Engaging 21st Century Learners through Interactive Read Alouds

Engaging 21st Century Learners through
Interactive Read Alouds and Grand
Based on the NC school report card, North
Carolina students are 56% proficient in
reading. Therefore, according to research,
interactive read alouds are beneficial to
students’ reading comprehension and can
help support struggling readers. During an
interactive read aloud, the teacher models
how and when to use certain reading
strategies. The teacher also pauses to allow
students to discuss and write about what is
happening in the story, answer questions,
and make predictions. By interacting with the
text, students are engaged in reading. The
focus is on understanding and
comprehending the text rather than decoding
words. This allows students to take what
they’ve practiced during the read aloud and
transfer it to their independent reading.
Aligning with the Common Core:
SL.1 Participate in collaborative
conversations with diverse partners.
SL.2 Confirm understanding of a text read
aloud by asking and answering questions
about key details and requesting clarification
if something is not understood.
*Other standards may align depending on
the skill and/or content focus.
9.1 21st Century Life Skills: All students will
demonstrate creative, critical thinking,
collaboration and problem solving skills to
function successfully as global citizens and
workers in diverse ethnic and organizational
Presenters- UNCC Graduate Students in
Reading Education:
Jennifer Huber, 3rd Grade Teacher
Natasha Calderon, Kindergarten Teacher
Dayna Ryan, 2nd Grade Teacher
Faith Dibble, 3rd grade teacher
Stephanie Rice, 10th Grade AP World History
1. Preparation: Select a text that can elicit
higher-level questioning. A variety of
texts should be used throughout the
school year. After choosing a book,
read it to become familiar with the text.
Reread it and identify the words that
may be new for your students. Also find
the critical points in the story to model
your own thinking and question
students. Write out your thoughts and
questions on sticky notes and label them
as “Think Aloud” if you are modeling a
strategy, “Turn and Talk” if students are
to discuss, or “Stop and Jot” if students
are to write a response. Place the sticky
notes throughout the book for reference
during reading.
2. Before Reading: With the students
gathered around, preview the book.
Read the title of the book aloud and
show students the pictures in the text.
Then have students predict what the
story will be about to help them activate
their prior knowledge. Introduce the
new vocabulary as “words you’ll meet.”
3. During Reading: While reading the book
aloud, pause several times to think
aloud, have students turn and talk, and
have students stop and jot responses.
4. After Reading: Engage students in a
grand conversation, a student-led
discussion of the text.