Interactive Read-Alouds

TT #19

Instructional focus:

The instructional focus is on comprehension and oral language. Interpretation is enhanced because students are engaged in the reading process before, during, and after reading


Grade Levels used:

It can be used in all of the grades and ELL students


When to use it:

Do this whenever you're reading aloud, no matter if it's after-lunch, during a literature focus unit, reading workshop, or for a thematic unit

Steps for this strategy:

  • Teachers introduce the book and activate students' background knowledge before they begin reading
  • Engage students while they read aloud through brief discussions and other activities
  • Then after reading, they provide opportunities for students to respond to the book

How teachers engage students

  • Stop reading periodically to discuss what has just been read
  • Timing is crucial
  • It is more effective to stop reading where students can make predictions and connections

Why use it?

  • Students tend to be better listeners when they're involved during the reading
  • For ELL students, this strategy provides an opportunity for them to listen to age-appropriate texts that they could not read on their own

How to use it

  1. Pick a book. Teachers choose award-winning and other high-quality books that are appropriate for students and that fit into their instructional programs
  2. Preview the book. Teachers practice reading the book to ensure that they can read it fluently and to decide where to pause and engage students with the text; they write prompts on self-stick notes to mark these pages. Teachers also think about how they'll introduce the book and select difficult vocabulary words to highlight
  3. Introduce the book. Teachers activate students' background knowledge, set a clear purpose for listening, and preview the text.
Repeated Interactive Read-aloud in Kindergarten