily
• Establish a literacy rich environment
• Share books with students and model appropriate reading behaviour
• Read a variety of books and other materials
• Make these materials accessible for students to read on their own
• Engage students in literacy-related play/drama in response to text
• Lead discussions about the texts encouraging children to think and talk about it

Which Read Alouds are most important?

Choices of text could include: 

• Link to the curriculum
• Link to an area of study
• Information text
• Fiction genre of a variety
• Language rich
• A range over a year
• Picture books
• Especially chapter books

How do we get Read Alouds going?

• How do we get them going in the classroom? What is the children’s role?
• Enjoy listening to and discussing fiction and non-fiction literature read aloud
• Retell narratives and use descriptive language to explain and explore ideas in the literature
• Retell facts when nonfiction is read
• Think about what is being read and express those thoughts

Don’t forget to tune in to get all the details, insights, stories, tools and our tantalising text!

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The Teacher’s Tool Kit For Literacy is the free podcast for motivated teachers and school leaders who want the latest tips, tricks and tools to inspire their students and school community in literacy learning. 

Hear from literacy expert and founder of Cue Learning, Sharon Callen, and special guests.

At Cue Learning, our literacy specialists draw on over 30 years of teaching and international consulting experience to deliver world-class learning solutions. We equip, empower and support teachers to become their authentic selves. 

To find out about upcoming webinars, and about how Cue can help you and your school, visit the Cue Learning website http://www.cuelearning.com.au/.

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