Read aloud sentence frames: Identifying the main points, themes, and ideas:
- I think the main idea of this story is … because ...
- I believe that the theme of this story is … because ...
- I have come to this conclusion about the... because…
- …is a specific text detail that supports the idea of …
- The main idea is … because of the text evidence in this passage ... In this story, the author is focusing on…
- The author provides this information because s/he wants the reader to …
Using Sentence Frames to Develop Academic Vocabulary for English Learners
Dialectic Read Alouds: Read alouds and think alouds should
Why we need to read aloud to students each and every day:
- Reading and sharing is FUN!
- Start the day with a positive inspirational message.
- Build students curiosity, imagination and philosopher’s passion.
- Teach students morals, responsibility, resilience, and ethics.
- Build vocabulary and background knowledge
- Build a love of literature and a passion for books.
- Integrate ELA concepts with social studies, science and math curriculum.
- Support whole class book clubs and novel studies.
- Help students discuss and think about literature at a deeper level.
- Introduce new close reading strategies.
- Introduce the themes and main ideas of different genres.
- Discover new vistas, frontiers, ideas, and amazing worlds.
- Guide students in the Socratic thinking, effective questioning, attentive listening, and discussion protocols.
- Develop students understanding of elements of poetry, text structures, text features, and literary elements.
- Model accurate, fluent and expressive reading.
- Explore and interact with advanced literature and literary concepts
- Explore and use tier 2 and tier 3 academic vocabulary
- Model metacognition "Thinking Aloud."
- Model close reading strategies, tactics, and process.
- Examine text features and text structure.
- Make inferences, connections, draw conclusions, and predictions.
- “This is (not) making sense to me because”
- “This is new information, it connects (or doesn’t) with what I already read or experienced...."
- “This is new information, it connects (or doesn’t) with my prior knowledge....”
- “Wow, I understand this better....”
- “This makes sense now because . . .”
- “Ohh, I think that means. . . .”
- “This part is really saying . . .”
- “At first, I thought this was about...., but now, I think...”
- “I used my imagination and....,.I see.....”
- “This is fascinating because.....”
- “This is hard to understand because....”
- “This is less confusing because.....”
- “I enjoyed this part.....”
- “I don’t like this part because....”
- “My favorite part (so far) is.... .”
- “I think this might be about.....”
- “Something I should do to help me understand this better.....”
- “Since I don’t understand this word, a good strategy would be ...."
- “I need to revise my thinking....”
- “My prediction is...."
- "My guess is this will happen next....”
- “I wonder if this will happen”
- "I imagine the author believes...”
- “This part reminds me of a character/setting/theme.....”
Understand that the reading process requires continuous practice, development, and refinement. In addition, reading requires imagination, curiosity, creativity, and critical analysis.
- Understand that reading is a complex cognitive process, the interaction between the author's ideas and the reader ability to fully connect and interpret those ideas using the reader’s prior knowledge, experiences, attitude, and language ability.
- Moving from phonemic decoding and word calling to building new knowledge and comprehending.
- Practice higher order thinking strategies like, comparing and contrasting "semantic analysis", predicting, making inferences, and drawing conclusions.
- Use context clues and word analysis to identify the meaning of unknown words.
- Share ideas, questions, predictions, misconceptions, opinions, and passions with peers and teachers.
- Listen, Think, Question, Reflect, Learn, and Thrive Academically.
- Reflect upon their experiences, their learning, connections to themselves and their reading.
Students Making Connection:
- “This word is hard because there are no context clues.....”
- “This part is confusing; I think it might be about....”
- “This passage reminds me of.....”
- “This part of the book is like.....”
- “This protagonist/antagonist is like..... because....”
- “This is passage similar to....”
- “I also (name something in the text that has also happened personally to student).”
- “This protagonist/antagonist makes me think of . . .”
- “The setting reminds me of another....”
- “This is helped me think about...”
- “This part is fascinating because...”
- “I like the part where protagonist/antagonist... ”
- “I don’t like this part because the protagonist/antagonist....”
- “My favorite part (so far) is . . .”
- “I think this might be about....”
- "I used my imagination and I see....”
Survey: Students survey and skim the text reading the headings, subheadings and other relevant features of the text. Students are identifying the big ideas and formulating questions to keep in mind to make connects to the context during the reading.
- What is this.....text about?
- What question is this passage trying to answer?
- Why or how does this information help me?
Recite (R2): "Recite/wRite" or "Recall." Using key phrases, statements that identify major points and answers the questions. "Recite/wRite" or "Recall." can be presented in an oral or written format.
Review (R3) "Read and Review." or "Read and Reflect" Students uses Cornell Notes or a Lotus Diagram to study, review, summarize, reflect on learning and self-quiz. The study notes can be used to review information study over time to reinforce learning and memory.