Interactive Read-Alouds

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Why it works

Reading aloud, especially interactively, is strongly supported by research for building vocabulary, background knowledge, comprehension, and motivation, and it lets students access rich text above their own reading level. An interactive read-aloud is planned and purposeful: a carefully chosen, worthy text, strategic stopping points for think-alouds and dialogic questions, attention to vocabulary and knowledge, and engagement with the ideas, not just reading start to finish. It works across grade levels, including secondary. The difference between a casual read-aloud and a planned interactive one is large.

The research: Research on interactive read-alouds and reading aloud.

The run-of-show

Choose your slot. The agenda, timings, and length update to match.

The core activity: plan an interactive read-aloud

Teachers leave with one read-aloud planned for think-alouds, questions, and vocabulary.

Choose a worthy, rich text (it can be above students' reading level).
Plan strategic stopping points for think-alouds and dialogic questions.
Plan vocabulary and knowledge to highlight.
Plan how students engage with the ideas, not just listen.

Plan the read-aloud, make it interactiveA read-aloud builds vocabulary, knowledge, and comprehension when it is planned and interactive, think-alouds, dialogic questions, rich text, not just reading the words.

Facilitator notes

Choose a worthy text, and plan think-alouds and dialogic questions.
Highlight vocabulary and knowledge, and engage with ideas.
It works at every level.

Just reading the words leaves the power on the tableReading start to finish with no interaction misses most of the benefit. Plan think-alouds, dialogic questions, and vocabulary, and engage students with the ideas.

Adapt it

Elementary: interactive read-alouds daily, vocab, knowledge.
Secondary: read-alouds of rich text, think-alouds, discussion.
All settings: planned, interactive, worthy text.

Participant handout

One page for every teacher. Print it, or save it as a PDF.

K12 Academics · Professional Learning

Interactive Read-Alouds: plan the interaction

More than reading the words: a worthy text, think-alouds, dialogic questions, and vocabulary, planned.

The worthy, rich text:
The strategic stopping points for think-alouds and questions:
The vocabulary and knowledge to highlight:
How students engage with the ideas:
What makes this more than just reading the words:

Make it stick

Plan the interaction:

Plan interactive read-alouds.
Engage with ideas.
Bring a read-aloud plan to the next PLC.

Common questions

Isn't reading aloud just for little kids?

No. Interactive read-alouds build vocabulary, knowledge, and comprehension at every level, including secondary, and let students access rich text above their reading level. The power is in doing it interactively.

What makes a read-aloud interactive?

Planning: a worthy text, strategic stops for think-alouds and dialogic questions, attention to vocabulary and knowledge, and engaging students with the ideas, not just reading the words.

What should I read aloud?

A worthy, rich text (often above students' independent reading level) that builds knowledge and vocabulary and is worth discussing. Choose with purpose.